Interference in number fact learning: From lab to classroom

Abstract

Successful mathematical learning requires the integration of conceptual understanding, procedural skill, and number fact knowledge. But many children struggle with learning number facts and particularly the multiplication tables. One reason for this may be the need to resolve interference between facts. Models of number fact learning propose that this requires inhibitory control, but we lack empirical evidence for this and particularly how interference emerges when learning new facts. I will present studies with adults and children that evidence the need for inhibitory control, examine interference during the learning of new facts, and consider the impact of different types of classroom practice.

Bio

Camilla Gilmore is Professor of Mathematical Cognition at Loughborough University. She is interested in understanding how we acquire and process mathematical ideas and what this means for mathematics education. She completed her doctorate in Experimental Psychology at the University of Oxford before working as a postdoc at Harvard University. She then spent five years as a Research Fellow in the Learning Sciences Research Institute at The University of Nottingham before joining Loughborough in 2011.  She is now Co-director of the Centre for Mathematical Cognition – funded by Research England – and leads the ESRC-funded Centre for Early Mathematics Learning.

TO JOIN THE TALK

This is a hybrid event.  The seminar will be held at the Seminar Room, New Radcliffe House (2nd Floor) but can also be followed on Zoom.  

You can access the Zoom link via OxTalks at Interference in number fact learning: From lab to classroom - Oxford Talks  or, email us at hod.office@psy.ox.ac.uk to request the zoom details