How can spatial skills improve mathematics learning? (Ref: LN/IC-SF1/2026)

About the Project

Difficulties in learning mathematics emerge early in education and are robust over time. The number of students not reaching basic levels of mathematics achievement remains a major societal challenge, at a time when societies are increasingly demanding mathematics skills due to scientific and industrial progress.

So how can research effectively contribute to this?

Spatial skills have been identified as a promising contributor to mathematics learning. Training spatial skills can lead to improvements in mathematics outcomes. However, how and why this happens is not understood. Research focuses on training outcomes rather than on the process, which limits our broader understanding of underlying mechanisms. This knowledge is essential for future research into efficient interventions to improve mathematics and to make spatial training programs more effective for all students.

The aim of this project is to design a large-scale comprehensive behavioural training study in children in preschool and early primary school. By tracking progress during the training, the goal would be to unpack the causal associations between spatial skills and mathematics further. This includes finding out whether a variety of spatial training paradigms result in the same progress, whether progress works equally for all students, whether there are specific sensitive periods for training, and whether improved outcomes after training last in time. This project provides the opportunity to make an impact by forming bridges between research and education.

During the PhD, you will be part of the Centre for Mathematical Cognition, one of the world's leading research centres in mathematics education. Moreover, you will be part of an international collaboration with the potential to organise research visits abroad if you wish to do so. I would encourage exploring funding options such as through an application to the Midlands Graduate School ESRC Doctoral Training Partnership.

Name of primary supervisor/CDT lead:

Ilse Coolen i.e.j.coolen@lboro.ac.uk https://www.lboro.ac.uk/departments/maths-education/staff/ilse-coolen/#tab1

Entry requirements:

All candidates must have (or expect to gain) an honours degree (usually at least 2:1) or equivalent in psychology, education, mathematics or a related discipline. An MSc in one of these disciplines would be an advantage! International candidates should also have an English Language qualification (for more information see https://www.lboro.ac.uk/international/apply/english-language-requirements/)

More information on studentship assessment criteria can be found here: https://www.lboro.ac.uk/study/postgraduate/apply/research-applications/studentshipassessment-criteria/

English language requirements:

Applicants must meet the minimum English language requirements. Further details are available on the International website (http://www.lboro.ac.uk/international/applicants/english/).

Bench fees required:

No

Closing date of advert:

1st April 2027

Start date:

July 2026, October 2026, February 2027, July 2027

Full-time/part-time availability:

Full-time 3 years, Part-time 6 years

Fee band:

2025/26 Band RA (UK £5,006, International £22,360)

How to apply:

All applications should be made online. Under programme name, select Mathematics Education. Please quote the advertised reference number: LN/IC-SF1/2026 in your application.

To avoid delays in processing your application, please ensure that you submit a CV and the minimum supporting documents.

The following selection criteria will be used by academic schools to help them make a decision on your application. Please note that this criteria is used for both funded and selffunded projects.

Please note, applications for this project are considered on an ongoing basis once submitted and the project may be withdrawn prior to the application deadline, if a suitable candidate is chosen for the project.

Project search terms:

child psychology, developmental psychology, education, educational psychology, mathematics, psychology

Email Address Sci:

sci-pgr@lboro.ac.uk