Please select from the links below or to the left to learn more about current and completed projects in the Math and Numeracy lab:

Numbers in Context

How does context affect how children and adults perceive or process numerical information? We have several projects focused on this broader question, including our primary project focused on children, including children with Turner syndrome, to determine how contextual sensitivity influences mathematics achievement (funded by an award from the National Science Foundation to Dr. Mazzocco). Our projects focused on adults are currently funded by the University of Minnesota.

Development and Research in Early Mathematics Education (DREME)

The DREME Network is a collaborative effort funded by the Heising-Simons Foundation. We are involved in several DREME supported projects:

Making More of Mathematics

The Preschool Mathematics and Executive Function project is a DREME Network Collaboration funded by the Heising-Simons Foundation. This project is focused on enriching children’s exposure to early mathematics activities in PreK settings, and determining how and if high quality mathematics activities enhance the development of early math and EF skills.


We are studying the role of counting and number books in the development of early number concepts. This work is partially funded through the DREME Network.

We are also studying parents and caregivers’ roles in early mathematical thinking and development.

Neurogenetic Syndrome Phenotypes: Model Pathways to Mathematics Learning Disabilities

This was a primary component of the completed MSDP. Turner syndrome research continues as a component of the Numbers in Context research.

The Math Skills Development Project (MSDP)

The MSDP is a completed, in-depth, 13 year longitudinal study of mathematical thinking from Kindergarten to Grade 12 (Funded primarily but not exclusively by the NIH). There are multiple opportunities for secondary analyses of existing data from this project.