Find Academic Supervisors

• Numerical Cognition
• Mathematical Competencies
• Bilingualism
• +2 more

Dr. Mila Marinova is a Research Fellow in the Department of Behavioural and Cognitive Sciences at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences. Her research examines numerical cognition across development, with focus on multilingual and educational contexts. Key research areas: Cognitive mechanisms underlying numerical judgments Bilingual advantages in mathematical processing Semantic integration of number words across languages Neurocognitive processing of symbolic/non-symbolic numbers Educational interventions for mathematical difficulties Recent work investigates conceptual congruency in numerosity judgments, multilingual mathematical competencies, and EEG markers of numerical format integration. Publications demonstrate consistent methodological innovation through neurocognitive measures and cross-cultural developmental studies. Collaborates internationally through the Developmental and Educational Neuroscience Laboratory. Research informs educational practices for multilingual mathematics instruction and interventions for developmental coordination disorders.

Patricia McDermott-WellsView profile

Teaching Professor

• Accessibility technologies for visually impaired students
• Mathematical content accessibility
• Alternative input technologies
• +3 more

Patricia McDermott-Wells is a Teaching Professor at Florida International University's Knight Foundation School of Computing & Information Sciences (KFSCIS). With over 45 years of professional experience in software development and system software, she focuses on advancing accessibility in technology for visually impaired students and alternative input methods. She joined FIU in 2000 as an instructor, teaching IT, computer science, and mathematics courses. Education includes a Ph.D. in Computer Information Systems (Nova Southeastern University, 2015), M.S. in Management Science (University of Miami, 1979), and B.A. in Mathematics (University of Miami, 1977). Her research emphasizes developing software and technologies enabling blind students to engage with mathematical content, along with innovative mobile input methods. Notable work includes her 2015 doctoral dissertation on math accessibility and influential 2004 articles on Bluetooth networking. Awarded multiple teaching and service accolades including the 2021 KFSCIS Faculty Service Award and 2016 Excellence in Teaching recognition. Active in academic governance, she chairs the KFSCIS Academic Integrity Committee and advises FIU STARS (Students in Technology, Academia, Research, and Service). Publications span assistive technologies, mobile computing interfaces, and wireless networking, reflecting her dual commitment to education and technological innovation.

Mark BarsamianView profile

Academic

• Geometry
• Axiomatic Geometry
• Mathematics Education
• +5 more

Mark Barsamian is a Professor of Instruction in the Department of Mathematics at Ohio University's College of Arts and Sciences. He is actively involved in teaching undergraduate mathematics, with recent courses including MATH 1350 (Survey of Calculus) and MATH 3110/5110 (College Geometry) during the 2024–2025 Spring Semester. His office is located in Morton Hall, where he holds regular office hours. B.S. in Electrical Engineering, University of Kansas, 1983 Ph.D. in Mathematics, State University of New York, Stony Brook, 2002 (Thesis: Normal Subgroups of the Symplectomorphism Group) His academic work emphasizes rigorous mathematical instruction, particularly in axiomatic and college geometry. He has authored a comprehensive textbook for his junior-level Axiomatic Geometry course, focusing on proof structure, logical terminology, and geometric systems including Euclidean, spherical, Klein disk, and Poincaré disk models. His educational philosophy incorporates active learning, clear proof methodology, and accessibility through open educational resources. Although no peer-reviewed articles are listed in the available materials, his contributions to pedagogy are significant, including the development of online resources for students and instructors, such as guides on logical notation, proof techniques, and curated lists of mathematical software like Desmos, GeoGebra, and regression tools. He supports student success through advocacy for tutoring services in the Morton Math Tutoring Lab and the Academic Achievement Center. Mark Barsamian has not been mentioned as receiving any scientific awards or fellowships in the provided texts. He plays a key role in academic operations, providing final exam seating charts, attendance tracking tools, and classroom management resources for fellow instructors. He also maintains awareness of technical issues affecting education, such as a documented problem with Microsoft Word 2013's drawing grid. His commitment extends beyond the classroom to enhancing the overall teaching and learning environment in mathematics at Ohio University.

• Mathematics Education
• Algebra
• Pedagogy
• +4 more

Lucian Olteanu is a researcher at the Department of Mathematics, Faculty of Technology, Linnaeus University. His work focuses on mathematics education, particularly on enhancing classroom communication and algebraic reasoning through variation theory, lesson study, and programming integration in teaching. He collaborates nationally and internationally with educators and researchers. Education: Doctoral Thesis (2016) from Linnaeus University Press. Research Groups: Mathematics Education, Vägar till matematikens värld – ämneskunskap i didaktisk belysning. His research projects include Programming and mathematics – sensemaking and communication and Rhizomatiskt tänkande och erfarande av matematiska uppgifter . He emphasizes task design, critical aspects, and the role of programming in reinforcing mathematical understanding across primary and secondary education. Recent publications (2024) explore critical aspects in algebraic communication and pre-service teachers’ reasoning. His work often applies variation theory to improve teaching practices and student engagement, particularly in algebra and rational expressions. He contributes to national educational frameworks through collaborations with Skolverket (Swedish National Agency for Education).

Anurag AgarwalView profile

Associate Professor

• Number Theory
• Cryptography
• Algebra
• +7 more

Anurag Agarwal is an Associate Professor in the School of Mathematical Sciences at Rochester Institute of Technology (RIT), College of Science. He holds a BS and MS from the Indian Institute of Technology (India) and a Ph.D. from the State University of New York at Buffalo. Dr. Agarwal's research spans multiple areas of mathematics with a focus on Number Theory , Cryptography , and Algebra . His specific interests include Diophantine equations and approximations, Continued Fractions, Finite Field Theory, Algebraic Number Theory, Abstract Algebra, and Combinatorial Mathematics. His work bridges theoretical mathematics with practical applications, particularly in the field of cryptography and mathematical information retrieval. Dr. Agarwal's publications demonstrate a strong focus on graph theory, geometric properties of mathematical objects, and mathematics education. His research combines theoretical rigor with practical applications, particularly in the areas of combinatorial mathematics and number theory. The interdisciplinary nature of his work connects pure mathematics with computer science applications, especially in cryptography. Dr. Agarwal has been actively involved in developing innovative educational tools, including MathDeck, an online search interface for mathematical formulas that allows users to create, edit and lookup sophisticated math formulas. Created by an interdisciplinary team of faculty and students at RIT, MathDeck aims to make math notation interactive and easily shareable. He teaches a variety of courses including Discrete Mathematics, Linear Algebra, Number Theory, Abstract Algebra, and Cryptography at both undergraduate and graduate levels. His teaching portfolio reflects his expertise across theoretical and applied mathematics, with courses ranging from foundational topics like Project Based Calculus to advanced subjects like Topics in Number Theory & Cryptography.

• Mathematics Education
• Computational Thinking
• Formal Methods
• +3 more

Mark Timmer is an Associate Professor at the University of Twente, affiliated with the ELAN Teacher Development department. He holds a PhD in Efficient Modelling, Generation and Analysis of Markov Automata (2013), an MSc in Science Education and Communication (2011), another MSc in Computer Science (2008), and a BSc in Telematics (2005), all from the University of Twente. His research spans computational thinking in mathematics education, formal methods in computer science, and curriculum development. He has received awards including the IPA Dissertation Award (2013) and Overijssel PhD Award (2014). His work emphasizes integrating computational thinking into secondary education, particularly through algorithmic concepts like Dijkstra’s algorithm and K-means clustering. He also explores formal verification techniques for probabilistic systems, contributing to the analysis of Markov automata. Timmer actively participates in international educational initiatives, such as the ICME-15 congress, and collaborates with educators to improve teaching methods. Publications highlight his dual focus on theoretical computer science (e.g., confluence reduction in Markov models) and practical educational applications (e.g., lesson study implementations). He has authored book reviews and contributed to educational journals, emphasizing pedagogical innovation and critical analysis of teaching materials.

Sophie Soury-LavergneView profile

Associate Professor

• Mathematics Education
• Dynamic Geometry Environments
• Technology in Primary Education
• +4 more

Sophie Soury-Lavergne is an Associate Professor at the French Institute of Education (Institut français de l'Éducation) within École Normale Supérieure de Lyon. She holds an HDR (Habilitation à Diriger des Recherches) and has been actively involved in research since 1998. Her primary roles include: Research Fellow at the S2HEP Laboratory ESPE lecturer at the Grenoble Academy since 2014 Member of national and international educational projects like Intergeo and OCINAEE Education Background: PhD in Mathematics Didactics (1998) from Joseph Fourier University, Grenoble HDR (2017) from École Normale Supérieure de Lyon Research focuses on dynamic mathematics environments, tangible-digital artifact combinations, and technology integration in primary education. Key areas include: Current Projects (2021): LéA LAiR: AI integration in math education Smart Enseigno: AI-based educational assistant Completed Projects: CI-MéLyon (mathematical learning), OCINAEE (connected objects in primary education), and Intergeo (dynamic geometry resources). Teaching and Advising: Supervised doctoral theses on topics like dynamic geometry software comparison, artifact pair design, and interactive whiteboards in geometry teaching. Collaborates with institutions like ECNU Shanghai and Lebanese University. Labs/Teams: Active in the S2HEP Lab and French Institute of Education. Involved in international collaborations through projects like Pairform@nce and MIRA.

• Mathematics Education
• Semantic Web Technologies
• E-Learning Content Reuse
• +3 more

Paul Libbrecht is a researcher at the German Research Center for Artificial Intelligence (DFKI), focusing on semantic web technologies for mathematics education since 2000. His work integrates cultural adaptation, interoperability, and reuse of learning content with a background in topology and combinatorial group theory from universities in Lausanne and Montreal. Key projects include Intergeo, Math-Bridge, and the ActiveMath platform. Research Themes: Mathematics semantics, cultural adaptation in education, e-learning content interoperability Notable Projects: ActiveMath (semantic learning platform), Intergeo (cross-curriculum search), Math-Bridge (adaptive math education) Contributions: Editor of MathML 3.0, developer of OQMath notation system Publications span artificial intelligence, mathematics education, and knowledge management, emphasizing cultural diversity in digital learning resources. His work addresses challenges such as notation interoperability and collaborative content development across educational contexts. Collaborations include international initiatives like the Intergeo project and contributions to standards like OpenMath and MathML. His research bridges theoretical foundations (e.g., combinatorial group theory) with applied innovations in adaptive learning systems.

Stephen ChrisomalisView profile

Professor

• Linguistic Anthropology
• Cognitive Anthropology
• Anthropology of Mathematics
• +4 more

Stephen Chrisomalis is a Professor of Linguistic Anthropology at Wayne State University's College of Liberal Arts and Sciences, Department of Anthropology. His research focuses on the anthropology of mathematics, numerical cognition, and the interaction between language, cognition, and culture. He has conducted extensive work on numerical notation systems across cultures and their cognitive implications, as well as studies on Detroit middle school students' mathematical learning through the Math Corps program funded by a $3 million NSF grant (2016-2021). Chrisomalis holds a Ph.D. in Anthropology from McGill University (2003) and a B.A. from McMaster University (1996). His academic blog, Glossographia , discusses language, literacy, and numeracy. He teaches courses such as ANT3310 - Language and Culture, ANT7005 - Proseminar in Anthropology I, and LIN3310 - Language and Culture, bridging linguistic and cultural studies. His research explores how numerical systems reflect social, political, and economic processes, challenging assumptions about the 'end of history' in numerical development. Recent work includes sociolinguistic changes in English numerals since 1800 and interdisciplinary collaborations on cognitive anthropology. Grants and publications emphasize cross-cultural methods, with a focus on education and literacy.

• Science Education
• Conceptual Representations in Science and Mathematics
• Educational Engineering
• +7 more

Georgios Kritikos is a Researcher and member of the Laboratory Teaching Staff at the Learning Technology and Educational Engineering Laboratory (LTEE) within the University of the Aegean ’s School of Humanities. He holds a B.Sc. in Physics (2001) and M.Sc. in Electronic Physics from Aristotle University of Thessaloniki, followed by a M.Ed. in Modeling & Educational Design and a Ph.D. in Physics Didactics using ICT (2013) from the University of the Aegean. His postdoctoral research (2020) focused on educational engineering and systemic approaches to interdisciplinary learning. Education: B.Sc. Physics, Aristotle University of Thessaloniki (2001) M.Sc. Electronic Physics & Telecommunications, Aristotle University (2004) M.Ed. Modeling & Educational Design, Aegean University (2006) Ph.D. Physics Didactics with ICT, Aegean University (2013) Postdoc, Aegean University (2020) His research emphasizes interdisciplinary education , STEAM integration , metacognitive practices , and UN SDGs in schooling . He explores innovative tools like robotics , digital storytelling , and systemic pedagogical frameworks to bridge science/mathematics teaching across educational levels. Recent work includes designing gamified activities for early education and addressing climate change through citizen science projects. Articles focus on: Interdisciplinary teaching strategies (e.g., physics/mathematics synergy) Technology-enhanced learning environments (e.g., LEGO robotics, ModellingSpace) Metacognitive tools for conceptual understanding His lab, LTEE, develops educational engineering models to transform schools into adaptive learning systems. Past roles include secondary science teacher (2005–2017) and director of the Southern Dodecanese Science Lab.

Karin ReichView profile

Professor

• History of Mathematics
• History of Science
• Biography of Mathematicians
• +3 more

Prof. Dr. Karin Reich (ret.) is a retired Professor of Mathematics at the University of Hamburg's Department of Mathematics-ST, affiliated with the MIN Faculty. Her work focuses on the history of mathematics, particularly the lives and contributions of key figures like Carl Friedrich Gauss and Leonhard Euler. She has been actively involved in interdisciplinary projects such as 'Counting, measuring, calculating: 1000 years of mathematics in manuscripts and early prints' and studies on German-Russian scientific dialogue. Reich holds honorary memberships in the Mathematical Society in Hamburg (2011) and the Gauss Society in Göttingen (2011). She is a full member of the Joachim Jungius Society (2001–2004) and a senior member of the Academy of Sciences in Hamburg since 2004. Her research spans mathematical historiography, the history of scientific instruments, and the role of mathematics in education and cultural contexts. Her lectures and publications address themes like Gauss' correspondence with Russian scientists, the history of vector calculus, and the cultural significance of mathematical concepts. She has contributed to major exhibitions, including the 2008 'Zählen, messen, rechnen' exhibition on the history of mathematics.

Dorothea BlosteinView profile

Professor

• Computer Science
• Biomechanics
• Graphics Recognition
• +6 more

Roles and Affiliations: Dorothea Blostein is a Professor in the School of Computing at Queen's University, part of the Faculty of Arts and Science. She has held this position since 1988 after earning her Ph.D. (1987) and B.Sc. (1978) from the University of Illinois and an M.Sc. (1980) from Carnegie Mellon University. Research: Her work focuses on the interface between paper and electronic documents, with specialties in graphics recognition, document analysis, and biomedical computing. Key areas include tensegrity structures for biomechanical modeling, adaptive systems, and artificial fascial networks. She also explores music notation recognition and software engineering document classification. Collaborations include projects with NASA on tensegrity robotics and studies on concussion prevention through helmet fitting systems. Teaching: She teaches courses such as CISC 859 (Pattern Recognition) and CISC 324 (Operating Systems). Her pedagogical approach emphasizes hands-on projects and theoretical foundations in AI and algorithms. Labs and Teams: Her research leverages tools like the NASA Tensegrity Robotics Toolkit and ArtiSynth. She collaborates with institutions like the Gordon Lab for embryonic modeling and biomechanical engineers on cytoskeleton simulations.

• History of Mathematics
• Mathematics Education
• 17th and 18th Century Mathematics
• +3 more

Mª Rosa Massa-Esteve is a Full Professor of Applied Mathematics at the Polytechnic University of Catalonia (UPC), affiliated with the Department of Mathematics (Matemàtica Aplicada I). She is part of the Research Group for the History of Science and Technology (GRHCT) and the Centre for Research in the History of Technology. Her academic roles include teaching in the Master’s programs in History of Science (CEHIC, UAB) and Mathematics Education (FME/ETSEIB, UPC). She served as Secretary of the European Society for the History of Science (ESHS) from 2010–2014 and became a Corresponding Member of the Academie Internationale d’Histoire des Sciences in 2012. She also holds roles in the Catalan Society for the History of Science and Technology and the Royal Spanish Mathematical Society. Her research focuses on three main areas: the algebrization of mathematics from the 16th to 18th centuries, mathematics education for 18th-century engineers, and integrating history of science into mathematics teaching. She has directed three doctoral theses (2016, 2018, 2022) and is currently supervising two more. With over 100 publications, including books and chapters (e.g., Pluralité de l'algèbre à la Renaissance ), her work bridges historical scholarship and pedagogical application. Her contributions emphasize using historical sources to enhance mathematics education, such as analyzing Diophantus’ arithmetic and Leibniz’s manuscripts. She has also explored the curriculum of the Barcelona Royal Military Academy of Mathematics (1720–1803) and the role of symbolic language in mathematical development.

Florence Soriano-GafiukView profile

Professor

• Mathematical knowledge taught
• History of mathematics
• Circulation of scientific knowledge
• +6 more

Florence Soriano-Gafiuk is a Professor at the University of Lorraine, affiliated with the INSPÉ of Lorraine and INTERFACE College. Her research focuses on cross-cultural analysis of mathematical knowledge in French and German educational systems, history of mathematics, and micro-violence in education. Director of INTERFACE College (INSPE, ISFATES, UFR LANSAD) Co-leader of KILA research projects Education in mathematics (CAPES, Aggregation, DEA, Doctorate) Her research explores: Franco-German comparative pedagogy History of mathematics and knowledge circulation Bilingual teacher training practices Micro-violence and micro-attention in classrooms Praxeologies in educational systems Textbook analysis and societal construction Recent publications (2023-2025) examine estimation tasks, embodied cognition in math, fraction notation differences, and micro-violence trends, with interdisciplinary focus on education, history, and public policy. Scientific honors include: Academic Palms Officer Knight of the National Order of Merit (2025) She leads teacher training programs, organizes research awareness events, and contributes to educational exhibitions like 'The Universe of Numbers.'