Tomás Guardia

Tomás Guardia, Ph.D., is a Senior Lecturer in the Department of Mathematics at Gonzaga University's College of Arts and Sciences. He also serves as a part-time online instructor at Stanford University's Online High School. With over 20 years of teaching experience in both Venezuela and the United States, Dr. Guardia has taught a wide range of courses including Calculus, Linear Algebra, and the History of Mathematics.

Education:

• B.S. in Mathematics, Central University of Venezuela
• M.S. in Mathematics, Central University of Venezuela
• Ph.D. in Mathematics, Central University of Venezuela

Dr. Guardia's research lies at the intersection of recreational mathematics, number theory, and the history of mathematics. He is particularly known for his work on Rithmomachia, a medieval mathematical board game, where he investigates number sequences, Pythagorean means, and connections to modern number theory. He also explores the presence of metallic ratios—such as the Golden, Silver, and Bronze ratios—in natural and artistic patterns. His research often involves undergraduate students, promoting hands-on mathematical discovery.

His recent publications show a consistent focus on blending historical mathematical games with contemporary number-theoretic concepts, especially through the lens of Rithmomachia. These works span journals in recreational mathematics and mathematical education, reflecting a strong commitment to accessible and engaging scholarship.

Dr. Guardia founded the Club Venezolano de Rithmomachia and continues to lead student research in mathematical recreation. While no formal scientific awards are listed, his ongoing projects and publications indicate active scholarly engagement. He advises several students on research in number sequences and mathematical games, often in collaboration with institutions beyond Gonzaga.

He is also involved in educational outreach through online teaching and curriculum development, particularly in geometry and number theory applications. His work bridges formal mathematical theory with playful, inquiry-based learning environments.