As part of my NSF SBE Postdoctoral Fellowship (Integrating Rational Number Sense: SMA-2103495, 01/2022-7/2024), I investigated how individuals integrate knowledge of numerical magnitudes and use these insights to build interventions aimed at improving integrated number sense.

As Assistant Professor at Kean University in the Department of Elementary and PE/Health Education, I am committed to facilitating participatory learning, supporting all learners regardless of background or circumstance, and mentoring students both in and outside of the classroom. I currently teach EMSE2800 (Sophomore Clinical Experience) and EMSE3123 (Methods of Elementary Math and Science Teaching). I am also still affiliated with Teachers College, Columbia University as an Adjunct Assistant Professor, where I teach HUDK5023 (Cognitive Development).

My research has yielded new insights suggesting that many middle school and undergraduate students lack integrated number sense, including (a) a failure to apply knowledge of fraction forms of one (e.g., 6/6) , (b) underestimation of single-digit decimals relative to double-digit decimals (c) a percentages-are-larger bias in cross-notation comparison Ultimately, individual differences in cross-notation knowledge explain variance in children’s standardized test scores and undergraduates’ self-reported SAT/ACT scores. These results highlight that integrated number sense is indeed a critical component of numerical development.