Dana Miller-Cotto

Assistant Professor

Kent State University

United States

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Dana Miller-Cotto is an Assistant Professor at Kent State University in the United States. Her research primarily focuses on working memory and its influence on mathematics problem-solving, school readiness, and achievement among diverse student populations. She has contributed significantly to understanding the intersection of cognitive processes and educational inequality, with recent publications exploring topics such as ethnic-racial discrimination in math education and the efficacy of various instructional strategies.

Articles (12)

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2025

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2025

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2025

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2025

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2025

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2024

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2024

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2023

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2022

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2022

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2021

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2020

Collaborators (8)

Kamilah B. Legette

Assistant Professor

University of Denver

UNITED STATES

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Christian Schunn

University of Pittsburgh

UNITED STATES

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Andrew Ribner

University of Pittsburgh

UNITED STATES

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Rebecca Gordon

King’s College London

UNITED KINGDOM

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David Silverman

Yale University

UNITED STATES

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Nora Newcombe

Professor

Temple University

UNITED STATES

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N. Keita Christophe

Assistant Professor

McGill University

CANADA

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Michelle Pasco

University of Minnesota

UNITED STATES

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Dana Miller-Cotto

Research Interests

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Articles (12)

Revisiting working memory 50 years after Baddeley and Hitch: A review of field-specific conceptualisations, use and misuse, and paths forward for studying children

Understanding working memory as a facilitator of math problem‐solving: Offloading as a potential strategy

Examining Subgroup Differences in School Readiness and Math Achievement in Asian American Children Through the Opportunity-Propensity Model

Does working memory moderate the effect of fading on math performance?

Recognizing People's Agency Amidst Disadvantage: How to Study Inequality Using a Holistic Approach That is Accurate and Non‐Stigmatizing

When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents: The mediating role of math classroom climate perceptions.

Understanding Working Memory and Mathematics Development in Ethnically/Racially Minoritized Children through an Integrative Theory Lens

A Meta-analysis of the Worked Examples Effect on Mathematics Performance

Mind the gap: how a large-scale course re-design in economics reduced performance gaps

Sketching and verbal self‐explanation: Do they help middle school children solve science problems?

Testing the ecological validity of faded worked examples in algebra

What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories.

Collaborators (8)

Kamilah B. Legette

Christian Schunn

Andrew Ribner

Rebecca Gordon

David Silverman

Nora Newcombe

N. Keita Christophe

Michelle Pasco

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