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Math education

For many school children, mathematics is a source of frustration because of the experienced difficulties with it. This led to increased research on the underlying cognitive processes of different mathematics skills and at the same time, research on personalized learning approaches to foster particular math skills. However, both research traditions are often too little geared to one another. In this project, we focus on numerosity and fraction comparison, both important precursors for math and affected by domain-specific and domain-general processes, that is, processes involved in many other – also non-mathematical – skills like inhibition.  First, we will examine whether there are different profiles of children that excel or underperform on one or both (domain-specific and domain-general) dimensions. Second, we will construct adaptive diagnostical tests, that is a test in which the problems are adapted to the child in real time, taking into account both domain-specific and domain-general dimensions. Third, we will evaluate whether children learn better when they are presented with exercises matched to their current ability on both dimensions.

Date:1 Oct 2023 →  Today
Keywords:Mathematics, Personalized learning, Cognitive processes
Disciplines:Educational technology, Instructional psychology and instructional design, Learning and behaviour, Cognitive processes
Project type:PhD project