Our Team

I became a researcher of cognition and education after a former career in software development. My PhD, supervised by Naama Friedmann and Stanislas Dehaene, examined the cognitive mechanisms that process multi-digit numbers. I am still interested in this topic, as well as in the interaction between math, language and domain-general cognitive mechanisms, in math learning disorders, and in understanding the cognitive mechanisms involved in programming. I have two children and they are the best.

I am an educator and Hebrew teacher in a junior high school. My MA thesis learning disorders reflects my interest in harnessing cognitive science to assist education: I am examining how recent discoveries about the cognition of arithmetic fact learning can be used to design a concrete educational program for easy and effective learning of the multiplication table. I am testing the effectiveness of this program.

I am a special education teacher, currently working with refugee students. My work with underprivileged students sparked my interest in learning difficulties and disabilities, and led me to my MA in Learning Disorders. My research examines how children process the syntax of algebraic expressions. By understanding this cognitive process, we can begin to identify difficulties and disorders that impair students' understanding of algebra.

I am a special education teacher specializing in remedial teaching in English, Hebrew and mathematics. Working with children with a wide range of difficulties has taught me that quite often, skills that may be perceived as simple and obvious are actually not that simple for some children. This is how I got interested in the cognition of basic learning skills. My MA research identified central cognitive processes involved in writing multi-digit numbers, and the learning disorders arising from deficits in these processes.

I am a mother of three wonderful children, a homeroom teacher, and I teach mathematics and Hebrew to students with learning disorders. To understand the cognitive origins of their difficulties, my thesis examines a specific disorder: impaired removal of information from working memory. I aim to show that certain removal failures underlie general cognitive difficulties as well as the specific errors observed in calculation.

I’m a special-education teacher supporting children with complex physical disabilities—including cerebral palsy—and rare syndromes. After earning a BA in multi-age special education, I began an MA in learning disorders. My MA research investigates how domain-general deficits contribute to dyscalculia.

I am currently an M.A. student of Learning Disorders, and a special education teacher in training. After over a decade in the high-tech industry, leading finance, product and data teams, I transitioned into education to pursue my longstanding interest in how people learn. I am especially curious about how children acquire basic math facts and how breaking down and recomposing mathematical procedures can support learning. I believe that technology can serve as a powerful bridge between learners and mathematical understanding.

I’m a linguist and a Hebrew teacher for adult immigrants. As such, my main interest is the verbal representation of numbers, and its similarities and differences from other (non-number) words. My research examines the interaction between linguistic and numerical syntactic systems, in order to understand the underlying processes involved in saying, reading and writing multi digit numbers.

Personal website...

I am an educational psychologist specializing in intelligence, cognition, learning disorders, & assessment (see my blog). I was in the National Authority for Measurement and Evaluation’s team for Hebrew adaptation of the WJ3 intelligence test for children, the Ministry of Education’s National Forum for Learning Disorders, and the Head of Jerusalem’s psychoeducational assessment team. My PhD, in Sarit Ashkenazi’s lab, examined the memory representation of multiplication facts as an associative network.

I am a teacher specializing in math and learning disorders, a lecturer at the Hebrew University and several colleges, and Israel’s National Mathematics Instructor for Special Education. I led the Hebrew University’s math clinic, where I developed cognitive-based training methods for kids with learning disorders and for their teachers. My research combines math, cognition, and pedagogy: my MA (in Sarit Ashkenazi's lab) examined dyscalculia in kindergarteners, and my PhD focuses on teaching math algorithms.

I am an expert in information systems and in information technology product management. I studied learning disorders because of my passion to create more effective learning environments. My MA thesis examined the cognitive processes involved in writing multi-digit numbers. I proposed a new number-writing cognitive model, centred on the number’s syntactic structure. It was a delight to be in a lab whose research can significantly contribute both to cognitive theory and to the classroom.

I am a special education teacher of math and Hebrew for children with learning disorders. My MA thesis identified, for the first time, the different origins of poor multiplication-table knowledge. These origins include several cognitive factors, mainly in domain-general mechanisms (memory, attention), emotional factors (math anxiety), and pedagogical factors (insufficient learning). Precise assessment of the source of difficulty for each child may allow for more effective treatment.

After being a speech therapist, working with children of a wide range of ages and difficulties, I became interested in learning disorders and in cognitive learning mechanisms. My MA thesis aimed to understand the relations between language and math abilities, which may shed light on specific mathematical difficulties. Specifically, the cognitive representation of multi-digit number syntax. On top of that, I'm Gali's mother and Adam's life partner.

After a BSc in Brain Sciences and Psychology I did my MA in the Sagol school of Neuroscience. My MA thesis examined the cognitive underpinnings of programming: I showed how the ability to execute mentally pieces of code relies on working memory, and that it may also be used to improve working memory.

I am an English teacher, teaching all kinds of students - those who are ahead, those who are behind, and those with special needs. I joined the learning disorders MA program in order to bridge students' academic gaps and gain confidence with positive mentoring. My MA thesis examined how precisely short-term memory is involved in the comprehension of auditory verbal numbers.

I have been engaged in informal education for over 10 years. I am a movement therapy instructor for senior citizens, and a math teacher for gifted children aged 7-8. My exposure to a variety of unique people with different capabilities has led me to my MA studies in Learning Disorders. My MA thesis examined how working memory and other cognitive mechanisms are involved in multidigit mental calculation.

I am a Special Education teacher, working with children with learning disorders, emotional and mental difficulties, and more. I studied learning disorders to improve my ability to help my students; and I focused on math - a challenge for many students. My MA thesis showed how developing number reading skills requires a combination of explicit knowledge about number syntax and the cognitive mechanisms that support it. I hope my discoveries will help future students and teachers.

After working for many years with children with learning disorders, I became curious to understand how we can address these challenges better. My MA thesis explored the cognitive processes involved in solving multi-digit arithmetic problems, and showed different origins of working-memory related learning disorders. I also showed how efficient strategies can channel the cognitive process, so that people with these disorders can overcome their difficulty and perform arithmetic computations.

I am a learning disorders diagnostician and an ASD specialist, providing guidance and training to teams working with children on the autism spectrum, who are also dealing with learning disorders – children who encounter profound challenges in handling their learning disorders. My MA research focused on specific mechanisms of working memory (removal, interference) and explored how malfunctions of these mechanisms can disrupt mental arithmetic.

After having worked with students with a wide range of learning difficulties, I chose an MA in learning disorders to more about them and to be able to help those who need guidance and learning strategies to succeed at school. My MA thesis examined a specific cognitive disorder that disrupts multi-digit arithmetic, which is exhibited in a difficulty to deactivate information in working memory.