Understanding the relationship between patterning and mathematics (Ref: LN/JE-SF1/2026)

About the Project

Patterning refers to the ability to notice regularities in sequences (e.g. ABABAB, ABAABAAB, where the As and Bs might be colours or shapes. Recently, patterning has attracted substantial interest because performance on patterning tasks show robust, significant correlations with mathematics achievement. However, the patterning literature is fragmented and confused partly because it is unclear whether patterning is distinct from similar constructs such as analogical reasoning (the ability to infer and work with relations from incomplete information, e.g. “Doctor:Hospital, Teacher:?”) and nonverbal reasoning (e.g. filling in the missing piece of a 3 x 3 matrix of shapes). Understanding the cognitive processes involved in patterning is key for theory and practice, i.e. should patterning be included in the primary school curriculum? This PhD project will contribute to this goal by investigating the role of patterning and similar constructs, in mathematics.

The research will make use of existing tasks and methods that are established in the literature, as well as developing new methods. It will involve approaches to analysis that allow us to unpick the types of cognitive processes required on different tasks and to understand the relationships between those tasks.

The successful applicant will join the vibrant community of the Centre for Mathematical Cognition (https://www.lboro.ac.uk/research/cmc/), one of the world's leading research centres for the study of mathematics education and numerical thinking. The Centre for Mathematical Cognition brings together academics who conduct research in three different areas: basic research on mathematical cognition, the design of research-based educational resources, and the evaluation of educational interventions.

For informal enquiries about the project, please contact Dr Joanne Eaves (j.eaves@lboro.ac.uk) and Dr Iro Xenidou-Dervou (I.Xenidou-Dervou@lboro.ac.uk).

Name of primary supervisor/CDT lead:

Joanne Eaves j.eaves@lboro.ac.uk

Name of secondary supervisor:

Iro Xenidou-Dervou

Entry requirements:

All candidates must have (or expect to gain) a good honours degree (usually at least 2:1) in psychology, education, or a related discipline. A relevant Master’s degree and/or experience in cognitive, educational or developmental psychology would be an advantage. Also, experience with quantitative statistical analyses and experimental design software would be a plus. Due to the nature of the project, the successful candidate will be required to undergo a formal Enhanced Disclosure and Barring Service (DBS) check.

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:

July 2027

Start date:

July 2027, October 2027

Full-time/part-time availability:

Full-time 3 years

Fee band:

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