My research lies at the intersection of psychology, neuroscience, and education and is focused on answering questions about how people learn and do mathematics. More specifically, I am interested in uncovering relations between numerical and spatial cognition. Why is it that people who demonstrate strong spatial skills also tend to perform better in mathematics? How might we leverage numerical-spatial relations to inform and improve the teaching and learning of mathematics?
To answer these and related questions my research combines lab-based approaches with field-based work that involves collaborating with and learning from classroom teachers. To this aim, I see research and practice as mutually informative and both necessary in advancing theory and research on the science of learning.