Emine’s PhD [Loughborough University, 2016-2020] explored individual and classroom level factors (i.e. teacher knowledge and arithmetic practice in textbooks) influencing children’s understanding of mathematical equivalence. Then, she received a 12-month ESRC Postdoctoral Fellowship at Loughborough University to explore features of equivalence and word problems (e.g. position of the unknown, accompanying illustration) playing a role in problem difficulty. She also worked with Professor Camilla Gilmore in two longitudinal projects focusing on the role of executive functions or domain specific and domain general skills on mathematical achievement. Current research interests include knowledge and skills that support readiness for math learning at school entry and factors that contribute to the acquisition of this knowledge.
