Abstract: This presentation will review my research over the last few years on trying to understand the developmental pathways of math achievement. I will explore both individual characteristics and contextual influences that may relate to the early development of math skills. Throughout the issue of whether or not counting is an important skill as children enter into schooling will be discussed. I will end with my newest collaborative research examining longitudinal predictions of high school math tracking.

Bio: Dr. Davis-Kean is Professor of Psychology at the University of Michigan where her research focuses on the various pathways that the socio-economic status (SES) of parents relates to the cognitive/achievement outcomes of their children. Her primary focus is on parental educational attainment and how it can influence the development of the home environment throughout childhood, adolescence, and the transition to adulthood. Davis-Kean is also a Research Professor at the Institute for Social Research where she is the Program Director of the Population, Neurodevelopment, and Genetics (PNG) program. This collaboration examines the complex transactions of brain, biology, and behavior as children and families develop across time. She is interested in how both the micro (brain and biology) and macro (family and socioeconomic conditions) aspects of development relate to cognitive changes in children across the lifespan.