The University of California, San Diego will conduct a multi-year, multi-site collaborative research project on early childhood numeracy development under a $1.165 million Project Grant from the National Science Foundation's STEM Education program (CFDA 47.076). The research will involve over 130 sites testing more than 3,000 children ages 2 to 5 years old across the United States and 27 other countries. Two foundational studies will examine how young children perceive and learn about...
This Project Grant award from the National Science Foundation's STEM Education (formerly Education and Human Resources) program (CFDA 47.076) supports a collaborative research project investigating the conceptual foundations of early number development in toddlers and preschool-aged children. The $546,968 award to Trustees of Indiana University will fund two foundational studies examining how young children perceive quantity, learn number words, and track small groups of objects, as well as...
The National Science Foundation (NSF) awarded a $1,098,240 Project Grant to the University of Illinois under the STEM Education (CFDA 47.076) program. The purpose of this five-year project, running from May 2024 to April 2029, is to advance the understanding of the relationship between brain development and the acquisition of numeracy skills in early childhood. The project will use a combination of electrophysiological (ERP) and optical (fNIRS) brain imaging techniques to longitudinally track...
This Project Grant award from the National Science Foundation (NSF) under the STEM Education program (CFDA 47.076) aims to uncover the core cognitive underpinnings of children's ability to learn and reason about arithmetic and probability across cultures with differential exposure to mathematics education. With $932,679 in funding from September 2024 to August 2029, the project will first characterize indigenous methods for arithmetic and then test Tsimane' children's understanding of...
The National Science Foundation awarded a $937,260 Project Grant to The Regents of the University of Colorado under the STEM Education program (CFDA 47.076) to study how multi-digit number names and written symbols guide early elementary students' attention, memory, and place value learning. Over three years from July 2022 to June 2025, the University will conduct three experimental studies with kindergarteners using eye-tracking technology, assessments of students' place value knowledge, and...
The University of Massachusetts Amherst was awarded a $509,597 project grant from the National Science Foundation's Social, Behavioral, and Economic Sciences program (CFDA 47.075) for the period of September 1, 2022 through August 31, 2025. The grant funds research to investigate how children develop an understanding that numbers can be generated indefinitely through rules, and to test a new hypothesis about how children acquire generative number concepts. Specifically, the project will test the...
The National Science Foundation awarded a $554,710 project grant to Trustees of Boston College under the STEM Education program (CFDA 47.076) to conduct collaborative research on early number development from July 15, 2022 to June 30, 2026. The research will involve over 3,000 children aged 2 to 5 years old across 28 U.S. states and 27 countries to investigate how toddlers and preschoolers perceive, reason about, and communicate numbers. Two foundational studies will examine number perception...
This $325,000 National Science Foundation project grant to Carnegie Mellon University, funded through the Social, Behavioral, and Economic Sciences program (CFDA 47.075), will support research examining the neural basis of mathematical cognition in early childhood and potential gender differences. The four-year award beginning September 2022 will fund the collection of longitudinal functional magnetic resonance imaging data and behavioral testing of children ages 4-8, along with tracking...
This $298,906 federal Project Grant award from the National Science Foundation (NSF) Discovery Research PreK-12 (DRK-12) program (CFDA 47.076 - STEM Education) will fund a three-year exploratory study on children's multiplicative reasoning strategies for multi-digit multiplication and division problems. The key activities and expected products include: Examining and documenting the range of strategies used by 4th-6th grade students to solve multi-digit multiplication and division tasks. This...
The National Science Foundation (NSF) Division of Behavioral and Cognitive Sciences awarded a $802,000 Project Grant under the Social, Behavioral, and Economic Sciences program (CFDA 47.075) to the University of Texas at Dallas (UTD). The grant funding will support a 3-year study to use behavioral and brain measures to investigate individual differences in auditory and written word inferencing skills among grade school children from low socioeconomic status homes. The goal is to identify factors...