My research is focused on answering the question: “How do children acquire mathematical understanding?” The aim of my research is to identify the cognitive and educational bases of children's mathematical reasoning. Specifically, I am interested in basic number abilities/disabilities and the conceptual changes that occur as children acquire mathematical competence. I am especially interested in identifying different patterns of mathematical understanding and the ways in which these patterns change or remain stable over time. In association with colleagues, I am currently conducting research on: (1) individual differences in students’ acquisition of algebraic ability; (2) using interactive assessment to evaluate children's mathematical learning potential in rational number and algebra; (3) the relationships between the development of mathematical, language and general cognitive concepts across the primary-school years; (4) individual differences in the development of primary-school aged children's number concepts. In addition, I run a Dyscalculia diagnostic testing centre. The tests used are based on our extensive research into young children’s number understanding from Pre-prep through the primary years. Our results have identified some important markers of number cognition which are independent of instructional competencies and provide diagnostic indicators of Dyscalculia.
Psychologist with General Registration 2006 -
Victorian Institute of Teaching.
Registered Teacher 1996 -