Find Academic Supervisors

Lena WesselView profile

Professor

• Mathematics Education
• Teacher Training
• Language Development in Education
• +4 more

Prof. Dr. Lena Wessel is a Mathematics Education faculty member at the Department of Mathematics Didactics, Faculty of Electrical Engineering, Computer Science and Mathematics, University of Paderborn. She leads teacher training programs and participates in university governance as elected Faculty Council member. Research Focus: Her work centers on comprehension-oriented mathematics instruction at secondary/vocational levels, emphasizing language development, continuity in curriculum design (spiral principle), and digital mathematics tools. As DZLM network partner, she develops professional development programs for secondary educators. LiaNMU project (scalar products, plane reflections) VioLa project (digital discussion formats) LLV.HD project (cross-university learning networks) Key Contributions: She has coordinated major projects like MESUT (language-supported fraction understanding) and LaMaVoC (language in vocational mathematics). Her 2024 publications analyze language-integrated pedagogy and algebraic concept unification in teacher training.

Andrew IzsakView profile

Professor

• Mathematics Education
• Multiplicative Reasoning
• Psychology of Mathematical Thinking
• +4 more

Andrew Izsak is a Professor of Mathematics and Chair of the Education Department at Tufts University's School of Arts and Sciences. He holds a PhD in Science and Mathematics Education from UC Berkeley (1999), an MEd from Harvard (1993), an SM in Mathematics from MIT (1992), and a BA in Mathematics from UC Berkeley (1987). His research focuses on the psychology of mathematical thinking, particularly how teachers and students reason about multiplicative concepts like fractions, proportional relationships, and linear equations. He emphasizes the role of inscriptions (e.g., diagrams) in supporting quantitative reasoning. His work integrates psychometric modeling to assess teacher knowledge and student learning. Notably, he co-leads the Teachers’ Multiplicative Reasoning Research Group with Dr. Sybilla Beckmann, exploring how teachers’ reasoning about multiplication and fractions informs their understanding of proportional relationships. This group also investigates the utility of number lines and strip diagrams in teaching these concepts. Their psychometric studies, using diagnostic classification models, reveal distinct profiles of teachers’ fraction arithmetic reasoning skills nationally. Dr. Izsak has developed innovative mathematics courses and contributed to curricula emphasizing conceptual coherence. His research bridges cognitive science and education, addressing how foundational mathematical concepts evolve from elementary to middle school. His grants and collaborations focus on improving teacher education and student learning outcomes through structured pedagogical approaches. Key areas of exploration include the ‘multiple batches’ and ‘variable parts’ perspectives on proportional relationships, aiming to make linear equations and algebraic reasoning more accessible. His interdisciplinary work highlights the interplay between measurement, multiplicative reasoning, and educational assessment design.

Annika BjörnView profile

Associate Professor

• Biogas Production
• Anaerobic Digestion
• Environmental Chemistry
• +4 more

Annika Björn is an Associate Professor at the Theme Environmental Change (TEMAM) within Linköping University . Her research focuses on Biogas Production , Anaerobic Digestion , and Environmental Chemistry to enhance sustainable energy systems through optimized microbial processes. PhD in Environmental Chemistry (2007), Linköping University MSc in Chemistry (1997), Linköping University Major research initiatives include: Coordinating process and technology development at the Biogas Solutions Research Center Leading KNUT project for science education integration Investigating Trace Element Dynamics in biogas reactors Optimizing Hydrolysis Efficiency for complex substrates Key findings from her 15 recent publications (2010-2025) demonstrate: Strategies to enhance biogas yield from lignocellulosic and industrial waste Techniques for rheological control through microbial metabolites Meta-analyses on pretreatment efficacy across diverse substrates Development of educational frameworks for energy sustainability Process improvements in UASB and CSTR reactor systems Characterization of underutilized organic fractions in digestate

Andreas ObersteinerView profile

Professor

• Mathematics Education
• Cognitive Psychology
• Teacher Diagnostic Competence
• +3 more

Prof. Dr. Andreas Obersteiner serves as Professor of Mathematics Education at the Technical University of Munich (TUM), School of Social Sciences and Technology, Department of Educational Sciences since April 2021. He leads the Chair of Mathematics Education and holds the position of Academic Program Director for the Professional Profile 'Natural Science Education – Teaching at Gymnasium' since 2022. His research centers on mathematical cognition, teacher development, and fraction learning, with significant contributions to understanding cognitive biases in numerical processing. Education Background 1. Staatsexamen for Teaching at Gymnasium (1999-2004) 2. Staatsexamen (2005-2007) PhD in Educational Sciences, TUM School of Education (2012) Habilitation, TUM School of Education (2018) Research Focus Prof. Obersteiner's work investigates mathematical cognition with emphasis on mental number representation and the natural number bias in fraction comparison. His research employs eye-tracking methodology to analyze cognitive processes in students and teachers. He develops interventions to enhance teacher diagnostic competence and mathematical learning, particularly through projects like FractAl and FracVisET that address fraction understanding. His interdisciplinary approach bridges educational psychology, cognitive science, and mathematics education. Publication Trends His recent publications (2023-2025) demonstrate consistent focus on fraction cognition, natural number bias mitigation, and teacher assessment competencies. He frequently employs mixed-methods approaches combining eye-tracking, verbal reports, and experimental interventions. Publication venues include top-tier journals like Learning and Instruction and Educational Studies in Mathematics , reflecting his impact on both theoretical and practical aspects of mathematics education. Scientific Recognition Alexander von Humboldt Fellowship (2017-2018) Academic Leadership Prof. Obersteiner supervises doctoral candidates including Dr. Sarah Huber and leads multiple funded projects (ALICE, DigiProMIN, COSIMA). As Academic Program Director, he shapes teacher education curricula. His editorial roles include Associate Editor for the Journal of Numerical Cognition (2020-2024) and coordination of EARLI's Special Interest Group 'Conceptual Change' (2019-2023). Research Infrastructure He directs the Chair of Mathematics Education at TUM, which operates within the Department of Educational Sciences and collaborates with TUM Referenzgymnasien schools. His team conducts experimental research using eye-tracking labs and digital simulations for teacher training, supported by current projects including RocketTutor and SHARP.

Martha W. AlibaliView profile

Professor

• Developmental Psychology
• Cognitive Psychology
• Mathematics Education
• +3 more

Martha W. Alibali is a Professor in the Department of Psychology and Department of Educational Psychology at the University of Wisconsin-Madison. She directs the Cognitive Development & Communication Lab (CD&C Lab), which focuses on the intersection of developmental psychology, cognitive psychology, and mathematics education. Her research investigates mathematics learning and development with a special emphasis on the role of gesture in mathematical thinking and knowledge change. Her primary research interests include: The role of gesture in mathematical thinking and knowledge change Gesture in thinking and communication in educational settings Mathematics learning across developmental stages Embodied cognition and its implications for education Dr. Alibali's recent publications showcase her continued focus on gesture studies, mathematical cognition, and educational interventions. Her work spans from theoretical investigations of cognitive processes to applied educational research, with particular attention to visual representations, multimodal learning, and embodied cognition. She frequently collaborates with researchers across psychology, education, and cognitive science. Dr. Alibali has secured substantial funding from the National Science Foundation and Institute for Education Sciences for projects including intelligent tutoring systems for algebra, mathematical equivalence instruction, and visual representations in biology education. Her lab maintains an active research program with multiple graduate students, postdoctoral researchers, and undergraduate assistants. The CD&C Lab is committed to creating an inclusive research environment that values diversity of identities, backgrounds, and perspectives. The lab follows open science practices including pre-registration of studies and sharing research materials. Weekly lab meetings provide opportunities for all members to present their ongoing work and receive feedback.

Iza MarfisiView profile

Professor

• Educational Technology
• Serious Games for Education
• Mobile Learning
• +5 more

Iza Marfisi is a Professor at the University of Le Mans where she became a University Professor in 2024 and was appointed Head of the IEIAH (Computer Environments for Human Learning) team in 2025. She works within the Claude Chappe Institute of Computer Science, focusing on developing educational technologies that empower teachers to create their own digital learning tools. Her research bridges computer science and educational theory to enhance teaching practices through accessible technology solutions, with particular emphasis on making advanced tools usable for non-technical educators. Marfisi's research spans Educational Technology, Serious Games for Education, Mobile Learning, and Extended Reality (XR), with a consistent focus on teacher-centered design. She develops "no-code" authoring tools enabling educators to create custom digital learning experiences deployable across various hardware platforms. Her work specifically targets situated learning with mobile devices, human-computer interactions for learning, and educational applications of mixed and extended reality. This approach democratizes access to advanced educational technologies by removing technical barriers for teachers. Analysis of her recent publications reveals a clear evolution from foundational mobile learning frameworks toward increasingly sophisticated integration of mixed reality and artificial intelligence in educational contexts. Her 2024-2025 work shows particular emphasis on generative AI for educational activity design, immersive pharmacology learning, and collaborative frameworks that connect multiple learning technologies. The publications consistently emphasize practical teacher needs, with many studies conducted in authentic educational settings rather than controlled laboratory environments. Marfisi actively supervises doctoral research across multiple dimensions of educational technology. Her current advisees explore artificial intelligence for mixed reality activity creation, mixed reality for professional training, free software approaches to serious games, and innovative interaction techniques for collaborative learning. Previous students have investigated mixed reality for fraction learning, educational game indexing systems, and mobile educational game design models. Her supervision portfolio demonstrates both depth in specific technical areas and breadth across the educational technology landscape. As Head of the IEIAH team at LIUM since 2025, Marfisi leads a research group focused on computer environments for human learning. She also serves on the Board of Directors for both the Serious Game Society and the IKIGAI association (Games for citizens), and was elected Deputy Director of Research at the Claude Chappe Institute of Computer Science since 2018. Her leadership extends to communications management for the IEIAH team and participation in the LIUM Laboratory Council (2022-2024), demonstrating significant institutional impact beyond her direct research contributions.

• Food Chemistry
• Food Analysis
• Food Authenticity
• +18 more

Helmut Mayer is an Associate Professor in the Department of Food Sciences at the University of Natural Resources and Life Sciences, Vienna (BOKU), where he leads research in food chemistry and analysis. He is based at the Institut für Lebensmittelwissenschaften and is actively involved in projects related to food authenticity, protein analysis, and advanced chromatographic techniques. His research interests span food chemistry, food authenticity, adulteration control, protein and amino acid analysis, biogenic amines, vitamins, UHPLC, electrophoresis, and molecular biology . He specializes in the analysis of milk proteins, DNA fingerprinting, lactic acid bacteria, and food biotechnology, with a strong focus on method development for detecting food fraud and ensuring quality. His recent publications and projects highlight a strong trend in vitamin B12 analysis , particularly distinguishing biologically active forms from pseudo-vitamins in algae and fermented foods, as well as assessing heat treatment in dairy products using markers like β-lactoglobulin and furosine. His work integrates analytical chemistry with nutritional science and food safety. Scientific awards received include: Hochschuljubiläumsstiftung (2006, 1998, 1996) Wirtschaftskammerpreis (2006) Bodenkulturpreis der Wirtschaftskammer Wien (1999, 1996) Dr. Hermann Zittmayr-Preis (1994) Min. Ök.-Rat Josef Kraus-Stipendium (1990) Dr. Mayer has led and participated in numerous research projects, including those funded by the EU, national agencies, and private companies. His work involves advising on food authenticity, thermal processing indicators, and allergen detection. He frequently collaborates with industry and regulatory bodies, providing expert opinions and technical reports. He is active in knowledge transfer, presenting at conferences such as ALVA, EuroFoodChem, and HPLC, and contributing to public discourse on food quality and safety, particularly regarding ESL milk and nutritional supplements.

• Mathematics Education
• Teacher Professional Development
• Student Learning Strategies
• +4 more

Anne Roche is a Casual Academic and past researcher associated with the School of Education within the Faculty of Education and Arts. Her work focuses on mathematics education, particularly in areas such as teacher professional development, student learning strategies, and pedagogical content knowledge. She has extensively studied topics like fractions, decimals, task-based learning, and teacher noticing across international contexts, including Australia, China, and Germany. Her research emphasizes the importance of contextualized tasks and challenging mathematical problems in fostering student engagement and conceptual understanding. She has contributed to projects aimed at improving teacher knowledge, such as the 'Early Numeracy Research Project' and studies on mathematics middle leaders' aspirations for classroom learning. Roche's work also explores teacher decision-making processes, the use of visual tools like decimats for decimal place value, and strategies to build student persistence in problem-solving. Her findings have been disseminated through peer-reviewed journals such as ZDM Mathematics Education, Mathematics Education Research Journal, and The Journal of Mathematical Behavior. While her articles highlight collaborative efforts with institutions worldwide, her academic contributions lack explicit mentions of awards or grants listed in the provided texts. Her publications span over two decades, reflecting sustained engagement with foundational and applied aspects of mathematics education.

David J. CarrejoView profile

Associate Professor

• Mathematics Education
• Constructivism
• Genetic Epistemology
• +7 more

David J. Carrejo is an Associate Professor of Mathematics Education at the University of Texas at El Paso (UTEP), where he serves in the Department of Teacher Education within the College of Education. He holds the title of Distinguished Teaching Professor and was awarded the prestigious UT System Regents' Outstanding Teaching Award in 2015. Dr. Carrejo teaches elementary and middle-school math and science methods courses for pre-service teachers as well as graduate and doctoral courses in various areas of mathematics education. He previously served as Associate Dean of Undergraduate Studies and Educator Preparation in the College of Education at UTEP. Dr. Carrejo earned his educational degrees from UTEP and the University of Texas at Austin. His academic journey includes: Ph.D. in Mathematics Education from the University of Texas at Austin (2004) M.A. in Teaching Mathematics from UTEP (1998) B.S. in Mathematics from UTEP (1995) Dr. Carrejo's research focuses on the intersection of mathematics education, learning theory, and teacher preparation. His work centers on constructivist approaches to understanding how students learn mathematics, with particular emphasis on mathematical modeling, the history of mathematics in education, and integrated STEM education. He investigates how teachers can effectively facilitate conceptual change through modeling in mathematics and science classrooms, especially for English Language Learners. His research also explores coherent systems for instructional improvement in mathematics education and the development of early algebra concepts for pre-service elementary teachers. Dr. Carrejo's scholarly work demonstrates a strong trajectory toward integrating historical perspectives with contemporary mathematics education. His recent publications show increasing focus on connecting the history of mathematics to secondary school curriculum, developing foundations for teaching elementary and middle school mathematics, and designing engineering-focused experiences to support STEM education. His research consistently bridges theory and practice, emphasizing model-based reasoning and the co-development of content knowledge and language literacy, particularly for diverse student populations. Dr. Carrejo has received significant recognition for his teaching excellence: UT System Regents' Outstanding Teaching Award (2015) As an advisor, Dr. Carrejo has mentored several doctoral and master's students to completion, including Mayra Ortiz-Galarza, Oscar Salcedo, Abdelghani Setra, and Michael Strange. His grant portfolio reflects his commitment to STEM education and teacher development: 2017-2020: Co-PI on NSF grant ($590,000) assessing impact of Texas STEM Academies 2017: PI on Boeing grant ($27,000) for elementary environmental science education 2013-2016: Co-PI on Department of Education grant ($3,200,000) for Local Educational Agencies Partnership 2014-2015: Co-PI on NSF grant ($287,703) for preparing teacher-engineers 2009-2010: PI on Carnegie Foundation grant ($4,000) for mathematics teacher induction Dr. Carrejo maintains active collaborations with various educational entities. He serves as a Faculty Fellow at the Hopper-Dean Center for Excellence for K-12 Computer Science Education and is a member of the Paso del Norte Partnership Education Research, which connects the College of Education with K-12 school districts and non-profits to improve student outcomes in El Paso and Hudspeth Counties. He also has a close working relationship with the College of Engineering and the Department of Engineering Education and Leadership at UTEP, reflecting his commitment to integrated STEM education approaches.

Priscila CorrêaView profile

Associate Professor

• Mathematics education
• Assessment in mathematics
• Teaching for mathematical proficiency
• +6 more

Dr. Priscila Corrêa is an Associate Professor at the Faculty of Education, University of Windsor, Canada. She brings a unique interdisciplinary background with a Ph.D. in Mathematics Education from the University of Alberta and a Master of Science in Electrical Engineering from the Pontifical Catholic University of Rio de Janeiro. Her work bridges engineering and education, with a strong focus on improving mathematics education in both Canadian and Brazilian contexts. Education: Ph.D. in Mathematics Education, University of Alberta M.Eng., Pontifical Catholic University of Rio de Janeiro B.Ed., Federal University of Rio de Janeiro B.Eng., Federal Centre of Technological Education of Rio de Janeiro Research Interests: Dr. Corrêa’s research agenda centers on transforming mathematics education through innovative teaching approaches, assessment strategies, and curriculum analysis. Her work delves deeply into assessment in mathematics , seeking to develop authentic and proficiency-based evaluation methods. She is particularly concerned with teaching for mathematical proficiency , aiming to foster deep conceptual understanding among students. Her exploration of mathematical modelling as a pedagogical tool highlights its potential to enhance student engagement and mathematical competency. Additionally, she critically examines anti-Black racism and mathematics , investigating the racialized experiences of Black students in STEM disciplines to promote equity and inclusion. Her research also encompasses computational thinking in mathematics education, exploring how algorithmic concepts can be integrated into teacher preparation programs. Dr. Corrêa’s comparative studies between Brazilian and Canadian mathematics curricula provide valuable insights into cross-national educational practices. Her work on curriculum analysis employs innovative methodologies like “combined reading” to uncover nuanced differences in how mathematical concepts, such as fractions and numbers, are approached in different educational systems. Recent Research Trends: Her 2024 publications reflect a continued emphasis on comparative curriculum analysis and the intersection of race and mathematics education. The collaborative work on curricular trajectories in Brazil and Canada demonstrates her commitment to international perspectives in mathematics education. Her narrative inquiries into the experiences of Black women and undergraduate students in STEM reveal a deepening focus on social justice and equity within mathematics education. Scientific Awards: While no specific awards are listed in the provided text, Dr. Corrêa’s extensive publication record and her role as an Associate Professor at a major Canadian university indicate recognition within her field. Teaching and Advising: Dr. Corrêa teaches a wide range of mathematics education courses at both the undergraduate teacher education and graduate levels. Her courses span from foundational mathematics for primary/junior divisions to specialized methods in secondary school mathematics teaching, curriculum development in mathematics education, and comparative education. Her involvement in integrating theory and classroom practice suggests she mentors teacher candidates and graduate students, though specific student names are not provided. Labs and Teams: While no specific lab or research group is mentioned, her collaborative publications with researchers like L. Rangel, J.A. Oloo, and others indicate active participation in research teams focusing on mathematics education and equity.

Natalia KarlssonView profile

Associate Professor

• Applied Mathematics
• Mathematics Didactics
• Mathematical Modeling
• +11 more

Natalia Karlsson is an Associate Professor and Lecturer at Södertörn University , specializing in Applied Mathematics and Mathematics Didactics . She serves as a Subject Coordinator and focuses on transforming mathematical concepts into accessible teaching frameworks. PhD in Mathematics and Physics (1997, Russian Academy of Sciences) Master in Applied Mathematics and Educational Sciences Licensed teacher for primary, secondary, and adult education Her research expertise spans two domains: (1) Applied Mathematics , involving mathematical modeling in nonlinear elasticity and fuzzy methods for formalizing strategy maps; and (2) Mathematics Didactics , focusing on how school-level mathematical concepts can evolve into rigorous ones without contradictions. She emphasizes task-oriented learning , diagnostic teaching , and transformative pedagogy to enhance educators and students. The 15 most recent articles highlight trends in pre-service teacher training , algebra instruction , and fractions education . Key areas include conceptual transitions from arithmetic to algebra, syntactic and substantive knowledge development, and inverse operations in teaching. Many works address proportional reasoning and multiplicative structures in classroom settings. As a supervisor , she has guided bachelor’s, master’s, and PhD students and served as an opponent for doctoral theses. She currently acts as a scientific reviewer for international journals but does not participate in active research projects.

Anja ThorstenView profile

Associate Professor

• Educational Methodology
• Teacher Education
• Classroom Dynamics
• +3 more

Anja Thorsten is an Associate Professor and Docent at Linköping University's Department of Behavioural Sciences and Learning (IBL), specifically within the Division of Education, Teaching and Learning (PEDI). She holds the email address anja.thorsten@liu.se . Her research focuses on educational methodologies, teacher training, and classroom dynamics with particular emphasis on virtual learning environments and mathematics pedagogy. Key research interests include classroom interaction strategies, teacher response techniques, and the application of critical aspect theory in curriculum design. She has contributed to studies on pre-service teachers' instructional approaches in both virtual settings and mathematics education, emphasizing conceptual understanding and formative assessment practices. Recent publications (2023-2024) explore topics such as addressing student misconceptions, virtual classroom simulations, and fraction comparison teaching methodologies. Her work intersects with the TeachLivE at LiU initiative, indicating involvement in innovative educational technology projects.

Tomas BergqvistView profile

Associate Professor

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

Tomas Bergqvist is an Associate Professor in the Department of Science and Mathematics Education at Umeå University, Sweden. He holds dual affiliations as Director of Studies in his department and as a Research Fellow at the Umeå Mathematics Education Research Centre (UMERC). His research focuses on mathematics education, particularly mathematical reasoning and the interplay between language and mathematics. He leads the 'Learning by Imitative and Creative Reasoning' and 'Language and Communication' research groups, investigating how students construct knowledge through creative problem-solving strategies versus rote learning, and how mathematical symbols are contextualized in educational materials and teacher discourse. His teaching primarily involves courses for secondary-level mathematics teachers, including supervision of degree projects. Notable research contributions include studies on textbook analysis, teacher interpretations of curricula, and large-scale educational reforms. Bergqvist has published extensively in journals like Journal of Mathematical Behavior and Proceedings of the International Group for the Psychology of Mathematics Education , with a focus on curriculum design, pedagogical practices, and educational policy impacts. His work emphasizes the need for argumentation in mathematics education and critiques the limited presence of reasoning in early school years' materials. Recent studies explore cross-cultural comparisons of fraction teaching and the effectiveness of national teacher professional development programs. He has contributed to Sweden's 'Boost for Mathematics' initiative, evaluating its impact on education and pedagogy.

Frank ReinholdView profile

Professor

• Mathematics Education
• Educational Psychology
• Technology in Education
• +6 more

Frank Reinhold serves as Professor of Mathematics Education at the University of Education Freiburg (Pädagogische Hochschule Freiburg), where he leads the Institute for Mathematical Education. His academic career spans research, teaching, and leadership roles focused on mathematics education and digital learning environments. Previously, he held postdoctoral positions at both the University of Education Freiburg and Technical University of Munich, where he completed his PhD in Mathematics Education in 2018. His educational background includes a PhD from Technical University of Munich (2018), State Examination for Gymnasium Teaching in Mathematics and Physics from University of Regensburg (2012), and undergraduate studies in Mathematics and Physics Education at University of Regensburg (2007-2012). Before his academic career, he worked as a high school teacher at Wilhelm-Hausenstein-Gymnasium Munich (2014-2017). Reinhold's research centers on mathematics education with emphasis on digital tools, fraction learning, cognitive processes, and teacher training. His work explores how technology-enhanced learning environments impact mathematical understanding, particularly in fraction concepts and statistical reasoning. He investigates cognitive processes through methods like eye-tracking and process data analysis from digital learning environments, examining how students develop conceptual understanding and how teachers can effectively diagnose and address misconceptions. His research portfolio includes significant projects such as Di.ge.LL2 (Digital teaching-learning settings for cognitive activation), eye-teach-stats (teacher training with eye-tracking vignettes), frACTIONs (learning fractions with digital tools), and MINT-ProNeD (professional networks for adaptive innovations in STEM teacher education). These projects collectively address how digital tools can enhance mathematical understanding while considering individual differences among learners. Scholarship for postdoctoral researchers 2021 from Daimler and Benz Foundation GDM Dissertation Award 2020 for outstanding mathematics education dissertation Nomination for Polytechnik-Preis 2019: Dealing with Diversity in MINT Education As a mentor, Reinhold guides doctoral students and emerging researchers in mathematics education. His research is supported by substantial funding from organizations including the German Federal Ministry of Education and Research (BMBF), Baden-Württemberg Ministry of Science, Research and Art, and Erasmus+. He serves as scientific advisor to the State Institute for School Quality and Educational Research (ISB) Munich and participates in expert panels for educational initiatives in Baden-Württemberg. Reinhold co-leads the working group 'Mathematics Education and Digital Tools (AK MdW)' of the Society for Didactics of Mathematics (GDM) and contributes to the development of educational standards for digital mathematics instruction. His collaborative work spans international partnerships with institutions in Germany, the Netherlands, Belgium, and Colombia, reflecting a commitment to advancing mathematics education through both theoretical insight and practical classroom applications.

• Mathematics Education
• Algebraic Reasoning (K-12)
• Teacher Professional Development
• +3 more

Dr. John K. Lannin is a Professor of Mathematics Education in the Department of Learning, Teaching & Curriculum at the University of Missouri’s College of Education & Human Development. His research focuses on improving K-12 mathematics teaching and learning, with particular emphasis on algebraic reasoning and teacher knowledge development. A former middle/high school mathematics teacher in Nebraska, Lannin specializes in designing teacher education programs, including pre-service training and post-baccalaureate certification for mathematics educators. Research interests include student generalization processes, teacher pedagogical content knowledge, and interdisciplinary collaboration between mathematics and special education. His work integrates practical classroom applications with theoretical frameworks in mathematics education. Lannin has contributed to curriculum materials and professional development programs for educators, emphasizing evidence-based strategies for enhancing student understanding. Publications highlight themes such as numerical magnitude interventions, teacher identity formation, and the role of evaluation in professional development. His scholarship bridges theory and practice, addressing challenges in both K-12 classrooms and teacher preparation systems. Lannin collaborates with institutions like the eMINTS National Center and the Missouri Partnership for Educational Renewal, contributing to statewide educational initiatives.