Areas of Interest
- Connections between mathematical and verbal reasoning, and learning.
- Designing practicable education interventions that can be effectively used by the average classroom teacher.
- The use of teacher questioning (formative assessment) techniques to promote student engagement with educational stimuli (intention/attention, hierarchically guided).
- Delimiting the relationship between the constructs ‘conceptual understanding’ and ‘procedural understanding.’
- The concept and practice of scaffolding as it relates to
- analogies as a key avenue for scaffolding
- primary cognitive representations and the ways that symbols access them.
- Mathematical and Verbal Reasoning
- Classroom Interventions
- Formative Assessment
- Conceptual/Procedural Understanding
- Bases for Scaffolding
- Symbolic Competence
Current Research Topic/Field-Based Project
a) Conducting a 2x2 experiment examining the effects instruction type (conceptual vs. procedural), and self-explanation (prompt vs. no prompt) on 4th and 5th grade studentsí performance on simple arithmetic equivalence problems.
b) Planning a series of experiments investigating similar phenomena in adults
- Staff development professional for K-12 public school teachers.
- Test prep instruction for ACT, SAT, GRE, GMAT, and LSAT tests.
- M.A. (2001): Political Science, University of Chicago
- B.A. (1997): Physics, Harvard University