Perceptual, Contextual, and Embodied Influences

In my first line of work, I examine how perceptual, contextual, and embodied features in the environment influence and can help children ground abstract reasoning in tangible experiences. My research has shown that features (e.g., color, spacing, order) of tasks, toys, and digital tools affect children’s attention to quantity, interpretation of symbols, problem solving, and interactions with humans and computers. 

Building on these findings to inform practice, I  have co-designed resources with caregivers to support early math learning. I have also conducted intervention studies that leverage perceptual and embodied features (e.g., color, gesture, spacing) to improve student learning. 

Learning Variations

In my second line of work, I study how individual variations in language, inhibitory control, executive function, persistence, and math anxiety implicate different pathways to math learning. I have found that children’s knowledge of relational language (e.g., before, above, big) and math skills influence each other and co-develop over time. I have used log data within digital tools to identify behavioral indicators of thinking and learning trajectories, which helps design adaptive tools for struggling learners.

Interdisciplinary, Research-Practice Collaboration 

As an affiliate of the Development and Research in Early Mathematics Education Network, I evaluated executive function demands in mathematical activities and contributed to the development of high-quality learning activities.  I provided some ideas for parents and educators to incorporate executive function and mathematics during play and everyday activities through online blogs. 

In collaboration with Dr. von Baeyer, I reviewed the relevance of cognitive developmental factors (e.g., memory, language, executive function skills, symbolic understanding, and mathematics) in preschoolers’ self-report of pain intensity. With Drs Rich Masters and Victoria Egli, we study the influences of marketing on perception of portion sizes of unhealthy food.

Currently, I collaborate with stakeholders, learning scientists, educators, clinicians, and computer scientists to design materials for teaching and learning, and to provide recommendations for practices.