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A Global Perspective on Transforming Math Education: Takeaways from the SRCD 2025 Conference
Minneapolis. Three intense spring days. Thousands of researchers. One shared passion: understanding how children and adolescents grow, learn, and develop. That was the spirit of the biennial Society for Research in Child Development (SRCD) conference—one of the world’s leading events in the field of child development. And this year, we had the privilege of participating by presenting several studies connected to our work at Innovamat.
The conference brought together a diverse range of professionals: psychologists, educators, neuroscientists, sociologists, cognitive researchers, clinical scientists, economists… all sharing perspectives to address a complex and interconnected reality. As you might expect, our focus was math education. But today, you can’t talk about math education without also talking about equity, motivation, well-being, inclusion, and context.
Let’s dive into the key themes shaping current conversations in math education. Here we go!
8 inspiring talks from the SRCD 2025 Congress.
Equity at the Core
One of the first key ideas raised across multiple sessions was the need to place equity at the heart of any educational approach.
Speakers addressed disparities rooted in demographic factors, socioeconomic barriers, inclusive education, multilingualism, and strategies for supporting students with learning difficulties. Throughout the conference, structural inequalities like poverty and the role of education in closing opportunity gaps were a central theme—highlighted notably in the presidential address by Professor Vonnie McLoyd.
Bridging Research and Practice
A recurring question was: how do we bring scientific research into the classroom—and how do we let classroom realities inform research?
There were conversations about structural barriers and creative proposals to build stronger bridges between educators and families. For instance, encouraging pedagogical practices that support truly personalized learning.
The Value of Formative Research
Another key concept that came up in several sessions was the distinction between formative and summative research.
Too often, efforts are focused solely on showing whether a program works or not. But what if it’s not implemented properly? Formative research helps us understand what’s happening during the process and make improvements before focusing only on final outcomes.
This was a central point made by researchers from WestEd, a research organization we currently collaborate with: it’s not enough to know if a program works—you have to understand how it’s implemented to ensure that results are truly meaningful.
RTI: Intervention, Monitoring, and Responsiveness
The RTI model (Response to Intervention) remains a key framework for supporting students with learning difficulties. It emphasizes universal screening, targeted interventions, ongoing progress monitoring, and analyzing student response to tailor instruction.
Several studies using this model were presented, including interventions focused on number sense developed by researcher Ben Clarke, whom we had the chance to speak with after his session. We were especially interested in the concrete math interventions showcased—targeting number sense, fraction understanding, and mathematical vocabulary.
Common Threads in Best Practices
Despite the diversity of contexts and approaches, there was strong consensus around several effective practices in math instruction.
According to principles from the science of learning, students benefit from the use of multiple representations, the CRA model (Concrete–Representational–Abstract), and interleaved practice. These principles are closely aligned with Innovamat’s educational approach. Professor Nancy Jordan presented concrete examples from an intervention on fractions designed for students performing below grade level, which showed clear positive impact.
Computational Thinking in Early Childhood
Another key takeaway was realizing the significant impact of computational thinking, even in early childhood settings like preschool and kindergarten. This is an area of rapid growth, opening new pathways for educational exploration. A study presented by Dr. Weipeng Yang and his team from the Education University of Hong Kong (ECE EdUHK) demonstrated how introducing computational thinking at these early stages can have positive effects across multiple areas of child development.
Gender, Stereotypes, and Growth Mindset
It’s a fact: gender stereotypes are already present in elementary school and can shape children’s academic interests and aspirations.
One of the most compelling interventions showed how fostering a growth mindset can help challenge these beliefs. That said, measuring young students’ mindsets and beliefs remains a significant methodological challenge. These issues were explored by Seowoo Kim and Kyong-sun Jin from Sungshin Women’s University, as well as Lin Bian from the University of Chicago, who presented studies examining the connections between gender, beliefs, and academic expectations.
Adolescents, Motivation, and Academic Choices
There was also discussion around adolescents’ motivational beliefs and how these influence their decisions about whether to continue pursuing math or science pathways. Multiple studies highlighted the importance of both emotional and cognitive support during these critical stages. A notable example was the study presented by Emily Rosenzweig, which explored how these beliefs can shape students’ academic trajectories—and how families and educators can play a positive role in influencing their choices.
Our Contribution: RTI and Growth Mindset
From Innovamat, we presented two studies. One focused on early learners and was grounded in the RTI model. The other explored growth mindset interventions in upper elementary to help reduce math anxiety.
We’re proud to be part of a research community asking the same kinds of questions that guide our work. You can find more about our research at this link.
What We’re Taking Home
We’re returning home with new ideas, valuable insights, meaningful connections, and a renewed sense of purpose to keep improving math education through evidence and deep commitment. And of course, we didn’t miss the chance to explore the city—Minneapolis surprised us with its history, vibrant culture, and great conversations over dinner.
Because research isn’t just about understanding the world—it’s about transforming it. And doing it, whenever possible, alongside people who make the journey worth it.
