Katherine Helen Canobi

BA PhD

Australian Research Council Post-doctoral Fellow

Contact details:

I completed my PhD exploring children's addition development at The University of Melbourne in 1998. I am currently working as the chief investigator on a project funded by the Australian Research Council. In this project, I am exploring the possibility of different routes to addition and subtraction understanding by examining how key concepts and procedures interact in children’s thinking.. I am interested in the mathematical development of children with different profiles of knowledge. My research also addresses the role of number words and manipulations of physical objects in children’s mathematical cognition.

Research Interests:

• Children's understanding of mathematical structure
• Concept-procedure interactions in cognitive development
• Variation in children's mathematical understanding
• Analogical reasoning in reading and mathematics
• The role of the mathematical symbol system and concrete analogues in children's development

Awards:

• Australian Postgraduate Research Award with stipend for Ph.D
• Graduate Student Prize. 9th Australasian Human Development Conference, 1996

Travel Grant:

Ian Potter Foundation: Presenting "Children's Understanding of addition and Subtraction" at the 11th Conference of the European Association for Research on Learning and Instruction.

Recent Funded Research:

Canobi, K. H. (2004). Individual differences in children's addition and subtraction knowledge. Cognitive Development, 19, 81-93.

Canobi, K. H. (2005). Children's understanding of addition and subtraction. Journal of Experimental Child Psychology, 92, 220-246.

Canobi K. H. (2007). Expert Commentary: Connecting children’s informal knowledge with school mathematics. In V. N. Galway, (Ed.) Progress in Educational Psychology Research. (p. 2). NY: Nova Science Publishers Inc.

Canobi, K. H. (in press). Concept-procedure interactions in children’s addition and subtraction. Journal of Experimental Child Psychology.

Canobi, K. H. (in press). Procedural and conceptual knowledge: Defining mathematical competences - examples from children’s arithmetic. In K. Littleton, C. Wood, J. K. Staarman (Eds.), Handbook of education: The psychology of learning and teaching. London:Emerald.

Canobi, K. H. & Bethune, N. E. (in press) Number words in young children’s conceptual and procedural knowledge of addition, subtraction and inversion. Cognition.

Canobi, K. H., Reeve, R. A., & Pattison, P. E. (1998). The role of children's conceptual understanding in their addition problem solving. Developmental Psychology, 34, 882-891.

Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2002). Young children's understanding of addition concepts. Educational Psychology 22, 513-532.

Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39, 521-534.

Farrington-Flint, L., Wood, C., Canobi, K. H., Faulkner, D. (2004). Patterns of analogical reasoning among beginning readers. Journal of Research in Reading, 27, 226-247.

Farrington-Flint, L., Canobi, K. H., Wood, C., & Faulkner, D., (2007). The role of relational reasoning in children’s addition concepts. British Journal of Developmental Psychology, 25, 227-246.