Development of children’s mathematical skills

· This was the topic of my PhD and continues to be one of my main lines of research. In particular, I am interested in the role of working memory and executive processes in the development of children’s arithmetical and mathematical skills. A collaborative project (with Drs Kerry Lee and Swee-Fong Ng, National Institute of Education, Singapore) began in Jan 2007. This study will examine the development of mathematical and algebraic skills from preschool through to secondary school, and the role of working memory and executive processes in the development of different aspects of mathematical knowledge (funded by the Centre for Research in Practice and Pedagogy). An NICHD funded study also began in Aug 2008 examining the predictors of mathematical learning in deaf and hearing children aged 5 to 11 years. Emily Nordmann and Wendy Davidson are the RA’s on the project (in collaboration with Marc Marschark at the National Technical Institute for the Deaf, NY)

· Previous funding received from the British Academy and the Carnegie Trust for the Universities of Scotland.

· Current funding: NICHD

· Associated staff: Prof Marc Marschark, Dr Kerry Lee, Dr Swee-Fong Ng, Wendy Davidson, Emily Nordmann

· Associated references:

Whyte, J. C., & Bull, R. (2008). Number games, magnitude representation, and basic number skills in preschoolers. Developmental Psychology, 44, 588-596

Bull, R., & Espy, K. A., & Wiebe, S. (2008). Short-term memory, working memory and executive functioning: Longitudinal predictors of mathematics ability. Developmental Neuropsychology, 33, 205-228.

Bull, R. (2007). Commentary for Section III (Neuropsychological Factors). In Daniel B. Berch and Michèle M. M. Mazzocco (Eds.), Why is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Baltimore, MD: Paul H. Brookes Publishing Co.

Bull, R., & Espy, K. A. (2006). Working memory, executive functioning, and children’s mathematics. In S. Pickering (Ed)., Working memory and education. Elsevier Press.

McKenzie, B., Bull, R., & Gray, C. (2003). The effects of phonological and visual-spatial interference on children's arithmetic. Educational and Child Psychology, 20, 93-118.

Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability. Shifting, inhibition, and working memory. Developmental Neuropsychology, 19, 273-293.

Bull, R., Johnston, R.S. & Roy, J.A. (1999). Exploring the roles of the visual-spatial sketch pad and central executive in children’s arithmetical skills: Views from cognition and developmental neuropsychology. . Developmental Neuropsychology, 15, 421-442.

Bull, R. & Johnston, R.S. (1997). Children’s arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65, 1–24.