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The team explored a rich data set with longitudinal mathematics assessment data for more than 8,000 students in grades 4-8 and modeled the relationships between learners\u2019 internal cognitive processes, socio-emotional factors, and external contexts. Using this dataset, they conducted exploratory analyses to test approaches for representing learners within a multidimensional \u201ccontext space\u201d that reflects the interaction of these various factors. This work was complemented by qualitative interviews that explored how families, teachers, classrooms, and home environments impact executive functioning, social emotional development, and aspects of attitudes towards mathematics.<\/p>\n
Together, this work contributed early insights into how complex models that incorporate cultural, developmental, and societal contexts might be used to better understand patterns of productive struggle in math learning and to inform the design of more equitable educational tools and supports.<\/p>\n","lead_organization":"University of Maryland, College Park","grade_level":"","funding_period":"May 2020 \u2013 November 2023","instructional_use":"","access":""},"blocks":[{"blockName":"acf\/feature-row","attrs":{"name":"acf\/feature-row","data":{"feature_row_headline":"Project Approach","_feature_row_headline":"field_feature_row_feature_row_headline","feature_row_subheading":"The Prather project\u2019s approach combines computational modeling, qualitative insights, and equity-focused design to help educators and researchers understand how cognitive, socio-emotional, and contextual factors interact to shape students\u2019 math learning.\r\n","_feature_row_subheading":"field_feature_row_feature_row_subheading","feature_row_buttons":"","_feature_row_buttons":"field_feature_row_feature_row_buttons","feature_row_card_type":"category_card","_feature_row_card_type":"field_feature_row_feature_row_card_type","feature_row_cards_0_icon":"Algorithm.svg","_feature_row_cards_0_icon":"field_feature_row_feature_row_cards_icon","feature_row_cards_0_link":"","_feature_row_cards_0_link":"field_feature_row_feature_row_cards_link","feature_row_cards_0_card_color":"#e2ebf7","_feature_row_cards_0_card_color":"field_feature_row_feature_row_cards_card_color","feature_row_cards_0_headline":"Computational Modeling ","_feature_row_cards_0_headline":"field_feature_row_feature_row_cards_headline","feature_row_cards_0_subheading":"A computational model of learners to evaluate how contextual variables may be associated with math outcomes.","_feature_row_cards_0_subheading":"field_feature_row_feature_row_cards_subheading","feature_row_cards_1_icon":"Community.svg","_feature_row_cards_1_icon":"field_feature_row_feature_row_cards_icon","feature_row_cards_1_link":"","_feature_row_cards_1_link":"field_feature_row_feature_row_cards_link","feature_row_cards_1_card_color":"#e2ebf7","_feature_row_cards_1_card_color":"field_feature_row_feature_row_cards_card_color","feature_row_cards_1_headline":"Student and Family Perspectives","_feature_row_cards_1_headline":"field_feature_row_feature_row_cards_headline","feature_row_cards_1_subheading":"Qualitative interviews to understand how students\u2019 home environments, family support, and classroom experiences can shape the development of EF skills and mathematical identity.","_feature_row_cards_1_subheading":"field_feature_row_feature_row_cards_subheading","feature_row_cards_2_icon":"Equity.svg","_feature_row_cards_2_icon":"field_feature_row_feature_row_cards_icon","feature_row_cards_2_link":"","_feature_row_cards_2_link":"field_feature_row_feature_row_cards_link","feature_row_cards_2_card_color":"#e2ebf7","_feature_row_cards_2_card_color":"field_feature_row_feature_row_cards_card_color","feature_row_cards_2_headline":"Designed for All Learners","_feature_row_cards_2_headline":"field_feature_row_feature_row_cards_headline","feature_row_cards_2_subheading":"A holistic approach to modeling that accounts for internal cognitive processes, affective processes, and the learner\u2019s external environment.","_feature_row_cards_2_subheading":"field_feature_row_feature_row_cards_subheading","feature_row_cards":3,"_feature_row_cards":"field_feature_row_feature_row_cards","feature_row_padding":"both","_feature_row_padding":"field_feature_row_feature_row_padding","feature_row":"","_feature_row":"field_feature_row_feature_row"},"mode":"edit","id":"acf-block-6980cb238aa2d"},"innerBlocks":[],"innerHTML":"","innerContent":[],"name":"feature-row","data":{"feature_row":{"headline":"Project Approach","subheading":"
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A computational model of learners to evaluate how contextual variables may be associated with math outcomes.<\/p>\n"},{"icon":"Community.svg","link":"","card_color":"#e2ebf7","headline":"Student and Family Perspectives","overline":"","subheading":"
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"},"meta":{"staff_metadata":{"name":"Cameron Johnson","role":"Research Assistant","image":false,"social_links":{"linkedin":"","facebook":"","x_twitter":"","email":""},"intro_text":"Cameron Johnson was a Research Assistant at the University of Maryland, College Park.","bio":"","projects":[{"ID":528,"title":"Prather","altTitle":"Prather","subtitle":null,"url":"https:\/\/efmathprogram.org\/project\/prather\/","slug":"prather","content":"\n\n\n\n\n\n\n\n","description":"","objectType":"Project","project-type":[{"name":"Exploratory Analysis","slug":"exploratory-analysis","term_taxonomy_id":33,"taxonomy":"project-type"}],"author":"Editorial Team","date":"December 8, 2025","pubDate":"2025-12-08 21:06:10","attachment":{"ID":"211","src":"https:\/\/efmathprogram.org\/app\/uploads\/2023\/10\/placeholder.png","img":"