Opportunity Information: Apply for PA 12 248
Apply for PA 12 248
- The National Institutes of Health in the health income security and social services sector is offering a public funding opportunity titled "Development of Mathematical Cognition and Reasoning and the Prevention of Math Learning Disabilities (R01)" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.865 Child Health and Human Development Extramural Research.
- This funding opportunity was created on Jul 25, 2012 and posted on Jul 25, 2012.
- Applicants must submit their applications by Jan 7, 2015. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Eligible applicants include: City or township governments Special district governments Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education County governments Public housing authorities/Indian housing authorities Native American tribal governments (Federally recognized) For profit organizations other than small businesses Native American tribal organizations (other than Federally recognized tribal governments) Others (see text field entitled Additional Information on Eligibility for clarification) Small businesses Independent school districts Private institutions of higher education State governments Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education Public and State controlled institutions of higher education.
- Other Eligible Applicants include the following Alaska Native and Native Hawaiian Serving Institutions Eligible Agencies of the Federal Government Faith based or Community based Organizations Hispanic serving Institutions Historically Black Colleges and Universities (HBCUs) Indian/Native American Tribal Governments (Other than Federally Recognized) Regional Organizations Tribally Controlled Colleges and Universities (TCCUs) U.S. Territory or Possession Non domestic (non U.S.) Entities (Foreign Institutions) are eligible to apply. Non domestic (non U.S.) components of U.S. Organizations are eligible to apply. Foreign components, as defined in the NIH Grants Policy Statement, are allowed
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Opportunity Summary:
The NIH grant opportunity titled "Development of Mathematical Cognition and Reasoning and the Prevention of Math Learning Disabilities (R01)" (Funding Opportunity Number PA-12-248) was designed to support innovative, multidisciplinary research that explains how mathematical thinking develops, why it sometimes breaks down, and how math learning disabilities (MLD) can be prevented or remediated in real-world settings. The focus is broad and intentionally integrative: the FOA encourages projects that connect cognitive science with neuroscience, neuroplasticity research, genetics, and environmental influences to build a more complete picture of mathematical learning across development. In practical terms, the goal is not only to understand the mechanisms behind mathematical cognition, but also to generate evidence that can directly guide the design of interventions that are effective outside ideal lab conditions, including in classrooms and other everyday learning environments.
A central theme of the announcement is mathematical cognition as a set of core abilities that extend beyond memorizing arithmetic facts. It emphasizes research on how people apprehend and reason about magnitude and number, and also how mathematical thinking relates to temporal and spatial relationships. That includes foundational skills such as estimating quantity, comparing magnitudes, mapping symbols to quantities, understanding place value, reasoning about time and sequence, and using spatial representations (for example, number lines or geometric reasoning). The FOA also highlights the importance of studying both typical development and impairment, meaning it supports work that identifies what successful learning trajectories look like, what early warning signs predict later difficulties, and what biological and contextual factors influence those trajectories.
On the disability side, the FOA is aimed at strengthening the scientific basis for identifying and addressing MLD. That can involve clarifying how math learning disabilities differ from, overlap with, or are compounded by other developmental and learning challenges; determining which cognitive processes are most affected (such as working memory, attention, processing speed, numerical representation, or language-related components of math); and examining how the brain changes with instruction or targeted intervention (neuroplasticity). By explicitly calling out genetic and environmental factors, the announcement signals interest in studies that consider heritable influences alongside schooling quality, instructional methods, socioeconomic context, stress, and other home or community factors that can shape learning opportunities and outcomes.
The funding mechanism is an R01 research project grant, which generally supports substantial, hypothesis-driven research programs rather than small pilots. The activity category listed is Health, Income Security, and Social Services (CFDA 93.865, Child Health and Human Development Extramural Research), reflecting NIH's interest in how mathematical learning ties to child development and long-term wellbeing. There is no cost sharing or matching requirement, which reduces the financial burden on applicants and can make it more feasible for a wide range of institutions to participate.
Eligibility is notably expansive, consistent with NIH policy, and includes many organization types: higher education institutions (public, state-controlled, and private), nonprofits (including 501(c)(3) organizations and certain nonprofits without 501(c)(3) status), for-profit organizations (other than small businesses), small businesses, independent school districts, state and local governments (including city/township and county governments), special district governments, and public/Indian housing authorities. It also includes tribal governments and tribal organizations, and explicitly lists a range of mission-focused institutions such as Historically Black Colleges and Universities (HBCUs), Hispanic-serving institutions, Tribally Controlled Colleges and Universities (TCCUs), Alaska Native and Native Hawaiian Serving Institutions, and faith-based or community-based organizations. Importantly, foreign institutions and non-U.S. components of U.S. organizations are eligible, and foreign components are allowed under NIH policy, which opens the door to international collaborations where they add unique scientific value.
Administratively, this was a discretionary grant opportunity posted on July 25, 2012, with an original and final closing date of January 7, 2015, and it was archived on February 7, 2015. The sponsoring agency is the National Institutes of Health. The full announcement was made available through the NIH grants guide (the FOA link is provided in the source), and NIH’s Office of Extramural Research webmaster contacts were listed for applicants who experienced access or linking issues.
Overall, the opportunity was aimed at moving the field beyond narrow explanations of math difficulty by funding research that ties together cognition, brain development and plasticity, biology, and lived learning environments. The expected payoff is both scientific and practical: clearer models of how mathematical reasoning emerges and changes over time, stronger identification of risk and protective factors for MLD, and intervention approaches that can be implemented effectively in real educational contexts to prevent or reduce math learning disabilities.
FAQs: Development of Mathematical Cognition and Reasoning and the Prevention of Math Learning Disabilities (R01) (PA-12-248)
What is the purpose of this NIH funding opportunity?
This NIH opportunity (PA-12-248) was designed to support innovative, multidisciplinary research that explains how mathematical thinking develops, why it sometimes breaks down, and how math learning disabilities (MLD) can be prevented or remediated in real-world settings (such as classrooms and everyday learning environments).
What type of grant mechanism is used?
The funding mechanism is an NIH R01 research project grant, which typically supports substantial, hypothesis-driven research programs rather than small pilot studies.
What is the main scientific focus of the FOA?
The FOA focuses broadly on mathematical cognition and reasoning across development, including both typical development and impairment. It encourages integrative projects connecting cognitive science with neuroscience, neuroplasticity research, genetics, and environmental influences.
Does the FOA focus only on arithmetic skills?
No. The FOA frames mathematical cognition as more than memorizing arithmetic facts. It emphasizes core abilities such as understanding magnitude and number, mapping symbols to quantities, place value, estimation, magnitude comparison, temporal reasoning (time and sequence), and spatial representations (for example, number lines or geometric reasoning).
What does the FOA mean by studying mathematical cognition in an "integrative" way?
The FOA encourages research that links multiple levels of analysis, including cognitive processes, brain development and neuroplasticity, genetic influences, and environmental/contextual factors, to build a more complete picture of how mathematical learning emerges and changes over time.
Is research on typical development also supported, or only disability-focused research?
Both are supported. The FOA highlights the value of studying typical developmental trajectories as well as impairment, including identifying what successful learning pathways look like and what early warning signs may predict later difficulty.
What kinds of questions related to math learning disabilities (MLD) does the FOA encourage?
The FOA encourages research that strengthens the scientific basis for identifying and addressing MLD. This includes clarifying how MLD differs from or overlaps with other developmental and learning challenges, determining which cognitive processes are most affected, and examining how the brain changes with instruction or targeted interventions (neuroplasticity).
Which cognitive processes relevant to MLD are specifically mentioned?
The FOA mentions several processes that may be studied in relation to MLD, including working memory, attention, processing speed, numerical representation, and language-related components of math.
Does the FOA support research on brain changes and neuroplasticity?
Yes. The FOA explicitly highlights interest in understanding how the brain changes with instruction or targeted intervention, reflecting an emphasis on neuroplasticity as part of mathematical learning and remediation.
Are genetic and environmental factors within scope?
Yes. The FOA signals interest in studies that consider heritable influences alongside environmental factors such as schooling quality, instructional methods, socioeconomic context, stress, and other home or community conditions that shape learning opportunities and outcomes.
Does the FOA emphasize real-world applicability of interventions?
Yes. A practical goal of the FOA is to generate evidence that can guide the design of interventions that work outside ideal lab conditions, including implementation in classrooms and other everyday learning environments.
What is the CFDA number and listed activity category?
The activity category listed is Health, Income Security, and Social Services, with CFDA 93.865 (Child Health and Human Development Extramural Research).
Is there a cost sharing or matching requirement?
No. The FOA states there is no cost sharing or matching requirement.
Who is eligible to apply?
Eligibility is broad and includes: higher education institutions (public/state-controlled and private); nonprofits (including 501(c)(3) organizations and certain nonprofits without 501(c)(3) status); for-profit organizations (other than small businesses); small businesses; independent school districts; state and local governments (including city/township and county governments); special district governments; public/Indian housing authorities; tribal governments and tribal organizations; and a range of mission-focused institutions such as HBCUs, Hispanic-serving institutions, TCCUs, Alaska Native and Native Hawaiian Serving Institutions, and faith-based or community-based organizations.
Are foreign institutions or non-U.S. components eligible?
Yes. Foreign institutions and non-U.S. components of U.S. organizations are eligible, and foreign components are allowed under NIH policy, enabling international collaborations when they add unique scientific value.
When was this funding opportunity posted and when did it close?
The opportunity was posted on July 25, 2012. The original and final closing date was January 7, 2015.
Is this FOA still active?
No. The FOA was archived on February 7, 2015.
Which agency sponsored this funding opportunity?
The sponsoring agency is the National Institutes of Health (NIH).
Where was the full announcement made available?
The full announcement was made available through the NIH grants guide (via the FOA link referenced in the source materials).
Who was listed as a contact for access or linking issues?
NIH Office of Extramural Research webmaster contacts were listed for applicants experiencing access or linking issues.
What outcomes or impacts was the FOA aiming to produce?
The FOA aimed to move the field beyond narrow explanations of math difficulty by supporting research that connects cognition, brain development and plasticity, biology, and lived learning environments. Expected payoffs include clearer models of how mathematical reasoning emerges over time, stronger identification of risk and protective factors for MLD, and intervention approaches that can be implemented effectively in real educational contexts to prevent or reduce math learning disabilities.
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