Geoff Simmons

PhD thesis:

Understanding Heterogeneity in Mathematical Learning Difficulties Through Adaptive Cognitive Assessment and Hierarchical Bayesian Modelling

Mathematical learning difficulties (MLD) affect many children, yet current assessment methods often struggle to identify the diverse cognitive profiles that underlie these difficulties. My research aims to develop and validate computer-adaptive cognitive assessments that measure individual differences in cognitive abilities associated with mathematical learning with greater precision and efficiency than traditional approaches. By integrating adaptive assessment with hierarchical Bayesian modelling, I seek to identify distinct cognitive profiles associated with MLD and improve our understanding of why children experience mathematical difficulties in different ways. This interdisciplinary approach combines developmental psychology, psychometrics and advanced quantitative methods to improve both theoretical understanding and the measurement of individual differences in learning. Ultimately, I hope this research will support earlier and more accurate identification of children who may benefit from targeted intervention, while contributing scalable assessment tools for both psychological research and educational practice.

Who or what inspired you to pursue your research interests?

My interest in this research stems from a longstanding fascination with mathematics, measurement and scientific enquiry. Studying Mathematical and Physical Sciences introduced me to disciplines where precise measurement and quantitative analysis are fundamental to scientific discovery. As my interests evolved towards psychology, I became increasingly intrigued by the challenge of applying the same scientific principles to understanding human learning and cognition. I am inspired by the opportunity to combine developmental psychology, psychometrics and advanced quantitative methods to better understand individual differences in mathematical learning and ultimately help ensure that children receive the support they need to reach their potential.