As the lead research assistant for the MathBrain project at Stanford University, I contributed to studies on the effects of math tutoring on children's math ability. I collaborated with researchers to develop an 8 week math intervention tutoring program. We built experimental tasks, compiled assessment batteries and, using previous research and observations of young learners, modified and implemented the tutoring program. During my two years at Stanford Cognitive and Systems Neuroscience lab, we designed, piloted and ran this tutoring program with pre- and post-fMRI scans. Tutoring the children and analyzing the data from our study, we gained insight into the cognitive processes involved in learning mathematics in young children.

Jolles, D., Supekar, K., Richardson, J., Tenison, C.., Ashkenazi, S., Rosenberg-Lee, M., Fuchs, L., & Menon, V. (2016). Reconfiguration of parietal circuits with cognitive tutoring in elementary school children. Cortex, 83, 231-245.

Jolles, D., Wassermann D., Chokani, R., Richardson, J., Tenison, C., Bammer, R., Supekar, K. Menon, V. (2016). Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning. Brain Structure and Function,221(3), 1337-1351.

Iuculano, T,. Rosenberg-Lee, M., Richardson, J., Tenison, C., Fuchs, L., Supekar, K., Menon, V., (2015) Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities. Nature Communications. (In Press)

Supekar K., Swigart A., Tenison C., Jolles D., Rosenberg-Lee M., Fuchs L., Menon V., (2013). Neural predictors of individual differences in response to math tutoring in primary-grade school children. PNAS, 110(20), 8230-8235. (Paper available here)

Ashkenazi S., Rosenberg-Lee M., Tenison C., Menon V. (2011). Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia. Developmental Cognitive Neuroscience, 2, 152-156.(Paper available here)