Who we are


Alejandro Maiche

Full Professor on Cognitive Psychology


Dinorah De Leon



Dahiana Fitipalde



Ignacio Cervieri

PhD in Philosophy
Postdoctoral Researcher


Nadir Díaz



Alvaro Mailhos

Associate Professor Neurobiology of the Mind Program

Local Collaborators


Juan Valle Lisboa

Associate Professor of Neuropsychology
and Neurobiology of the Mind


Alvaro Cabana

Associate Professor Methodology Program


Justin Halberda Since 2013 we have been collaborating with Justin and his team. Originally our collaboration has emerged from the ANS intervention project through Plan Ceibal. At present, we also study the influence of other variables such as temporal or spatial discrimination in the preparation for children (between 5 and 8 years old) learning math.
Collaboration with Liz started in 2014 after she participated in LASCHOOL2014 held in Punta del Este, Uruguay. Together with Audrey Kittdrege (Carnegie Mellon) we have developed an ANS intervention headed/led by primary teachers through cards reducing the use of tablets to the pre and post children’s math performance (for more details visit:
Sigman Since 2011 we have been collaborating with his team (Diego, Ceci, Mati, etc.) At present we are designing cognitive stimulation games to facilitate math learning but our collaboration aims at developing all the areas where cognitive neuroscience encourages education.


  • marker_2015_B

    2015 – Classroom interventions to facilitate the learning of math.

    To better understand the effects of different stimulation programs we have done small interventions intended to improve the conditions in which children and teenagers learn math. Most of these small interventions are still in process.

  • proy2013_2

    2014 – Estimation games through cards – Facilitating the learning of math.

    Once again in this study we test the Approximate Number System’s importance to the development of math competencies but through a deeper stimulation program (20-minute sessions during 15 consecutive days) which is implemented by the teachers. Preliminary results show a significant improvement in math competencies mainly for the group of children whose initial math level (before stimulation) wasn’t neither right nor wrong.

  • proy2013_marker

    2013 – Playing to estimate – Preparing the learning of math.

    From the idea that ANS (Approximate Number System) constitutes the cognitive basis for math we designed an entertainment program to improve ANS precision in 800 children aged 6 using tablets’ games. We checked that the improvement in ANS precision brings about improvements in childrens’ math performance.


Congress Presentations:

Published articles:

  • González, M., Kittredge, A., Sánchez, I., Fleischer, B., Spelke, E., Maiche, A. (2016). CARD GAMES: A way to improve math skills through stimulating ANS. Neuro Educação. Published version in portuguese or english version.

  • Méndez, A., Martín, A., Pires, AC., Vásquez, A., Maiche, A., González, F. & Carboni, A. (2015) Temporal Perception and Delay Aversion: videogame screening tool for the early detection of ADHD. RACC: Revista Argentina de Ciencias del Comportamiento. read more

  • Odick, D., Valle Lisboa, J., Eisinger, R., Gonzalez, M, Maiche, A., & Halberda, J. (2015) Approximate number and approximate time discrimination each correlate with school math abilities in young children. Acta Psychologica. read more

  • Javadi, A. H., Winkler, I., & Maiche, A. (2014). Half and Half is Less than One-eighth and Seven-eighths: Asymmetry Affects Judgment of Numerosity. Procedia – Social and Behavioral Sciences, 126: 275–277. read more

  • Valle Lisboa, J, Mailhos, A., Eisenger, R., Halberda, J., Gonzalez, M., Luzardo, M., & Maiche, A. Estimulación Cognitiva a escala Poblacional utilizando Tablets: del sistema numérico aproximado (ANS) a la matemática simbólica. En Lipina, S.J., Sigman, M., Fernandez Slezak, D., eds, “Pensar las TICs desde las ciencias cognitivas y la neurociencia”, Gedisa: Buenos Aires. read more
  • Valle Lisboa, J., Cabana, A., Eisenger, R., Mailhos, A., Luzardo, M., Halberda, J., Maiche, A (2017). Cognitive abilities that mediate the effect of SES on elementary symbolic mathematics learning in the Uruguayan tablet based intervention. Prospects. Comparative Journal of Curriculum, Learning, and Assessment, vol 47, issue 1, 1-15. read more


  • Newspaper article on the effects of music in math –El País; March, 2016


  • Newspaper article about cognitive stimulation and spatial activities –Observador; January; 2016.


  • InterviewThe science education lacks – Portal 180; March, 2014


  • Newspaper article on the learning of math with Ceibal – Observador; September, 2014.


  • InterviewLearning math – Espectador;August, 2014.


  • Presentation – “One, two … and? Test!” – TEDxMontevideoED; September, 2014

  • Presentation – “Tablets at school: improving math abilities by estimation games”; IBRO, July, 2015.

  • Talk on STEM learning – Academia Brasilera de Ciencias; July, 2015.


  • marker_2015_B

    Favoreciendo el aprendizaje de la matemática con la tablet: Juguemos con el tiempo, el espacio y las cantidades

    En el marco del proyecto financiado por ANII se desarrollaron materiales que estimulan y favorecen habilidades para la estimación de cantidades, la comparación de magnitudes de tiempo, espacio y cantidad, que sirven de base para la adquisición de la matemática formal.

    El libro de Matemáticas Monstruosas contiene actividades pensadas para niños de 2° y 3° año de escuela.


    La app de Matemáticas Monstruosas incluye 3 mini-juegos diseñado para tablets del Plan Ceibal (Android).
    Download Game

Contact us