Craig Barton interviews guests from the wonderful world of education about their approaches to teaching, educational research and more. All show notes, resources and videos here: https://www.mrbartonmaths.com/blog/
Kinga Morsanyi is a developmental psychologist, and currently a Senior Lecturer in Mathematical Cognition at Loughborough University. Her main focus is on mathematics learning, but her research interests also encompass reasoning and decision-making, the motivational and emotional aspects of learning, and educational approaches to improving thinking and mathematics skills. Kinga is also researching the atypical development of cognitive skills, in autism and in developmental dyscalculia.
This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-24
Time-stamps:
- Introduction to Kinga. (0:14)
- Craig's background. (2:08)
- Maths Anxiety. (8:52)
- The bias for positive findings in research. (15:17)
- What is dyscalculia and what does it mean? (19:34)
- Differences between students with dyscalculia and those without. (25:32)
- Diagnostic criteria for dyscalculia. (32:17)
- New developments in the field of dyscalculia. (37:02)
- Gender differences in dyscalculia. (44:23)
- Is it possible to outgrow dyscalculia? (48:38)
- Comorbidities between dyslexia and dyscalculia. (58:23)
- The modularity of the mind. (1:02:54)
Episode details
Kinga Morsanyi is a developmental psychologist, and currently a Senior Lecturer in Mathematical Cognition at Loughborough University. Her main focus is on mathematics learning, but her research interests also encompass reasoning and decision-making, the motivational and emotional aspects of learning, and educational approaches to improving thinking and mathematics skills. Kinga is also researching the atypical development of cognitive skills, in autism and in developmental dyscalculia.
This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out all the previous conversations in the series here.
Time-stamps
- Introduction to Kinga. (0:14)
- Craig’s background. (2:08)
- Maths Anxiety. (8:52)
- The bias for positive findings in research. (15:17)
- What is dyscalculia and what does it mean? (19:34)
- Differences between students with dyscalculia and those without. (25:32)
- Diagnostic criteria for dyscalculia. (32:17)
- New developments in the field of dyscalculia. (37:02)
- Gender differences in dyscalculia. (44:23)
- Is it possible to outgrow dyscalculia? (48:38)
- Comorbidities between dyslexia and dyscalculia. (58:23)
- The modularity of the mind. (1:02:54)
The Big 3
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