How Multi-digit Number Names Guide Attention, Memory, and Place Value Learning in Early Elementary Mathematics

This project investigates how hearing multi-digit number names during teachers’ place value instruction can guide K-1 students’ attention, build robust memories, and enhance learning. It combines rigorously controlled experiments with technological advancements in wearable sensors (e.g., eye trackers) during naturalistic human interactions, as well as time-series and individual differences analyses. It aims to provide a mechanistic understanding of how early (before school entry) knowledge bridges into later learning of precise mathematical principles.