The Maryland Math Group is a collection of researchers and labs interested in the development of children's early math skills. We are housed in the University of Maryland department of Human Development & Quantitative Methodology.

Together we conduct research across a wide range of approaches and topics concerning how children learn mathematics. Topics include but are not limited to
the influence of social interactions on cognitive development, learning through joint play and activities, the development of peer cooperation, the neural basis of mathematical cognition, computational models of mathematical cognition, and the design of interventions for low numeracy and dyscalculia.

The Maryland Math Group includes three primary investigators

Kelly Mix : Learning and Cognition Lab

Geetha Ramani : Early Childhood Interaction Lab

Richard Prather : Cognition and Development Lab


Potential graduate students are encouraged to contact us directly. Programs of study include PhD specializations in Developmental Science, Educational Psychology, or Neuroscience & Cognitive Science.

Selected Publications

Ramani, G. B., Jaeggi, S. M., *Daubert, E., & Buschkuehl, M. (in press). Domain-general and domain-specific training to improve kindergarten children’s mathematics.  Journal of Numerical Cognition.

Mix, K. S., Smith, L. B., Stockton, J. D., Cheng, Y. L., & Barterian, J. A. (2017). Grounding the Symbols for Place Value: Evidence From Training and Long-Term Exposure to Base-10 Models. Journal of Cognition and Development, 18(1), 129-151.

Mix, K. S., Levine, S. C., Cheng, Y., Young, C., Hambrick, D. Z., Ping, R. & Konstantopolous, S. (2016). Separate but correlated: The latent structure of space and mathematics across development. Journal of Experimental Psychology: General, 145(9), 1206-1227.

Eason, S., & Ramani, G. B. (2017).  Parental scaffolding and children’s executive function: Working memory and planning as moderators during joint problem solving.  Infant and Child Development, 26, 1-24. 

Zippert, E. & Ramani, G. B. (2017).  Parents’ estimations of preschoolers’ number skills relate to at-home number-related activity engagement.  Infant and Child Development, 26, 25-40. 

Cheng, Y.L. & Mix, K. S. (2014). Spatial training improves children’s mathematical ability. Journal of Cognition and Development, 15(1), 2-11.

Prather, R.W. (in review) Computational Model and ERP Enabled Prediction of Single Trial Behavior on a Numerical Comparison Task. (preprint on PsyArXiv)

Prather, R.W. & Tavassolie, N. (in review) Children’s numerical comparison performance is independent of number representation precision.

Prather, R. W. (2014) Numerical discrimination is mediated by neural coding variation. Cognition. (pdf)

Prather, R. W. & Alibali, M.W. (2011).Children's Acquisition of Arithmetic Principles: The Role of Experience. Journal of Cognition and Development,12(3) (pdf)

Prather, R. W. & Alibali, M. W. (2009).Development of arithmetic principle knowledge: How do we know what learners know? Developmental Review, 29(4), 221 - 248. (pdf)

Prather, R. W. & Alibali, M. W. (2008).Understanding and using principles of arithmetic: Operations involving negative numbers. Cognitive Science, 32(2), 445-457. (pdf)

Mix, K., Prather, R.W., Smith, L.B., Stockton, J.D. (2013) Young Children’s Interpretation of Multi-Digit Number Names: From Emerging Competence to Mastery. Child Development. (Washington Post article)

Hattikudur, S., Prather, R.W., Asquith, P., Knuth, E., Nathan, M. J., & Alibali, M. W. (2012). Constructing graphical representations: Middle schoolers’ developing knowledge about slope and intercept. School Science and Mathematics, 112(4), 230-240.(pdf)

Selected Funding

2017 - 2018 - Spencer Foundation; G. Ramani (PI); It's More than Just Fun and Games: A Play-Based Mathematics Intervention for Head Start Families     

2017 -  Heising-Simons Foundation; G. Ramani (PI); Promoting Family Math Fluency in Families from Head Start: A Play-Based Mathematics  Intervention          

2016 - 2019  - National Science Foundation (NSF; #1561447); G. Ramani (PI); S. Jaeggi (co-PI); Collaborative Research: Domain-General and Domain-Specific Training to Improve Children’s Mathematics

Place Value as a System of Mappings, $1,800,000, National Science Foundation, 2016-2021 (Kelly Mix(PI), Collaborative Research Project with co-PI Linda Smith, Indiana University)

Making Sense of Concrete Models for Mathematics, $1,340,000, Institute of Education Sciences, 2008-2012, (Kelly Mix(PI); Co-PI was Linda Smith, Indiana Univ.)