In this project, funded by the National Science Foundation, we are working to adapt and develop components of a math anxiety intervention for children. We will then test the intervention in schools to see if it decreases math anxiety and avoidance, and increases math learning.

Teachers' role in math attitudes and learning

In this area of work, funded by the Institute of Education Sciences, we are looking at how elementary school teachers' math anxiety relates to their students' math attitudes and learning. Our hope is to identify key aspects of teacher preparation that could be improved to increase students learning in math.

Factors related to math learning

This area of work examines a number of different factors (e.g., math anxiety, working memory, spatial skills, stereotypes) and how they relate to math learning and test performance. We also have a specific focus on better understanding which of these factors might help to explain any observed gender differences in math learning.

Understanding STEM career choices

In this line of research, we examine the predictors of peoples' choice of a Science, Technology, Engineering, or Mathematics (STEM) college major or career. We use this information to better understand why women are underrepresented in some STEM fields and how we can attract more students (particularly women) to STEM.

Learning in geometry and measurement

This research explores how children reason about geometry and measurement principles. We examine how task characteristics are related to strategy use and test performance. We also are studying which types of instruction are most likely to lead to increases in student learning.

Predictors of calculus and music learning

In collaboration with Dr. Sara Hart and other faculty at FSU we have examined attitudinal and cognitive predictors of learning in college courses both in Calculus and Music Theory. Our goal is to be able to identify students early on who may struggle with this coursework so we can provide them with support.