Zachary Hawes
Biographic Data
| ID | 2748841 |
|---|---|
| NAME | Zachary Hawes |
| GIVEN NAMES | Zachary |
| FAMILY NAME | Hawes |
| SIGNATURE | HAWES Z |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0003-4055-7607 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Co-constructing Professional Development
Hands-On
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that bo…
Leveraging Number Lines and Unit Fractions to Build Student Understanding
Fractions remain a challenging area of school mathematics at every stage of education, with impacts that extend far beyond the school years. For this study, researchers engaged in classroom-based design research over a 6-year period to investigate effective strategies for teaching fractions with Canadian students. Participants included 86 teachers (representing 12 collaborative research teams spread across 8 school boards) and over 2000 students …
Number symbols are processed more automatically than nonsymbolic numerical magnitudes
Are number symbols (e.g., 3) and numerically equivalent quantities (e.g., •••) processed similarly or distinctly? If symbols and quantities are processed similarly then processing one format should activate the processing of the other. To experimentally probe this prediction, we assessed the processing of symbols and quantities using a Stroop-like paradigm. Participants (NStudy1 = 80, NStudy2 = 63) compared adjacent arrays of symbols (e.g., 4444 …
Effects of spatial training on mathematics performance
Prior research has revealed robust and consistent relations between spatial and mathematical skills. Yet, establishing a causal relation has been met with mixed effects. To better understand whether, to what extent, and under what conditions mathematics performance can be improved through spatial training, we conducted a systematic meta-analysis of the extant literature. Our analysis included 29 studies that used controlled pre-post study designs…
Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number
BACKGROUND: Research into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This knowledge has the potential to inform mathematics education. Unfortunately, numerical cognition research and mathematics education remain disconnected from one another, lacking the proper infrastructure to allow for productive and meaningful exchange between disciplines. The present study was designed to a…
What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior
The central position of education in knowledge mobilization
Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics
Effects of spatial training on mathematics performance
Prior research has revealed robust and consistent relations between spatial and mathematical skills. Yet, establishing a causal relation has been met with mixed effects. To better understand whether, to what extent, and under what conditions mathematics performance can be improved through spatial training, we conducted a systematic meta-analysis of the extant literature. Our analysis included 29 studies that used controlled pre-post study designs…
Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics
What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior
The central position of education in knowledge mobilization
Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number
BACKGROUND: Research into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This knowledge has the potential to inform mathematics education. Unfortunately, numerical cognition research and mathematics education remain disconnected from one another, lacking the proper infrastructure to allow for productive and meaningful exchange between disciplines. The present study was designed to a…
Number symbols are processed more automatically than nonsymbolic numerical magnitudes
Are number symbols (e.g., 3) and numerically equivalent quantities (e.g., •••) processed similarly or distinctly? If symbols and quantities are processed similarly then processing one format should activate the processing of the other. To experimentally probe this prediction, we assessed the processing of symbols and quantities using a Stroop-like paradigm. Participants (NStudy1 = 80, NStudy2 = 63) compared adjacent arrays of symbols (e.g., 4444 …
Effects of spatial training on mathematics performance
Prior research has revealed robust and consistent relations between spatial and mathematical skills. Yet, establishing a causal relation has been met with mixed effects. To better understand whether, to what extent, and under what conditions mathematics performance can be improved through spatial training, we conducted a systematic meta-analysis of the extant literature. Our analysis included 29 studies that used controlled pre-post study designs…
Hands-On
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that bo…
Leveraging Number Lines and Unit Fractions to Build Student Understanding
Fractions remain a challenging area of school mathematics at every stage of education, with impacts that extend far beyond the school years. For this study, researchers engaged in classroom-based design research over a 6-year period to investigate effective strategies for teaching fractions with Canadian students. Participants included 86 teachers (representing 12 collaborative research teams spread across 8 school boards) and over 2000 students …
Co-constructing Professional Development
Psychology (8 works) · Computer Science (7 works) · Artificial Intelligence (5 works) · Cognition (5 works) · Mathematics education (5 works) · Spatial Cognition and Navigation (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Cognitive psychology (4 works) · Sociology (4 works) · Artificial Intelligence (3 works)