{"id":37,"date":"2017-12-06T15:25:00","date_gmt":"2017-12-06T15:25:00","guid":{"rendered":"http:\/\/sites.rutgers.edu\/professor-example\/?page_id=37"},"modified":"2022-01-18T16:44:09","modified_gmt":"2022-01-18T16:44:09","slug":"about","status":"publish","type":"page","link":"https:\/\/sites.rutgers.edu\/miriam-rosenberg-lee\/about\/","title":{"rendered":"Research"},"content":{"rendered":"

Typical Development<\/h2>\n

Mathematical thinking is not a basic function of the human brain. And yet, through formal education and concerted practice, most individuals are able to learn complex, abstract mathematical concepts.\u00a0In the MRLab, we seek to understand how disparate brain areas come together to accomplish mathematical thought.<\/p>\n

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Mathematical Learning Disabilities<\/h2>\n<\/div>\n
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Many individuals struggle to learn mathematical information and some have a specific learning disability in mathematics, sometimes called developmental dyscalculia. We are interested in understanding the brain basis of these difficulties and using that information to inform learning\u00a0programs.<\/p>\n<\/div>\n

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Autism Spectrum Disorders<\/h2>\n<\/div>\n
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Despite popular perception, not all individuals with autism have spared or enhanced math skills. In the MRLab we aim to uncover the brain basis of mathematics learning for individuals on the spectrum and use this information to develop and tailor learning problems for the unique cognitive profiles of individuals with autism.<\/p>\n<\/div>\n

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Social, Emotional, and Economic Factors<\/h2>\n<\/div>\n
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Success in mathematics depends on factors beyond cognitive capacities and learning experiences. We are beginning to explore the effects of social, emotional, and economic factors on math learning.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Typical Development Mathematical thinking is not a basic function of the human brain. 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