Click on the links below:
Chen, O. (2022, December) The effect of worked examples on multi-step solutions. Presented International Cognitive Load Theory Conference, Santiago, Chile.
Cipora, K. (2022, September). Preregistration. Presented at Workshop: Promoting transparency and replicability in research. University of Tuebingen, Germany.
Dowker, A. (2023, August). The Numbers Count intervention: Do the benefits persist through Key Stage 2? Presented at The Mathematics Education for the Future Project Symposium on Innovative Teaching Practices, Oxford, UK.
Dowker A. (2023, September) What factors influence mathematics anxiety?: Gender, age and culture. Presented at British Psychological Society Education Section Conference, Liverpool, UK.
Dowker, A., Cheriton, O., & Horton, R. (2023, May). Age differences in children’s attitudes to mathematics and mathematics anxiety. Seminar presented at Department of Mathematics Education, Loughborough University, Loughborough, UK.
Dowker, A., Holmes, P. (2023, June). University students’ attitudes and performance in mathematics: the importance of self-efficacy Presented at Mathematical Cognition and Learning Society Conference, Loughborough, UK
Flint, N. & Stokoe, E. (2023, August). Understanding children’s experiences of mathematical thinking and learning before starting school. Seminar presented at Mathematics Didactics Group, University of South-Eastern Norway, Norway.
Flint, N. & Stokoe, E. (2023, September). Understanding children’s experiences of mathematical thinking and learning before starting school. Seminar presented at Department of Languages and Literature Studies, University of South-Eastern Norway, Norway.
Flint, N. & Stokoe, E. (2023, September). Understanding children’s experiences of mathematical thinking and learning before starting school. Seminar presented at Linköping University, Sweden.
Foulkes, M., Sella, F., & Gilmore, C. (2023, June). Do different manipulative features influence 4- 5-year-old children’s performance, behaviours and strategies when completing mathematical tasks? An observational video study. Presented at Mathematical Cognition and Learning Society Conference, Loughborough, UK.
Francome, T., Jones, I., Foster, C., Chen, O., Lortie-Forgues, H., Shore, C., Strauss, J., & Woollacott, B. (2022, November). The questions teachers ask & the questions researchers answer. Presented at British Society for Research into Learning Mathematics, IoE – Faculty of Education and Society, University College London, London, UK.
Gilmore, C. (2022, July). Understanding the complexity of early numeracy development. Summer Lecture presented at Centre for Language Literacy and Numeracy, Research and Practice, University College London, London, UK.
Gilmore, C. (2022, October). How do domain-general cognitive skills support early mathematics development? Presented at WOG network meeting, Leuven, Belgium.
Gilmore, C. (2023, October). How do children build early understanding of numbers? Seminar presented at School of Psychology, University of Durham, Durham, UK.
Gashaj, V (2023, January). Developmental relations between manual dexterity and mathematical cognition. Presented at Budapest CEU Conference on Cognitive Development, Budapest, Hungary.
Gashaj, V (2023, June). Giving Voice to Kosovar Teachers: experience and reflections on play-based math learning in the classroom. Presented at International Society of the Learning Sciences conference, Montreal, Canada.
Gashaj V. (2023, August) Developmental relations between manual dexterity and mathematical cognition. Presented at 20th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
Göbel, S (2022, October). Writing numbers and reading digit strings: Fundamentals of arithmetic development in primary school. Seminar presented at School of Psychology, University of Aberdeen, Aberdeen, UK.
Göbel, S (2023, January). Writing numbers and reading digit strings: Fundamentals of arithmetic development in primary school. Seminar presented at Department of Psychology, University of Lancaster, Lancaster, UK.
Göbel, S (2023, February). Writing numbers and reading digit strings: Fundamentals of arithmetic development in primary school. Seminar presented at Child Development and Learning group, Department of Education, Oxford, UK.
Howard-Jones, P. (2023, August) From findings to impact: Implications of current research for researcher-practitioner communication. Presented at 20th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
Howard-Jones, P.(2023, October). Improving early/foundational learning: How do research findings influence practitioners’ teaching effectiveness? Presented at UNESCO invited expert meeting, Paris, France.
Inglis, M. (2022, December) Understanding and improving students’ mathematical reading. Seminar presented at University of Applied Sciences Technikum Wien, Wien, Austria.
Inglis, M. (2022, June). Measuring conceptual understanding in mathematics. Janet Duffin Prize Lecture, British Society for Research into Learning Mathematics conference. University of Nottingham, Nottingham, UK.
Jay, T., & Flint, N. (2023, July). Understanding children’s experiences of mathematical thinking and learning
before starting school. Seminar presented at Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia.
Jay, T., & Flint, N. (2023, July). Understanding children’s experiences of mathematical thinking and learning
before starting school. Seminar presented at Macquarie School of Education, Macquarie University, Sydney, Australia.
Moeller, K. (2023, June). Basic numerical deficits as the origin of mathematical learning difficulties and their disagnostics. Seminar presented at the Department of Psychology, Frankfurt am Main, Germany.
Moeller, K. (2023, September). Affordances of digital media – the case of mathematics. Seminar presented at Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany.
Roulstone, A., Morsanyi, K., Lê Thị Mai, L., Tomasetto, C., Bahnmueller, J. (2023, June). Dyscalculia: Areas of math difficulties and educators’ knowledge. Presented at Mathematical Cognition and Learning Society Conference, Loughborough, UK.
Scerif, G. (2023, January). Understanding Perceptual decisions: development and diversity. Presented at Experimental Psychology Society conference, University College London, London, UK.
Scerif, G. (2023, July). Contrasting theories of change for early executive and maths interventions. Presented at International Mind Brain Education Society online seminar.
Scerif, G. (2023, September). Contrasting theories of change for early executive and maths interventions. Presented at the British Psychological Society Developmental Section Conference, University of Bristol, Bristol, UK.
Simms, V. (2022, June). What Counts in Mathematical Development. Seminar presented at Edgehill University, Lancashire, UK.
Simms, V. (2022, July). What Counts in Mathematical Development. Presented at PsyPAG Annual Conference, online.
Simms, V. (2022, September). What Counts in Mathematical Development. Seminar presented at Purdue University, West Lafayette, Indiana, USA.
Simms, V. (2022, October). Embracing creativity in developmental science. Presented at Northern Ireland British Psychological Society, Annual Conference, Ulster, UK.
Smith, K., Xenidou-Dervou, I., Bahnmueller, J. (2023, June). I’ve got nine-ten-nine problems, but number transparency ain’t one: The Influence of number word transparency on multi-digit number-matching in children. Presented at Mathematical Cognition and Learning Society Conference, Loughborough, UK.
Weiers, H., Slocombe, F., James-Brabham, E., & Gilmore, C. (2023, June) How do researchers code parents’ mathematics talk and what is the relation with children’s mathematical skills? A systematic review and meta-analysis. Presented at Mathematical Cognition and Learning Society Conference, Loughborough, UK.
Woollacott, B. (2023, March) Early Years practitioners’ perspectives on effective communication of research. Presented at British Society for Research into Learning Mathematics conference, University College London, London, UK.
Woollacott, B. (2023, September) Early Years practitioners’ perspectives on effective communication of research. Presented British Educational Research Association Conference, Birmingham, UK.
Xenidou-Dervou, I. (2023, May). Cognitive factors influencing children’s mathematics achievement: The interplay between WM and maths skills. Seminar presented at Psychology Department, University of Portsmouth, UK.
Xenidou-Dervou, I. (2023, August). Executive Functions in Science and Mathematics: From Cognitive Neuroscience to Applied Research. Presented at 20th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.