Many people say that “mathematics is a different kind of language”. What they often mean is that similar to language, mathematics allows using a basic set of symbols to express complex meanings by combining these symbols according to certain rules. For example, the base-10 system allows combining digits or words into numbers; operators such as + and ÷ allow combining these numbers to perform basic arithmetic; and mathematical procedures combine simple calculations to attain more complex goals, e.g., solving an equation.

Our lab examines how, when children and adults do mathematics, their mind handles these systems of symbols and rules via cognitive mechanisms such as language and executive functions. We investigate this question for ‘the average person’, but we also examine individual differences, i.e., how and why some people are better than others in particular aspects of math, and which precise learning disorders disrupt specific mathematical abilities. To investigate these issues we use a variety of methods from Cognitive Psychology and Neuropsychology. For more details, visit the Research page.

We believe that cognitive research should not remain in the lab, but rather be used to improve education. Thus, we create methods and tools to diagnose mathematical learning disorders in individual children and adults, and we develop research-based educational methods that should make math learning easier and more efficient. To learn more what this precisely means, see this page.

The Mathematical Thinking Lab is affiliated with Tel Aviv University‘s School of Education and Sagol School of Neuroscience.