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Dana OlanoffView profile

Professor

• Mathematics Education
• Teacher Education
• Mathematical Knowledge for Teaching Teachers (MKTT)
• +2 more

Dana Olanoff is a Professor and Chair of the Mathematics Department at Widener University's College of Arts and Sciences. She specializes in teaching mathematics courses for prospective teachers and calculus, emphasizing active problem-solving over passive learning. Her educational background includes a PhD in Mathematics Education (2011) from Syracuse University, an MS in Mathematics (2003) from Michigan State University, and a BA in Mathematics and Latin (1999) from Hobart and William Smith Colleges. Research Interests Mathematical Knowledge for Teaching Teachers (MKTT) Professional Development of Mathematics Teacher Educators Prospective Teachers' Knowledge of Fractions Task Development for Mathematics Content Courses Her scholarly work focuses on improving teacher preparation through curriculum design and understanding pedagogical content knowledge. Recent publications highlight national trends in mathematics teacher education and practical applications of research-based task modifications. Scientific Awards Lindback Distinguished Teaching Award (2023) Faculty Development and Provost Grants (2014) Doctoral Research Prize (2011) Outstanding TA Awards (2010, 2003) Olanoff holds memberships in prestigious organizations including the National Council of Teachers of Mathematics (NCTM), Association of Mathematics Teacher Educators (AMTE), and Psychology of Mathematics Education (PME) groups. She was recently highlighted at Widener's annual awards for her distinguished teaching and civic engagement contributions.

• Mathematics Education
• Dynamic Representations in Mathematics
• Technology-Integrated Classrooms
• +3 more

Shiva Gol Tabaghi is an Instructor in the School of Business at Capilano University, specializing in Mathematics Education. Her academic background includes a PhD from Simon Fraser University (2012), an M.Sc. from Concordia University (2007), and a B.Sc. from Islamic Azad University (1997). Her research focuses on the role of digital tools in shaping student learning trajectories, particularly in Linear Algebra and dynamic environments. She emphasizes the integration of technology to enhance conceptual understanding over procedural memorization. Key themes include the use of dynamic geometry software (DGS) to improve student engagement and the analysis of attention shifts during mathematical problem-solving. Her work has been published in prestigious journals such as Educational Studies in Mathematics and conferences like the Psychology of Mathematics Education. Notable contributions include studies on eigenvector visualization, kinetic conceptions in mathematics, and the impact of DGS on slope and linear transformation understanding. Awards: SSHRC Doctoral Fellowship (2010), SFU Graduate Scholarship (2011), and multiple teaching and research stipends. Advising: No formal advisees listed, but her pedagogy emphasizes collaborative learning environments. Labs/Teams: Engaged in collaborative projects on technology-integrated math education, though specific lab affiliations are not mentioned.

• e-Learning
• Informatics Didactics
• Software Verification
• +3 more

Gerald Futschek is a retired Professor at Technische Universität Wien, affiliated with the Faculty of Informatics and the Department of Software Engineering. His primary roles include advancing e-Learning , informatics didactics , and software verification . He has been deeply involved in educational initiatives such as the Bebras Computational Thinking Challenge and the Biber der Informatik contest, aimed at fostering computational thinking skills among students. Key Projects: TELFI (e-Learning for imprisoned individuals), Step by Step (EU-funded), Open Dock (EU-funded). Teaching: Offers research seminars for PhD students and contributes to introductory programming MOOCs. His research focuses on computational thinking education , unplugged computer science workshops , and algorithmic thinking . He advocates for integrating informatics into teacher training and school curricula. Futschek has supervised over 50 theses, spanning topics like MOOC design, CT in primary education, and e-Learning systems for diverse demographics. Awards: Ehrenmedaille des ABZ der ETH Zürich (2020) Ehrenmitglied Österreichische Computer Gesellschaft (2018) eAward 2018 (Biber der Informatik) Labs/Teams: Leads the Informatics Didactics group and collaborates with the OCG (Austrian Computer Society) on initiatives like Bildung 4.0 . His work emphasizes constructionist learning and didactic reduction to simplify complex informatics concepts.

Anna JenkinsView profile

Associate Professor

• Entrepreneurship
• Startup Ecosystems
• Entrepreneurial Failure
• +3 more

Associate Professor Anna Jenkins is affiliated with the School of Business at the University of Queensland. Her research focuses on the processes behind high-impact startups, the evolution of startup ecosystems, and the psychological and financial impacts of entrepreneurial failure on small business owners. She leads an ARC Discovery grant project tracking startups over four years and a longitudinal ethnographic study on ecosystem development. Her work also explores coping strategies post-failure, supported by grants from the Swedish Retail and Wholesale Development Council and Swedbank. Key research methods include longitudinal quantitative studies, narrative interviews, ethnography, and experiments. Her publications span books, journal articles, and conference papers, with a focus on failure dynamics, entrepreneurial learning, and venture emergence. She has advised on projects such as 'Growing Business in Redlands' and contributed to the 'Research Handbook on Entrepreneurship as Practice.' Her research highlights the dual challenges of failure stigma and the resilience required for re-entry into entrepreneurship or employment. She collaborates with global institutions and frequently presents at events like the Academy of Management Annual Meeting and the Babson College Entrepreneurship Research Conference.

Mathias NorqvistView profile

Associate Professor

• Mathematics Education
• Mathematical Reasoning
• Educational Psychology
• +3 more

Mathias Norqvist is an Associate Professor and Director of Studies at the Department of Science and Mathematics Education, Umeå University. He also serves as a Directory Co-ordinator at Naturvetarhuset and is affiliated with the Umeå Mathematics Education Research Centre (UMERC). His work focuses on mathematics education for primary/secondary pre-service teachers and mathematical reasoning research. He holds a recognized university teacher qualification and has contributed to research projects like 'Learning by Imitative and Creative Reasoning' and 'Students' (lack of) comprehension of mathematics texts.' Education: Holds a Doctoral thesis titled 'On Mathematical Reasoning: Being Told or Finding Out' from Umeå University's Department of Mathematics. Research Interests: Specializes in mathematical reasoning types (algorithmic vs. creative), cognitive processes in problem-solving, educational interventions, and teacher training methodologies. Uses eye-tracking and neuroeducational methods to study learning mechanisms. His research highlights the importance of creative reasoning for cognitive development and explores how task design and instructional approaches impact student performance. Notable findings include the long-term effects of early mathematical interventions and the role of explanation strategies in procedural tasks. Grants/Projects: LEARNING TO ENGAGE THE BRAIN (2009-2025) Students' (lack of) comprehension of mathematics texts (2015-2019) Learning by Imitative and Creative Reasoning (2022-2026) Labs/Teams: Active member of UMERC and the Learning by Imitative and Creative Reasoning research group.

Kayla BlymanView profile

Assistant Professor

• Mathematics Education
• STEM Education
• Assessment Techniques
• +3 more

Kayla Blyman is an Assistant Professor and Department Chair of Mathematics at Saint Martin's University's College of Arts and Sciences. Her research focuses on advancing mathematics education, particularly in assessment techniques, creativity in problem-solving, and probability instruction. She holds a Ph.D. and is actively involved in curriculum development and pedagogical innovation within STEM education. Her work emphasizes the intersection of teaching methodologies and student outcomes, with a focus on fostering future-ready problem-solving skills. Recent publications explore discovery-based learning assessments, mathematical modeling pedagogy, and rubric-driven creativity evaluation in undergraduate courses. No scientific awards or grants are explicitly mentioned in the provided materials. Her advising and grant activities remain unspecified, though her role as department chair suggests administrative leadership in academic affairs. No lab or team affiliations are detailed in the text.

Judah AxeView profile

Adjunct Professor

• Verbal Behavior
• Problem Solving
• Antecedent Interventions
• +5 more

Dr. Judah Axe serves as an Adjunct Professor in the Department of Behavior Analysis within Simmons University's College of Social Science, Policy, and Practice. Since joining Simmons in 2008, he has taught courses in verbal behavior and single-subject research design across on-ground and online master's and PhD programs, while supervising doctoral research in Applied Behavior Analysis (ABA) interventions for autism spectrum disorder. His educational background includes: PhD in Special Education and Applied Behavior Analysis from The Ohio State University (2008) MA in Special Education and Applied Behavior Analysis from The Ohio State University (2005) BS in Molecular Biology from University of Wisconsin-Madison (2000) Dr. Axe's research focuses on verbal behavior, problem solving, antecedent interventions for challenging behavior, social behavior, matrix training, and staff training . His work emphasizes evidence-based ABA applications to improve outcomes for individuals with autism, particularly through innovative teaching strategies and behavioral interventions. Current projects examine equivalence class formation, mand training techniques, and staff implementation fidelity. Analysis of his recent publications reveals a strong emphasis on methodological rigor in ABA research , with growing attention to technology-assisted interventions (2024-2025) and nuanced verbal behavior applications. His work bridges theoretical behavior analysis with practical classroom and clinical implementations, particularly for autism interventions. Professional recognition includes: Excellence in Teaching Verbal Behavior Award (Verbal Behavior SIG, 2021) Dean Faculty Research Fellowship (College of Social Science, Policy, and Practice, 2019) Distinguished Faculty Member award (Ohio State University Special Education Program, 2013) Dr. Axe actively supervises doctoral students in his research lab, with 10 documented advisees co-authoring publications on topics including motivating operations, equivalence classes, and social reinforcer development. His lab operates through continuous project cycles examining verbal behavior acquisition and intervention efficacy, though specific grant funding details aren't publicly documented. The research lab maintains active investigations across six core domains: verbal behavior acquisition, problem-solving strategy instruction, antecedent-based intervention for challenging behavior, social skills development, matrix training generalization, and staff training protocols - all focused on autism spectrum disorder populations.

Margarita F. KondratievaView profile

Associate Professor

• Mathematics Education
• Quantum Mechanics
• Discrete Mathematics
• +3 more

Roles & Affiliations: Associate Professor of Mathematics with a joint appointment in the Faculty of Education and Department of Mathematics and Statistics at Memorial University of Newfoundland. Specializes in mathematics education and quantum mechanics. Holder of the 2008 Motivational Teaching Award in the Department of Mathematics and Statistics. Education: PhD in Mathematics from Tomsk State University. Extensive postdoctoral and academic experience across institutions including the University of Minnesota and Moscow Institute of Electronics and Mathematics. Research Interests: Dr. Kondratieva focuses on the intersection of quantum mechanics and education, particularly asymptotical methods in quantum mechanics and optimization in discrete structures. She advocates for innovative teaching methods in mathematics, emphasizing dynamic geometry software and interactive learning environments. Her work bridges advanced mathematical concepts with practical pedagogical strategies, including geometric proof techniques and problem-solving paradigms. Grants & Awards: 2008 Motivational Teaching Award Contributions to national and international mathematics competitions such as the Virtual Marathon Involvement in educational outreach programs like Math Kangaroo and Blundon seminar Labs & Collaborations: Active in curriculum development for mathematics education, particularly in designing interconnecting problems to enhance student engagement. Collaborates with institutions on teacher training initiatives and technological integration in education.

Debbie MyersView profile

Assistant Professor

• Science Education
• STEM Education
• Education for Sustainable Development
• +6 more

Debbie Myers is an Assistant Professor and teacher educator at Northumbria University, where she delivers primary education programmes with a focus on science education, STEM, and Education for Sustainable Development. She holds Chartered Science Teacher status and is a Fellow of the Primary Science Teaching Trust College, as well as a National Lead Facilitator for primary science CPD through STEM Learning Ltd. Her work bridges higher education and school-based practice, mentoring future teachers and leading curriculum innovation. B.Sc. (Hons) in Biosciences, Newcastle University PGCE in Primary Education MA in Education (Children's Literature) M.Sc. in STEM Education PGCAP (Durham), SFHEA Debbie's research centers on science education, particularly how creative, inquiry-based learning can reconnect children with nature and foster ecological understanding. She champions Education for Sustainable Development and has developed innovative projects like 'Curiouser and Curiouser' and 'Leonardo da Vinci's Apprentices' that integrate art, science, and environmental stewardship. Her pedagogical approach emphasizes student agency, epistemic curiosity, and real-world problem solving. Her recent publications and conference presentations reflect a strong trend in reimagining science education through interdisciplinary, playful, and sustainable lenses. She frequently presents at national and international conferences including BERA, ESERA, and NSTA, focusing on transforming primary science pedagogy and teacher development. AstraZeneca Science Teaching Trust's Award: Primary Science Teacher of the Year (2007) Highly Commended, BERA-BCF Curriculum Journal Prize (2016) Best Paper Award, Sustainability and the Humanities (2018) Rolls-Royce Science Prize Finalist (2007) Sure Start Award (2003) Excellence in Cities Awards (2004–2006) Debbie has supervised multiple research and curriculum development projects, often in partnership with schools and organizations like the Primary Science Teaching Trust. She has secured funding from the AstraZeneca Science Teaching Trust and the Microbiology Society. Her work as a mentor, CPD provider, and curriculum designer demonstrates a sustained commitment to improving science education and teacher preparation. She has also contributed to national advisory groups, including the Royal Society of Chemistry Primary Teacher Advisory Group. She leads initiatives such as the annual science exhibition inspired by Prince Albert’s Great Exhibition, fostering community engagement and student-led inquiry. She collaborates with educators across the UK and internationally, having presented workshops in the US and Europe. Her integration of philosophy for children, counselling, and creative thinking frameworks further enriches her holistic educational approach.

Jennifer LoertscherView profile

Professor

• Biochemistry Education
• Undergraduate Science Education
• Active Learning Pedagogy
• +3 more

Jennifer Loertscher is the Interim Dean of the College of Science and Engineering and Professor of Chemistry at Seattle University. She holds a dual B.A. in Chemistry and German Literature from Grinnell College (1996), a Ph.D. in Environmental Toxicology from the University of Wisconsin, and completed postdoctoral work in biochemistry at the University of Washington. Her research focuses on biochemistry education innovation, particularly developing active learning strategies and assessing student understanding of foundational concepts. She co-authored the widely-used Foundations of Biochemistry textbook and pioneered threshold concept identification in biochemistry education. Prof. Loertscher's work emphasizes student-centered pedagogy, having designed over 30 faculty development workshops on active learning implementation. As a Faculty Associate with the Center for Jesuit Education, she integrates Jesuit educational principles into STEM teaching practices. Her research group examines instructional practices' impact on student learning outcomes, particularly in large-enrollment courses. Key contributions include validated assessment tools for protein structure understanding and metabolic dynamics, as well as national certification exams for biochemistry proficiency. Her career spans nearly 20 years of teaching chemistry and biochemistry, maintaining strong engagement with both undergraduate education and faculty professional development. Current initiatives focus on sustaining student-centered teaching practices through institutional change models and fostering interdisciplinary approaches to science education.

Jennifer Lee KrawecView profile

Associate Professor

• Mathematics Education
• Cognitive Strategies
• Learning Disabilities
• +3 more

Jennifer Lee Krawec is an Associate Professor in the Department of Teaching & Learning within the School of Education and Human Development at the University of Miami. Her research focuses on cognitive strategies for mathematical problem-solving, particularly for students with learning disabilities (LD) and diverse learners. She has developed and tested interventions aimed at improving problem-solving performance in inclusive classrooms, emphasizing teacher training and instructional methods. Her work spans K-12 education, with notable contributions to third- and middle-school math curricula. Her research interests include error analysis in problem-solving, metacognitive strategies, and the integration of technology (e.g., the Hipatia hypermedia tool) to enhance learning. She collaborates with educators to design evidence-based interventions that address gaps in math achievement for at-risk and LD students. Jennifer has published extensively on topics such as self-monitoring techniques, visual representations, and the role of teacher effectiveness in implementing cognitive strategies. Through her studies, she highlights the importance of explicit instruction, meta-cognition, and visual aids in improving problem-solving outcomes. Her work bridges theoretical frameworks with practical classroom applications, aiming to create equitable educational opportunities for all learners.

Jeffrey Chan Kok HuiView profile

Assistant Professor

• Design Ethics
• Urban Planning
• Sociotechnical Systems
• +3 more

Jeffrey Chan Kok Hui is an Assistant Professor at the Singapore University of Technology and Design (SUTD), affiliated with the Design Theory HASS DAI unit. He holds a B.Arch from the Southern California Institute of Architecture (SCI-Arc), an M.Ed in Mind, Brain, and Education from Harvard University, and a Ph.D. in Architecture (Design Theory and Methods) from the University of California, Berkeley. His research focuses on design ethics within large-scale sociotechnical systems and urbanization, particularly addressing moral dimensions in urban planning, AI-driven urbanization, environmental justice, and the Anthropocene. He has authored influential books such as Sharing by Design (2020) and Urban Ethics in the Anthropocene (2019), and contributed to journals like Design Studies , Landscape and Urban Planning , and Planning Theory . Key themes in his work include ethical frameworks for AI in cities, equitable resource distribution, and moral agency in architectural and urban design. His 2016 paper on Singapore’s Semakau Landfill was highlighted as an Editors’ Choice in Landscape and Urban Planning . Chan’s interdisciplinary approach bridges ethics, urban studies, and design theory, addressing contemporary challenges like climate change, socio-technical systems, and urban wicked problems. He advocates for morally grounded solutions to complex urban issues through collaborative and interdisciplinary research.

Kok-Sing TangView profile

Professor

• STEM Education
• Science Education
• Language and Multimodality
• +5 more

Kok-Sing Tang is a Professor and Director of Graduate Research in the School of Education at Curtin University, Faculty of Humanities. With dual expertise in physics and education, he bridges scientific knowledge with pedagogical practice. He serves as Co-Editor-in-Chief of the journal Research in Science Education (RISE) and founded the ESERA Special Interest Group "Languages & Literacies in Science Education," establishing himself as a leader in international science education research. Professor Tang earned his BA and MSc in Physics from the University of Cambridge, UK, where he was recognized as a Cambridge Tripos Scholar, followed by a Postgraduate Diploma in Education from Nanyang Technological University, Singapore. He completed his MA and PhD in Educational Studies from the University of Michigan, USA, specializing in Science, Literacy, and Technology. His academic journey reflects a unique integration of scientific discipline knowledge with educational theory and practice. His research program centers on language, discourse, multimodality, and their intersections with science learning. Professor Tang investigates how students construct scientific understanding through multiple modes of representation and communication, with recent work focusing on generative AI's transformative potential in educational contexts. His scholarship examines classroom discourse patterns, disciplinary literacy development, and the material aspects of science learning. His publications reveal a clear trajectory toward integrating cutting-edge technology with foundational educational principles while maintaining rigorous theoretical grounding in sociolinguistics and semiotics. Professor Tang has received numerous prestigious awards, including the 2024 Humanities Teaching Excellence Award for HDR supervision and the Humanities Research Excellence Award for his research impact on generative AI in education at Curtin University. His work has also been recognized with the Top Cited Paper award from the Journal of Research in Science Education and multiple awards from the National Institute of Education in Singapore. As Director of Graduate Research, Professor Tang oversees doctoral programs while maintaining an active research agenda. His grant history demonstrates sustained funding success, with multiple projects as Principal Investigator from 2012-2016 focusing on disciplinary literacy and multimodal learning. His leadership extends to coordinating the STEM Education Research Group at Curtin University and shaping scholarly discourse through his editorial role at Research in Science Education.

• Differential Equations
• Mathematics Education
• Conceptual Learning
• +10 more

Sare Şengül is an Associate Professor at Marmara University’s Ataturk Faculty of Education, Department of Mathematics Education. She has been affiliated with Marmara University since 1996 and holds a Ph.D. in Mathematics from Ankara University, completed between 1988–1996. Education: B.Sc. in Mathematics, Ankara University, Fen Edebiyat Fakültesi, 1987 M.Sc. and Ph.D. in Mathematics, Ankara University (1988–1996) Her research focuses on advancing mathematics education through interdisciplinary methodologies. Key areas include: Conceptual Learning: Investigating cognitive processes and understanding levels in mathematics. Proof Schemes: Analyzing proof techniques and reasoning in mathematical education. Contextual Tools: Developing concept cartoons and mind mapping for teaching. Problem Solving: Addressing strategies for children with special needs. Metacognition: Enhancing reflective practices in mathematical learning. With over 250 WoS publications and a 2019 Academic Publication Success Award, her work emphasizes pedagogical innovation and inclusivity. She has managed 482 projects and advised 49 theses, contributing to teacher training and curriculum design. Her administrative roles include: Chair of Secondary Mathematics Education (2001–2005) Faculty Council Member (2016–2019) BAP Commission Member (2016–2019)

Muhammet Emin MisirView profile

Assistant Professor

• Science Education
• Socio-Scientific Issues
• History and Philosophy of Science
• +7 more

Muhammet Emin Misir is an Assistant Professor at Sakarya University, Faculty of Education, Department of Mathematics and Science Education. He is actively engaged in teaching and research, focusing on science education, teacher training, and curriculum development. Licence: Boğaziçi University, Science Teaching (2011) Master's: Boğaziçi University, Primary Education (2014) Doctorate: Sakarya University, Science Education (2023) His research interests include socio-scientific issues, history and philosophy of science, STEM education, textbook analysis, and climate change education. He employs interdisciplinary and innovative methodologies to explore how students and teachers understand science and its societal implications. His recent work emphasizes trust in science during crises, renewable energy in curricula, and AI in education. The most recent articles demonstrate a strong trend toward integrating history and philosophy of science into pedagogy, analyzing science textbooks for equity and modern themes, and evaluating the impact of STEM and inquiry-based approaches. His research spans both qualitative and quantitative methods, often involving curriculum analysis, teacher and student perceptions, and educational interventions. Misir has contributed to national and international journals such as Science & Education , Sakarya University Journal of Education , and Trakya Education Journal , as well as conference proceedings and book chapters. He has been involved in multiple research projects funded by TÜBİTAK and COST Action. COST Action CA23113: "Climate change impacts on mental health in Europe" (2024–ongoing) TÜBİTAK 3005: "Support for Doctoral Research" (2023–ongoing) TÜBİTAK 4008: "STEM Journey for an Accessible Future" (2024, completed) U.S. Mission Turkey Hibe Program (2022, completed) He mentors students in TÜBİTAK 2209-A projects and serves as a reviewer for journals including Sakarya University Journal of Education , Milli Eğitim Dergisi , and Journal of STEAM Education . He is a member of the European Science Education Research Association (ESERA) and the Science Education Researchers Association (FEAD). Misir leads and contributes to interdisciplinary research teams and projects focused on science curriculum development, teacher education, and public understanding of science. He has participated in numerous training programs on research methods, AI in education, and project writing.