Martha Alibali

Martha Alibali
Professor
Ph.D. 1994, University of Chicago

Email: mwalibali@wisc.edu
Cognitive Development & Communication Lab

My research investigates children's mathematical reasoning and how it changes over time.

I focus on the change processes that take place when children learn new concepts and problem-solving strategies, and when they express and communicate their knowledge in gestures and in speech.

Current projects examine the transition from arithmetic to algebraic reasoning, the function of spontaneous gesture in thinking and speaking, and the nature of mathematical reasoning in children with language impairments.

My overarching goal is to contribute to a deeper understanding of the mechanisms of knowledge change in children's cognitive development. A second major goal is to elucidate the role of spontaneous gestures in thinking and knowledge change.

Representative Publications

Hostetter, A. B., Alibali, M. W. & Kita, S. (in press). I see it in my hands’ eye: Representational gestures reflect conceptual demands. Language & Cognitive Processes.

McNeil, N. M. & Alibali, M. W. (2005). Why won’t you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development, 76, 883-899.

Knuth, E. J., Stephens, A. C., McNeil, N. M. & Alibali, M. W. (2006). Does understanding the equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37, 297-312.

Alibali, M. W. (2005). Gesture in spatial cognition: Expressing, communicating and thinking about spatial information. Spatial Cognition & Computation, 5, 307-331.

Alibali, M. W. (2005). Mechanisms of change in the development of mathematical reasoning. In R. Kail (Ed.), Advances in Child Development & Behavior (Vol. 33, pp. 79-123). New York: Academic Press.

Siegler, R. S. & Alibali, M. W. (2005). Children’s thinking (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Phone: (608) 262-0837
520 Psychology


	UNIVERSITY OF WISCONSIN - MADISON DEPARTMENT OF PSYCHOLOGY