Dr. Jo-Anne LeFevre is a Distinguished Research Professor and Chancellor’s Professor Emerita at Carleton University. She earned her Bachelor’s, Master’s, and Ph.D. degrees from the University of Alberta and subsequently worked for 38 years as a Professor in Carleton University’s Departments of Cognitive Science and Psychology, serving as Chair of the Department of Cognitive Science for 15 years.
Her research focuses on various topics in mathematical cognition, including the types of mental codes adults use to solve arithmetic problems, the role of working memory in mental arithmetic, and the development of early numeracy skills in preschool and kindergarten children.
In addition to her research, Jo-Anne devotes considerable time and effort to teaching and supervising graduate students. She was honoured with the National Capital Educators Award in 2004, a Carleton University Research Award in 2006, and a Mentorship Award from Women in Cognitive Science Canada (WICS) in 2018. In 2023, she received the Donald O. Hebb Distinguished Contribution Award from the Canadian Society for Brain, Behaviour, and Cognitive Science. In 2025, she was elected as a Fellow of the Royal Society of Canada.
An experienced elementary teacher and accomplished cognitive scientist, Dr. Heather Douglas earned a Bachelor of Science (B.Sc.) Honours Chemistry from Western University, a Bachelor of Education (B.Ed.) from the University of Ottawa, and a Master of Cognitive Science (M.Cog.Sc.) and a Ph.D. in Cognitive Science from Carleton University.
As an Adjunct Research Professor, Heather’s research has focused primarily on mathematical cognition and development in children. She collaborates closely with educators and administrators on joint research projects that involve mathematical assessment and intervention.
Heather spends much of her time supporting teachers in their understanding of early mathematical development and communicating research findings to education stakeholders. As a mentor, she has guided students in designing experiments, as well as conducting and interpreting statistical analyses of data. Like Dr. LeFevre, she has received Departmental awards for her mentoring work.
Drs. LeFevre and Douglas co-developed the Early Math Assessment at School (EMA@SchoolTM),[1] a universal screener for students from kindergarten to Grade 6. The EMA@School has been used to support research and development of educator-initiated mathematics interventions with school districts across Canada.
Ultimately, the goal of universal screening is to improve mathematics learning for all students. The EMA@School is a 20-to-25-minute, teacher-administered numeracy screener designed to identify gaps in students’ mathematical knowledge. The screener assesses three categories of numeracy knowledge: symbols, relations, and operations.
Within each knowledge category, students complete brief subtests. For example, in the symbol knowledge category, students are asked to write down numerals represented by spoken number words. In the relations knowledge category, one subtest involves placing numbers on a number line. The operations category includes assessments of simple (e.g., 3 + 4) and more advanced arithmetic skills.
The screener links a theoretical model of numeracy knowledge, the Core Concepts model, with practical assessments that teachers can use to guide their instruction and identify students who could benefit from additional support. Because the screener is based on accumulated research evidence about the predictors and correlates of mathematical learning, it captures foundational skills that are key to students’ mathematical progress.
The EMA@School is administered individually to kindergarten students and to small groups or full classes in higher grades. The screener is currently being used in several provinces, including Alberta, New Brunswick, Newfoundland, as well as by school boards in Ontario, Quebec, and Manitoba. Teachers and other educational leaders use the results at the student, classroom, school, and board levels to identify needs, guide instruction, and evaluate interventions.
Jo-Anne and Heather explain that educators have used the screener to show that children who were identified as needing support and subsequently participated in interventions had faster learning rates than their peers who were not participating in interventions. The screener has also been validated against other assessments, including EQAO scores, with a strong correlation observed with scores at the end of Grade 3. This demonstrates its predictive value for students’ performance across a range of mathematical skills included in the curriculum.
The EMA@School was initially developed as a paper-and-pencil instrument, but a digital version has since been created in collaboration with the Canadian edtech company Vretta. The digital version, which is hosted on Vretta’s platform, features interactive items and automated data visualization.
To date, one Ministry of Education and six school districts across Canada are implementing the digital EMA@School, with two additional school boards set to become new adopters this fall. Jo-Anne explains that the digital version assesses the same core cognitive competencies as the paper version, with some modifications. They are also conducting research to better understand the differences between the digital and paper-and-pencil formats.
Jo-Anne and Heather recognize the growing interest in and recognition of the importance of universal numeracy screening across jurisdictions, particularly in the early years, with the trend following a path similar to that of literacy screening. The pair report receiving positive feedback from teachers and schools regarding the tool.
The team is also developing progress-monitoring tools while remaining focused on universal screening. In the future, they are interested in testing and developing interventions to support students’ mathematics achievement.
In addition to her work with the EMA@School, Jo-Anne indicates that a substantial amount of her time is dedicated to research and mentoring graduate students. Heather is predominantly engaged with the EMA@School, spending much of her time leading teacher and mathematics-lead training, both in-person and virtually. Heather and Jo-Anne are among the co-founders of the Assessment and Instruction for Mathematics (AIM) Collective, which supports collaboration between mathematics researchers and educators from school districts across Canada.
Regarding what has brought them the greatest satisfaction in their careers, Jo-Anne notes that she has been deeply satisfied with how research on mathematical cognition has evolved over time. She continues to enjoy mentoring graduate students and junior colleagues, seeing their careers progress, and observing their successes. Heather, for her part, highlights collaborative projects, bridging research and practice, and the resulting positive impact on student learning.
Jo-Anne and Heather take a great deal of pleasure in their work. Outside their professional responsibilities, Jo-Anne enjoys cottage and family life, as well as reading. In addition to being an avid reader, Heather enjoys running, skiing, gardening, and participating in a choir.
Jo-Anne and Heather will be attending the 51st Annual International Association for Educational Assessment (IAEA) Conference, to be held in Toronto, Canada, from September 27 to October 2, 2026. If you haven’t already registered, please consider doing so. It would be a great opportunity to meet them in person and learn more about their work. Please feel free to reach out to Jo-Anne and Heather at jo-anne.lefevre@carleton.ca and heather.douglas@carleton.ca. More detailed information about the EMA@School is available at www.carleton.ca/arc/about-the-ema-dema/.
[1] Carleton University (2026). Early Math Assessment @ School 1.0. Accessed August 18, 2026, at: https://carleton.ca/ema/emaschool1-0/.
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