The Math Lab, under the directorship of Jo-Anne LeFevre, is actively involved in various math and language cognition projects with collaborators worldwide. Our mission is to conduct research on cognitive processes related to numerical and mathematical abilities, investigating different aspects of mathematical cognition across ages and cultures. We seek to understand fundamental cognitive processes and numeracy skills and how those skills are important in real-world applications.
One of our current projects is the LLAMA (Language Learning and Math Achievement) project, which explores the question of how math and language skills are interconnected. Additionally, we are involved in the EMA (Early Math Assessment @ School) project, which focuses on developing a numeracy screener for identifying underachieving students in kindergarten to grade 3. This assessment includes foundational skills like number comparison, writing numbers from dictation, placement of numbers on a 0-1000 number line, and ordering numbers, as well as arithmetic fluency. The screener was designed to inform educators about which students may require extra assistance.
The AIM Collective is a partnership initiative funded by the Social Sciences and Humanities Research Council of Canada. The goal of the AIM Collective is to develop early math assessment and instruction tools that support all children in reaching their full potential in math. As part of the AIM Collective (link), the EMA and other tools are being disseminated to partner school boards and districts across Canada. We are excited to be building a community of researchers and educators dedicated to sharing evidence-informed, teacher-approved math tools and resources.
We are also currently collaborating on the ToyBox project with Dr. Sheri-Lynn Skwarchuk at the University of Winnipeg, which provides free literacy and numeracy support for parents and caregivers with children between the ages of 2-8 years old. ToyBox offers activities at different levels focusing on letters, numbers, and wellness. Toybox is designed to provide families with young children access to evidence-supported activities that will support their development.
In addition, we are exploring questions related to reading difficulties and intervention approaches for diverse student groups. As part of the Literacy Development project, we evaluate the efficacy of computerized reading interventions and the resulting reading gains in children at risk of reading difficulties. This work is particularly important given the significant impact that reading difficulties can have on a child’s academic and personal development.
Students at the undergraduate, master’s, and doctoral levels actively contribute to numerous research projects on mathematical cognition and improving literacy outcomes by investigating questions about reading difficulties. Some of the research that our members are doing includes investigating the impact of the home environment on early literacy and numeracy skills acquisition, trauma-informed teaching, and the role of language in mathematical cognition among many others.
Furthermore, we actively participate in knowledge mobilization efforts. Our team members actively participate in local, national, and international academic conferences to present their work. We also partner with educators and community members to achieve a balanced approach between research and ‘real world’ applications. We thus organize workshops and routinely post on our social media pages to share our research findings and behind-the-scenes look at all that we do in the MathLab.