The development of executive functions and math skills across development.
Given that foundational math skills are predictive of future math achievement and individual's choices in college majors and careers, it is crucial to examine early predictors of math learning and achievement. My research investigates how executive functions and math skills uniquely relate to children's math achievement, such as their problem-solving strategies and arithmetic skills. My work lends itself to studying correlational associations between executive functions and math achievement to later design and create interventions that target cognitive skills necessary for future academic success.

The role of parenting for children's math outcomes.
Parents play a key role in socialization around children’s math outcomes, with many parent-child math interactions occurring during homework time. While research indicates that parent math anxiety is uniquely linked to child math anxiety, few studies have examined the mechanisms that contribute to the intergenerational transmission of math anxiety. My work explores how parents' behaviors and expectations around math mediate the links between parents' math anxiety and children’s math achievement and anxiety to understand where researchers can intervene to alleviate the negative consequences of math anxiety.

Facilitating self-regulation and academic achievement in the classroom.
Now more than ever, teachers are facing high levels of burnout and stress, which has lasting impacts on the classroom environment. I am interested in how school-level and teacher-level factors influence the classroom environment and children’s developmental outcomes, namely self-regulation and academic outcomes, such as their math and reading skills.