Description of research and teaching

Since early 2000 Pirjo Aunio has done research about development and learning of mathematical skills, learning difficulties in mathematics, assessment of mathematical performance and development, and mathematical and related cognitive skills interventions. She has done a unique work in developing evidence-based assessment and intervention tools to be used by educators. She has published more than 120 peer-review articles and book chapters related to her research area. Pirjo Aunio works as a professor (Special Education, 2013->) in University of Helsinki and leads the Helsinki research community of Special Educational Needs (Helsinki SEN). She is a director of doctoral program for Cognition Learning Instruction and Communication. She is a distinguish visiting professor (Early Childhood Education) in University of Johannesburg (South Africa). 

She has experience as a member of editorial boards for international scientific journals. She is a regular reviewer for international scientific journals and research foundations. She has just finished with leading the research “The developmental dynamics and interaction between motor and early numeracy skills within 3- 6-year-old children” with funding from Finnish Cultural Foundation and Finnish Academy of Sciences/National Sports Council/Finnish Ministry of Education and Culture (2019-2024). She currently leads a research project in South Africa, Tanzania, Kenya and Namibia focusing on developmental dynamics in children's mathematical, language, executive functions and motor skills (Funded by GINTL/ Finnish Ministry of Education and Culture). She is also a leader of a research consortia (University of Helsinki, Åbo Akademi, University of Turku and University of Jyväskylä) which develops digitalized assessment and intervention methods suitable for children aged 5-16 years (e.g. FUNA-DB, FUNA-JR, funded for instance by Svenska Kulturfonden, National Agency of Education).  Her teaching duties is in doctoral education, especially focusing on evidence-based educational assessment and intervention research methodology.  In all her work there is an impact on educational practice in terms of new evidence-based instruments to identify children with mathematical learning difficulties and educational interventions to support the learning of mathematical skills.