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The Early Math Assessment at School (EMA@School) is a universal numeracy screener developed by ARC researchers Dr. Heather Douglas and Dr. Jo-Anne LeFevre. The EMA is designed to be used in the classroom to inform educators about which students may need extra support in mathematics. The screener includes a battery of subtests that measure students’ foundational numeracy skills in kindergarten to grade 4 and is available in English and French: /arc/about-the-ema-dema/

The AIM Collective (Assessment and Instruction for Mathematics) is a research project funded by a SSHRC Partnership Development Grant that aims to develop and implement early math assessment and instruction tools in collaboration with partner researchers and school districts across Canada, with the goal of supporting all children in reaching their full potential in math. To find out more about this research project, see the following link:  and check us out on LinkedIn 

LLAMA (Language Learning And Math Achievement) questions were explored by researchers in Canada and Northern Ireland with multiple student groups in 2018 and 2019. Although further data was unavailable due to COVID-19, interesting results were found and a new phase is being planned. To find out more about this research project, see the following link: /llama/

ToyBox is a project in partnership with the University of Winnipeg that offers free literacy and numeracy support for children aged 2-8. Activities are tailored to different levels and focus on letters, numbers, or wellness to provide evidence-based support for families with young children. To find out more about this research project, see the following link: 

The Literacy Development Project investigates reading difficulties and intervention approaches with various student groups, which began in 2021 and involves the Department of Cognitive Science, Psychology, and Linguistics and Language Studies. To find out more about this research project, see the following link: /literacy/

The Studies of Fundamental Cognitive Processes, funded by NSERC, studies numerical processes and their connection to mathematical skills. We research ordinality judgment, mental arithmetic, multi-media information representation, and rational number understanding in adults using response times and eye-tracking techniques. We also examine the early development of these processes in children and their connection to mathematical skills.