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• Public administration
• General education
• Anthropology
• +87 more

John-Børge Askeland serves as an Associate Professor in the Department of Music at NLA University College, Oslo, with office location at Staffeldtsgate and contactable via +4721969530. His academic role bridges music scholarship with theological, educational, and social science disciplines within Norway's higher education landscape. His research encompasses four primary interconnected domains: Music Specializations : Music Theory, History, Ethnomusicology, Technology, Production, and Pedagogy (including Choir Conducting, Rhythmic Music, and Composition) Religious Studies : Biblical Studies (Old/New Testament), Church History, Practical Theology, Hymnology, and Religious Education with focus on Hans Nielsen Hauge traditions Educational Sciences : Music Didactics, Intercultural Pedagogy, Curriculum Development, and Classroom Leadership across kindergarten to higher education Social Sciences : Ethics, Human Rights, Intercultural Communication, Media Studies, and Social Entrepreneurship This interdisciplinary framework positions music as a nexus for exploring cultural identity, faith communities, and societal challenges in contemporary Norway.

Magne SupphellenView profile

Part-Time Lecturer

• Public administration
• General education
• Anthropology
• +85 more

Magne Supphellen is an academic at the Hauge School of Management, serving as a PartTime Lecturer. Their extensive fields of interest span disciplines including public administration , education , anthropology , music pedagogy , ethics , religious studies , intercultural communication , and social entrepreneurship . Key expertise areas: Biblical studies (Old/New Testament), Haugian businesses, phenomenology, and qualitative methodology Diverse teaching interests: Physical education, arts and crafts, ensemble music, and curriculum development Interdisciplinary focus: Combines media studies, migration research, and social responsibility

• Educational Psychology
• Learning Difficulties
• Academic Resilience
• +3 more

Antonio Coronado Hijon is a researcher affiliated with the Universidad de Sevilla in the Department of Educación y Psicología Social. His academic work focuses on educational psychology, particularly addressing learning difficulties in arithmetic calculations and promoting academic resilience through evidence-based interventions. Ph.D. in Basic Psychology from Universidad de Sevilla (2012) Supervised by Dr. Jesús García Vidal His research explores the development and validation of observational instruments like EVADAC for diagnosing arithmetic learning difficulties, alongside designing programs to foster psychosocial resilience in educational contexts. Coronado Hijon integrates methodologies such as blended learning, flipped classroom, and learning analytics to enhance student performance and inclusivity. Recent publications highlight his work on methodological triangulation for mathematics reinforcement, checklist development for identifying arithmetic difficulties, and cross-cultural studies on academic anxiety. He also investigates formative assessment strategies, digital portfolios, and intercultural transitions in education. Collaboration with Dr. Jesús García Vidal underscores his commitment to advancing educational diagnostics and tutorial action frameworks that bridge learning styles with academic support systems.

Joana Isabel de Paulo DuarteView profile

Visiting Assistant Professor

• Mathematics Education
• Educational Technology
• Programming and Robotics in Education
• +3 more

Joana Isabel de Paulo Duarte is a Visiting Assistant Professor (Assistente convidado) at the Polytechnic Institute of Viseu – School of Education since February 2024 and a certified trainer (CCPFC/RFO-42138/23) recognised by the Scientific-Pedagogical Council for Continuing Education. She concurrently serves as a mathematics teacher under the Portuguese Ministry of Education. Education 2007 – Licenciatura (BSc) in Mathematics, Catholic University of Portugal – Centro Regional das Beiras (thesis: Vehicle Routing Problem – Linear Programming ) 2015-2016 – Post-Graduate Certificate in Financial and Tax Management of Enterprises, University of Coimbra – Faculty of Economics 2024-present – MSc in Teaching Mathematics (3rd Cycle Basic & Secondary Education), University of Coimbra (in progress) Research & Professional Interests Duarte’s work centres on Mathematics Education enriched with Educational Technology , Programming and Robotics , and Computational Thinking . She integrates digital tools such as Scratch, Python, TI-Nspire, Micro:Bit, GeoGebra and Tinkercad CodeBlocks into classroom practice, and explores Augmented Reality and AI-driven educational resources to foster active learning scenarios. Her continuous professional development portfolio includes more than 40 certified courses and MOOCs covering gamification, digital laboratories, coding, robotics and inclusive education, evidencing a sustained commitment to innovative pedagogies. Scientific Awards 2023: 3rd National Place – International Statistical Poster Competition (2022-2023), awarded by the Portuguese National Institute of Statistics (INE) Projects & Grants Duarte has coordinated and delivered teacher-training actions financed by the Portuguese Ministry of Education, APM (Mathematics Teachers Association), eduFor Training Centre, and other bodies. She has been a key trainer in two ERASMUS+ funded initiatives: Digischools (2023) CodeInnova (2022) These projects focus on digital competences, programming and robotics across European schools. Teaching & Training Roles Since 2023 she is an accredited trainer delivering courses on: Excel for mathematics classrooms Python programming for applied mathematics TI-Nspire technology for mathematical modelling Scratch for computational thinking Micro:bit gamified mathematics These activities are aimed at in-service mathematics and science teachers throughout Portugal.

Magda TigchelaarView profile

Assistant Professor

• Genre-based second language pedagogy
• Second language writing development
• Corpus-assisted language teaching
• +3 more

Magda Tigchelaar is an Assistant Professor, Teaching Stream in French Studies at the University of Toronto Mississauga. She specializes in second language writing pedagogy, assessment, and task-based instruction. Her educational background includes a PhD in Second Language Studies from Michigan State University, an MA in French Studies from the University of Guelph, and a BA (Hons) in French Studies from the same institution. Her research explores: Genre-based approaches to second language teaching Corpus-assisted writing instruction methodologies Integration of proficiency standards in curriculum design Self-assessment mechanisms for language learners Task-based needs analysis for French programs Publications primarily focus on second language writing development, task design validation, and cross-contextual applications of language pedagogy. Recent work emphasizes K-12 language task development, undergraduate writing needs, and generative AI applications for feedback. She directs multiple funded projects: French Writing Course Development (Writing Development Initiative, 2022-2026) French (FSL) Program Evaluation (Work Study Program, 2022-present) Liaisons Canada-Brésil (Global Classrooms Funding, 2022) Her teaching includes intermediate/advanced French writing courses and Francophone cultural studies, with emphasis on producing publishable student work for platforms like the OASIS database.

• Computational Thinking
• Mathematics Education
• Educational Technology
• +7 more

Dr. Manon Laurent is a Lecturer in Educational and Training Sciences at the University of Clermont-Auvergne, France, affiliated with the ACTé Laboratory (Activity, Knowledge, Transmission, Education). She previously served as an Associate Researcher at LaRAC, Université Grenoble Alpes, and as a Trainer at Inspé de Grenoble. Her educational background includes a Doctorate in Educational Sciences from Université Grenoble Alpes (2022), with her thesis focusing on computational thinking as a vector for learning mathematics in elementary school. Dr. Laurent's research centers on the intersection of educational technology and mathematics education, particularly examining how computational thinking and programming activities impact primary school mathematics learning. Her work investigates conative variables such as mathematical anxiety, self-determined motivation, and sense of competence in learning environments. She has conducted several randomized controlled trials to evaluate the effectiveness of digital learning tools in educational settings. Her publication record shows a consistent focus on experimental approaches to educational technology, with particular emphasis on the relationship between computational thinking and mathematics acquisition in primary education. Her research methodology typically involves large-scale randomized trials with thousands of students across multiple schools. Dr. Laurent has been actively involved in research collaborations through the EXPIRE project (Experimenting with Computational Thinking for Student Success), which was funded by the French e-Fran Future Investment Program. She has also participated in organizing academic conferences and workshops related to social psychology and education.

• Signal Processing
• Electrical Engineering
• Telecommunications
• +3 more

Lars Magne Lundheim is a Professor at the Department of Electronics and Telecommunications, Norwegian University of Science and Technology (NTNU). Holding a doctorate in Electrical Engineering, he contributes to signal processing research and pedagogical innovation in engineering education. His work spans telecommunications, microgrid technology, and educational reform through project-based learning frameworks. Academic Affiliation: NTNU Research Focus: Signal Processing, Sustainable Engineering Education His publications analyze curriculum integration, mathematical foundations in engineering, and sustainable practices. Recent studies explore EEG source reconstruction and harmonics modeling in microgrids. Lundheim actively engages in disseminating findings through conferences and journals, emphasizing student socialization and creative confidence in STEM. Key trends in his research include: Development of competency-based sustainability education Optimization of wireless communication systems Mathematics-engineering interdependencies Low-density EEG channel selection

• Numerical Analysis
• Optimization
• Computational Mathematics
• +6 more

Kathleen Kavanagh serves as Professor of Mathematics and Director of the Institute for STEM Education at Clarkson University, holding the Robert A. Plane Endowed Chair within the Coulter School of Engineering & Applied Sciences. Her dual leadership roles position her at the intersection of advanced mathematical research and transformative STEM education initiatives. Her research program integrates numerical analysis, optimization, and computational mathematics to solve complex hydrology problems including groundwater flow modeling, adaptive temporal integration for unsaturated systems, and water resource management optimization. Simultaneously, she drives national efforts in mathematical modeling education through the GAIMME report and K-16 curriculum integration projects, creating bridges between theoretical mathematics and real-world applications across agricultural, environmental, and cognitive domains. Analysis of her 2013-2016 publications reveals a distinctive interdisciplinary signature where mathematical modeling serves as the connective tissue between environmental engineering, agricultural systems, cognitive neuroscience, and educational reform. Her work consistently demonstrates how computational methods can address pressing societal challenges while simultaneously transforming how mathematics is taught across educational levels. Scientific recognition includes: Best Paper Award at the 2010 International Conference on Computational Science Through the Institute for STEM Education, she orchestrates extensive outreach programs including roller coaster science camps, university-school partnerships, and professional development for K-12 educators, creating systemic pathways for STEM engagement that extend far beyond traditional classroom boundaries.

Temenuzhka Borisova Zafirova-MalchevaView profile

Associate Professor

• Educational Software Development
• Inclusive Education Technologies
• E-learning Systems
• +3 more

Temenuzhka Borisova Zafirova-Malcheva is an Associate Professor at the Faculty of Mathematics and Informatics, Sofia University "St. Kliment Ohridski," specializing in educational technologies for special needs populations. Her work bridges computer science , inclusive education , and digital design . PhD in Informatics and Computer Science (2015), dissertation: "Specialized software environment for computer training of children with cerebral palsy" Master's in Mathematics and Informatics (2000) Her research focuses on: Design and development of educational software for special needs Inclusive e-learning systems and pedagogical frameworks Computer graphics and digital design for accessible learning Competence-based training models for STEM educators Adaptation of digital resources for remote learning Recent publications (2017-2022) emphasize inclusive education technologies , inquiry-based learning , and remote/hybrid teaching models , particularly during the pandemic. She frequently collaborates with researchers like Pencho Mihnev and Albena Antonova.

Andreas EichlerView profile

Professor

• Mathematics Education
• Data Literacy
• Bayesian Reasoning
• +6 more

Andreas Eichler is a professor in the field of Mathematics Didactics at the University of Kassel, Germany. He is actively involved in research projects, teaching, and supervision of doctoral students in mathematics education and related fields. Professor at University of Kassel Focus on mathematics didactics, particularly for secondary education Leading the interdisciplinary DUDa project on data literacy Supervising doctoral students in mathematics education Publishing extensively in mathematics education journals Professor Eichler's research focuses on key areas in mathematics education, including Bayesian reasoning, data literacy, statistical education, and the development of diagnostic competence in prospective teachers. His work emphasizes visualization techniques in mathematical learning and the use of digital tools in education. He has conducted extensive research on how students understand statistical concepts and how teachers' beliefs and practices evolve throughout their careers. His publications and research projects show a strong interest in making mathematics relevant to real-world situations and improving students' ability to handle uncertain data. He investigates how different visualizations affect understanding of statistical concepts and how digital learning environments can enhance mathematical reasoning. Professor Eichler has supervised numerous doctoral students who have completed their research on various topics within mathematics education, including Bayesian reasoning, diagnostic competence, visual thinking, and digital learning environments. His supervised theses reflect his broader research interests and contribute significantly to the field of mathematics didactics.

• Physics Education
• Teacher Training
• Diagnosis of Learning Difficulties
• +6 more

Prof. Dr. Rita Wodzinski serves as Head of the Physics Education Department at the University of Kassel's Faculty of Mathematics, Natural Sciences and Technology. She also holds the position of Deputy Chair of the Center for Teacher Education at the University of Kassel since June 2017. Her academic work focuses on bridging theoretical knowledge with practical application in physics education, particularly through teaching-learning laboratories that emphasize cognitive activation. Wodzinski's research spans multiple critical areas in physics education including the further development of concepts in teacher training, modern physics in physics lessons, diagnosis of learning difficulties in physics lessons, methods of learning support, gender and physics education, Education for Sustainable Development (ESD), strengthening science in general education, and experimenting in physics and science lessons. Her work consistently addresses how to make physics education more effective and accessible to diverse student populations, with particular attention to diagnostic competence development and digitalization in physics teaching. Her recent publications reveal a strong trend toward integrating digital tools and competencies into physics teacher education, with numerous studies on teaching-learning laboratories as environments for developing digital competencies. She also maintains a consistent focus on diagnostic competence, nature of science understanding, and sustainable development education. Her collaborative work spans multiple institutions across Germany, demonstrating her leadership in physics education research communities. Prof. Wodzinski actively contributes to professional societies including the GDCP Society for Chemistry and Physics Education, DPG German Physical Society, MNU Association for the Promotion of Mathematical and Scientific Education, GDSU Society for the Study of General Science, and ESERA European Science Education Research Association. She previously served in various board positions including as Member of the Board of the DPG (Board Office School) from 2009-2011 and Chair of the Physics Didactics Association of the DPG from 2004-2009. She co-edits the online magazine 'Physics and Didactics in Schools and Universities' and has been instrumental in developing interdisciplinary profile studies with a focus on Education for Sustainable Development. Her work with teaching-learning laboratories represents a research-based connection between theory and practice under the aspect of cognitive activation, as documented in her 2021 edited volume 'Lehr-Lern-Labore der Universität Kassel.'

• Education
• Pedagogy
• Educational Research
• +5 more

Giorgio Asquini is an Associate Professor in Experimental Pedagogy at Sapienza University of Rome since 2005. He has contributed extensively to international educational surveys (IEA, OECD-PISA) and national research initiatives, focusing on teacher training, inclusive education, and competency-based assessment. His work bridges empirical research with practical pedagogical strategies. Graduated in Literature at La Sapienza (1982) PhD in Experimental Pedagogy (XVIII cycle) Collaborated with Sapienza, Roma Tre University, and the Ministry of Education His research emphasizes teacher professional development , collaborative problem-solving , and educational equity . Themes include formative assessment, cross-disciplinary skills, and post-COVID pedagogical adaptation. He has co-authored studies on mathematical literacy, civic education, and technology integration in teaching. Recent publications analyze exploratory teacher training models, positive attitudes toward inclusion, and motivational pathways linking parental and teacher autonomy support to student achievement. His work spans journals like CADMO and Ricercazione , with a focus on Italian primary and secondary education contexts.

David LöwensteinView profile

Lecturer

• Philosophy Education
• Argumentation Theory
• Ethics Education
• +3 more

Dr. David Löwenstein is a lecturer at the Institute of Philosophy, Faculty of Philosophy, Heinrich-Heine-Universität Düsseldorf. His office is located in Building 24.52, Room 01.26, and he can be reached at +49 211 81-15427. He maintains an academic website at https://www.davidloewenstein.net/ and offers consultation hours for students as indicated on his institutional page. Löwenstein's research program centers on philosophy education methodology with particular emphasis on argumentation theory and ethics instruction. His work uniquely bridges theoretical philosophy with practical classroom applications, making philosophical reasoning accessible across educational levels. He has developed systematic frameworks for teaching argumentative skills, created practical classroom exercises, and explored the theoretical foundations of argumentation in educational contexts. His publication pattern reveals a strong focus on developing argumentative competencies in educational settings, with significant contributions to open-access educational resources as seen in his 2023 work "Argumentieren für alle!" His scholarship demonstrates deep engagement with philosophical traditions (particularly Ryle, Frege, and Singer) while maintaining practical relevance for contemporary classrooms. The consistency of his publication output across 2020-2023 indicates an active and productive research trajectory focused on making philosophical methods widely accessible. Dr. Löwenstein is actively involved in the "Argumentieren in der Schule" (Argumentation in School) network, which connects educators and philosophers interested in integrating philosophical argumentation into school curricula. His work encompasses both theoretical contributions to philosophy of education and practical applications in classroom settings, demonstrating commitment to the real-world implementation of philosophical methods.

• Singular and bisingular integral equations
• Boundary value problems of the theory of functions of a complex variable
• Analytical methods for solving integral equations
• +5 more

Natalia Viktorivna Snizhko is an Associate Professor of the Department of Mathematics at National University Zaporizhzhia Polytechnic. She holds a Candidate of Physical and Mathematical Sciences degree and has been working at the university since 2009. Her academic work focuses on mathematical research and bilingual education methodology. Faculty of Mechanical Engineering Department of Mathematics Position: Associate Professor Dr. Snizhko's research spans two main domains: mathematical analysis and bilingual education. In mathematics, she specializes in singular and bisingular integral equations, boundary value problems of complex function theory, and analytical and projection methods for solving equations in various functional spaces. Her educational research focuses on the theory and methodology of bilingual vocational education, particularly in the context of engineering mathematics instruction. She has developed specific strategies for teaching higher mathematics in bilingual settings and has extensively researched mathematical linguistics as it applies to engineering education. Her recent publications reveal a strong trend toward integrating language education with technical mathematics instruction. She has published numerous works on bilingual mathematics teaching models, discourse markers in technical lectures, and the development of professional foreign language communicative competence for engineers. Her research shows a clear progression from pure mathematical analysis to the application of mathematical concepts in bilingual educational contexts. Certificate of the October District Administration of Zaporizhzhia City Council (2006) Honorary certificate of the Presidium of the Zaporizhzhia Regional Organization of the Trade Union of Education and Science Workers of Ukraine (2006) Honorary certificate of the Zaporizhzhia City Council (2020) Dr. Snizhko has been actively involved in career guidance work for her department and has contributed significantly to the development of bilingual educational materials, including a trilingual mathematical dictionary. Her work bridges the gap between advanced mathematical theory and practical educational applications in multilingual technical environments.

• Mathematics Education
• Digital Tools in Education
• Computational Thinking
• +3 more

Øistein Gjøvik is a Senior Lecturer in Mathematics Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His work focuses on enhancing mathematics education through digital tools and computational thinking, with a strong emphasis on teacher professional development and student metacognition. Research Interests: Mathematics didactics, digital tools (GeoGebra, Robot Emil), computational thinking, teacher training. Projects: Led the "Learning and Teaching Mathematics with Digital Tools" research group, developing software like WeBabble and Programmering med Emil. Teaching: Courses in mathematics didactics, programming in schools, and digital pedagogy. Dissemination: Frequent conference presenter on topics like digital assessment, algorithmic thinking, and teacher digital competence.