coe-staff: Colloquium: David Purpura, Early Intervention/Early Childhood Special Education Tenure Track Faculty Candidate

[Tracy Bullock]

Please join us for a colloquium presented by the final candidate for the College of Education Early Intervention/Early Childhood Special Education Tenure Track Faculty Candidate.


David Purpura Ph.D.

The Role of Language in Early Mathematics Development: Risk Status Identification and Intervention

Colloquium and Q&A
Monday, January 30th, 2017 - 2:00 PM - 3:30 PM
HEDCO 340
Light Refreshments Provided



The development of early academic and cognitive domains do not occur in isolation from each other. In fact, there are noted strong developmental relations across a number of domains-particularly for mathematics and language skills. Early mathematics skills have been shown to have a high language foundation. Specifically, mathematical language-words such as "many," "most," "few," "fewest"-is one of the strongest predictors of young children's acquisition of early mathematics skills. In this presentation, Dr. Purpura will present three studies that detail the role of mathematical language in preschool children's early numeracy development. Study 1 will focus on how language skills fit into a developmental model of early numeracy acquisition. Study 2 will focus on how language, specifically mathematical language, can be used as a classifier for later low mathematics performance. Finally, study 3 will focus on an intervention designed to enhance early mathematical language and numeracy skills through storybook reading. Connections between these studies and ongoing and future work will also be discussed.

Dr. Purpura is currently an Assistant Professor of Human Development and Family Studies at Purdue University. He received his PhD from Florida State University in Clinical Psychology where he was an IES predoctoral fellow and he completed an IES funded postdoctoral fellowship at the University of Illinois at Urbana-Champaign in Curriculum & Instruction. The primary focus of his work is on early mathematics development in preschool and primary school, including both mathematical and non-mathematical factors that affect this development, risk status identification, and early intervention development. He currently has 28 peer reviewed journal articles, four chapters/bibliographies, and is key personnel on six active grants including one on which he is PI that is funded through the Heising-Simons foundation to develop a math language intervention in both English and Spanish for children and their parents.
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