RCDMC is interested in investigating the development of mathematical knowledge as children progress through school. At the moment our research is spanning a broad range of topics including the embodiment of math, children’s understanding of mathematical word problems, and individual differences in how children conceptualize and proceduralize different areas of mathematics.  Ultimately, our goal is to apply our findings to improve curricula and help students learn math more effectively.

Our research is driven by the belief that a better understanding of mathematical cognition can happen at all levels of mathematical complexity.  Using a psychological approach, we are attempting to better identify the various cognitive mechanisms that underlie mathematical thought and performance across different mathematical topics.  For this reason, some of our research concerns general cognitive mechanisms (e.g., working memory, subitizing) and its relation to mathematical cognition, while other research projects have a narrower focus on a particular kind of mathematical knowledge (e.g., fractions, algebra).  Our general aim is to better understand the different components of mathematical cognition that are used to solve mathematical problems, especially problems encountered in a school setting.

Dr. Hallett, the lead researcher of the RCDMC, also has interests
outside of mathematical cognition. He has collaborated on
projects concerning children's understanding of time. His previous research considered how differences in community attempts to regain identity are related to suicide rates and school drop-out rates. He also has conducted research concerning the epistemological development of adolescents and young adults. This research explores the implicit ways used by people to decide what constitutes “truth”, and how that changes over time.

For a description of the studies on which we are currently working, visit the Current Projects page.