How can cognitive science principles support the deepening of mathematics education? A team of researchers from Vanderbilt University's Peabody College of education and human development and Harvard University's graduate school of education explored how using a basic learning process—comparison—could lead to stronger outcomes for K-12 students in mathematics, and analyzed different approaches for incorporating comparison into curriculum. A summary of the research findings from Peabody College researchers Bethany Rittle-Johnson and Kelley Durkin, in collaboration with Jon Star from Harvard University, was recently published in the December 2020 edition of Current Directions in Psychological Sciences.