{"id":2,"date":"2012-10-10T21:46:36","date_gmt":"2012-10-10T21:46:36","guid":{"rendered":"https:\/\/web.education.wisc.edu\/pmatthews\/?page_id=2"},"modified":"2024-05-02T18:48:09","modified_gmt":"2024-05-02T18:48:09","slug":"sample-page","status":"publish","type":"page","link":"https:\/\/web.education.wisc.edu\/pmatthews\/","title":{"rendered":"Welcome"},"content":{"rendered":"

\"\"<\/a>
\nWe study mathematical cognition with two overarching primary goals:<\/span><\/p>\n

1) to understand some basic underpinnings of human cognition, and
\n2) to find ways to leverage this understanding into effective pedagogical techniques that can be used to impact the life chances of everyday people.
\n<\/span><\/p>\n

Our research currently consists of two interrelated strands:<\/span><\/p>\n

\u00a0<\/span><\/strong><\/span><\/p>\n

Strand 1 \u2013\u00a0Developing Understanding of Symbolic Number<\/strong><\/span><\/strong><\/span><\/p>\n

Mathematical competence is an important determinant of children\u2019s later\u00a0<\/span>educational and occupational prospects. Converging lines of research suggest that acquiring\u00a0<\/span>of a robust sense of number is an essential first step on the road to mathematical\u00a0<\/span>competence. In the MELD lab, we are concerned with how numerical symbols come to be\u00a0<\/span>meaningful in the first place. \u00a0How is it that symbolic numbers and number words \u2013 both\u00a0<\/span>relatively recent inventions on the evolutionary time scale \u2013 come to be associated with\u00a0<\/span>conceptions of specific magnitudes? How do we get a sense for what symbolic numbers\u00a0<\/span>mean? Our more recent projects focus on fractions in particular. Click on one of the links below to find out more: <\/span><\/span><\/p>\n

NSF Project – Using Nonsymbolic Ratios to Promote Fraction Knowledge: A Neurocognitive Approach\u00a0\u00a0<\/span><\/span><\/a><\/p>\n

NIH Project – Delimiting and Leveraging Children’s Natural Sense of Proportion\u00a0<\/span><\/a><\/span><\/p>\n

\"\"<\/a><\/p>\n

Strand 2 \u2013 Children’s Understanding of the Equals Sign<\/strong><\/span><\/p>\n

Understanding the equals sign is foundational to children\u2019s mathematical\u00a0development and serves as a key link between arithmetic and algebra. In the lab, we\u00a0investigate:<\/span>
\n (a) how different interventions can foster children\u2019s understanding of the equal\u00a0sign,<\/span>
\n (b) how understanding of mathematical equality changes across developmental time,\u00a0and<\/span>
\n (c) how we can more effectively measure people\u2019s understanding of mathematical\u00a0equality.<\/span><\/p>\n

https:\/\/web.education.wisc.edu\/pmatthews\/wp-content\/uploads\/sites\/35\/2012\/10\/Percival-Matthews-University-of-Wisconsin-Madison.mp4<\/a><\/video><\/div>\n

Video: MELD Lab principal investigator, Dr. Percival Matthews, discusses his research interests.<\/p>\n","protected":false},"excerpt":{"rendered":"

We study mathematical cognition with two overarching primary goals: 1) to understand some basic underpinnings of human cognition, and 2) to find ways to leverage this understanding into effective pedagogical techniques that can be used to impact the life chances of everyday people. 2) to find ways to leverage this understanding into effective pedagogical techniques…<\/p>\n","protected":false},"author":211,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/users\/211"}],"replies":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2"}],"version-history":[{"count":0,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages\/2\/revisions"}],"wp:attachment":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}