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Cognitive, Developmental, Faculty


Dr. David Braithwaite

Indiana University, 2014

Assistant Professor

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Dr. Braithwaite is recruiting a graduate student for Fall of 2022

Research Interests

I study children's cognitive development—specifically, development of mathematical knowledge and skills, such as problem-solving, conceptual understanding, and mathematical reasoning. I am currently focusing on the areas of arithmetic and rational numbers (fractions, decimals, and percentages). I employ a variety of methods: correlational and other descriptive designs, teaching studies, textbook analysis, and mathematical/computational cognitive modeling. The long-term goal of my research is to improve our understanding of learning processes in mathematics in order to identify better ways of teaching math.

Selected Publications

Braithwaite, D. W., & Siegler, R. S. (2018). Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. Journal of Experimental Psychology: Learning Memory and Cognition, 44(11), 1765–1777.

Braithwaite, D. W., Tian, J., & Siegler, R. S. (2018). Do children understand fraction addition? Developmental Science, 21(4), e12601.

Braithwaite, D. W., & Siegler, R. S. (2018). Developmental changes in the whole number bias. Developmental Science, 21(2), e12541.

Braithwaite, D. W., Pyke, A. A., & Siegler, R. S. (2017). A computational model of fraction arithmetic. Psychological Review, 124(5), 603–625.

Siegler, R. S., & Braithwaite, D. W. (2017). Numerical Development. Annual Review of Psychology, 68, 187–213.

Braithwaite, D. W., Goldstone, R. L. R. L., van der Maas, H. L. J. H. L. J., & Landy, D. H. D. H. (2016). Non-formal mechanisms in mathematical cognitive development: The case of arithmetic. Cognition, 149, 40–55.

Braithwaite, D. W., & Goldstone, R. L. R. L. (2015). Effects of variation and prior knowledge on abstract concept learning. Cognition and Instruction, 33(3), 226–256.

Braithwaite, D. W., & Goldstone, R. L. R. L. (2013). Integrating formal and grounded representations in combinatorics learning. Journal of Educational Psychology, 105(2), 666–682.


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