I am a cognitive scientist interested in understanding how both domain-general and domain-specific factors support learning, using mathematics as a model. 

How do we learn mathematics? Why do some children find math so challenging? To what extent do the developmental trajectories of children with mathematics learning disorders differ from that of those with typical achievement?

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These questions have guided my research. To address them, I have established a research line focused on how people process absolute and ratio magnitudes, as well as how these skills, in conjunction with higher-order cognition, support the developmental trajectory of whole number and fraction knowledge. My research integrates behavioral experiments and neuroimaging techniques, targeting both typical and special populations, including children with learning disorders and adults who had limited educational opportunities during childhood.