How can we structure instruction so that students are best able to draw on their own prior knowledge when learning or problem-solving?
How do students’ math anxiety affect learning or problem solving?
What is the nature of children’s foundational knowledge of whole numbers and their operations, and how does this change as they learn about other kinds of numbers?
What is the role of variability in learning and reasoning about mathematics?
If you are an undergraduate in the UK Psychology program, and you are interested in joining my lab as a PSY 394/395 research assistant in the 2020-2021 school year, find more information here.