## Research

In the United States, many school districts struggle to reduce math and science achievement gaps between across income as well as racial/ethnic dimensions. A strong math and science education builds a foundation for jobs in science, technology, engineering, and mathematics (STEM) and is associated with long-term quality of life more generally. Thus, it is necessary to understand why some students struggle more than others, how we might provide students with meaningful learning opportunities, and evaluate how these opportunities help students excel.

I am broadly interested in how students learn math and science, and how we can use psychological science to improve students' educational experiences. More specifically, I hope to answer three specific questions:

I am broadly interested in how students learn math and science, and how we can use psychological science to improve students' educational experiences. More specifically, I hope to answer three specific questions:

- What is the association of executive functions with math and science achievement?
- What are the effects of math and science interventions on learning that take executive functions in to account?
- What educational or home opportunities:
- prime students for learning?
- predict growth in executive functions?
- predict subsequent math and science achievement or achievement more generally?

## What is the association of executive functions with math and science achievement?

**Miller-Cotto, D.**, & Byrnes, J. P. (in revision). What’s the best way to characterize the relationship between working memory and achievement?: An exploration of competing theories.

## What are the effects of math and science interventions on learning that take executive functions in to account?

**Miller-Cotto, D.**, & Auxter, A. E. (revised, resubmitted). Testing the ecological validity of faded worked examples in algebra.**Miller-Cotto, D.**, Booth, J. L., Chang, B. L., Cromley, J. G., Newcombe, N. S., & Williams, T.A. (revised, resubmitted). Sketching and verbal self-explanation: Do they help middle school children solve math and science problems?- Barbieri, C. A.,
**Miller-Cotto, D**., & Booth, J. L. (2019). Lessening the load of misconceptions: Design-based principles for algebra learning.*Journal**of the Learning Sciences.*

## What educational or home opportunities prime students for learning, predict growth in executive functions, and predict subsequent math and science achievement (or achievement more generally)?

- Byrnes, J.P., Wang, A. H., &
**Miller-Cotto, D**. (in press). Children as mediators of their own cognitive development in kindergarten*.**Cognitive Development.* - Byrnes, J. P.,
**Miller-Cotto, D**., & Wang, A. H. (2018). Children as mediators of their own development: The case of learning science in kindergarten and first grade.*Journal**of Cognition and Development*,*19,*248 – 277. **Miller-Cotto, D.**, & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review.*Developmental Review, 41*, 51-70.- Byrnes, J. P., &
**Miller-Cotto, D**. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database.*Contemporary Educational Psychology, 46,*34-51.