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Thomas Emanuel BalkeView profile

Researcher

• Assyriology
• Sumerian Language
• Cuneiform Texts
• +5 more

Dr. Thomas Emanuel Balke is a Researcher at the University of Heidelberg's Department of Languages and Cultures of the Near East, specializing in Assyriology. His work focuses on Sumerian language, cuneiform texts, prosopography, and ancient numeral systems. He has been affiliated with the Collaborative Research Center 933 'Material Text Cultures' since 2011. PhD in Ancient Near Eastern Philology (Münster, 2005) Magister Artium in Ancient Near Eastern Studies (Münster, 1996) Dr. Balke's research explores Sumerian grammar, onomastics, and the intersection of writing systems with early mathematical development. His publications examine topics like dimensional case systems, verb valency, and administrative documents from Mesopotamia. His recent work engages with the typological classification of Sumerian numeral systems and the analysis of economic texts. He contributes to the understanding of material text cultures through philological and archaeological lenses. Dr. Balke has participated in projects related to Mesopotamian creation myths and prosopography, with affiliations to institutions in Germany and the UK. He has published extensively on Sumerian language and administrative practices in journals like Zeitschrift für Assyriologie and Journal of Cuneiform Studies .

• Theoretical mechanics
• Differential equations
• Mathematical modelling
• +3 more

Miccal Matthews is a Senior Lecturer in the Department of Mathematics and Statistics at the School of Physics, Maths and Computing, The University of Western Australia. He holds a B Math, B Eng, and PhD, and previously served as a Research Fellow at the University of Wollongong (2005-2008) and a Lecturer at Edith Cowan University (2009-2013). Dr. Matthews specializes in theoretical mechanics, with research interests spanning differential equations, mathematical modeling, fluid dynamics, and boundary value problems. His work often focuses on asymptotic analysis of complex physical systems, particularly those involving fluid interfaces and instabilities. His research has significant applications in thermal physics, heat transfer, and fluid mechanics. Matthews has published 23 research outputs, including 22 articles and 1 preprint, with an h-index of 9 and 340 citations. His recent work demonstrates a strong focus on boundary tracing methods for solving complex differential equations, with applications to heat transfer and fluid instabilities. He has made notable contributions to understanding Rayleigh-Taylor and Richtmyer-Meshkov instabilities through mathematical analysis. Theoretical mechanics Differential equations Mathematical modelling Fluid dynamics Boundary value problems Asymptotic analysis Dr. Matthews has supervised at least one graduate student, as indicated by the "Supervised Work (1)" notation in his profile. His research has been supported by institutional affiliations with The University of Western Australia, where he continues to contribute to both teaching and research in mathematical sciences. His work is organized within the Mathematics and Statistics department, which provides a strong foundation for his theoretical and applied research in mathematical physics and engineering applications.

María José Madrid MartínView profile

Part-Time Lecturer

• Mathematics Education
• History of Mathematics
• Curriculum Development
• +3 more

María José Madrid Martín is a Part-Time Lecturer at the College of Education, Pontifical University of Salamanca. With a PhD in Mathematics Education from Universidad de Salamanca and a Master's in Secondary Education (Mathematics), she has held academic positions at Universidad de Córdoba and currently coordinates school practices for early childhood and primary education teacher training programs. Education : PhD in Education Mathematics (Universidad de Salamanca, 2016), Master's in Secondary Education (Mathematics) (Universidad de Salamanca) Affiliations : Researcher in GLOBES21 (Global Education and 21st Century Skills) and ICS (Social Sciences Innovation) groups Her research focuses on the history of mathematics education, gender perspectives in teacher training, and didactic tools for mathematical instruction. She has published extensively on 16th-18th century arithmetic textbooks, algebraic teaching methods, and the use of manipulatives in early mathematics education. Her recent work examines historical problem-solving approaches and their modern pedagogical applications. Scientific achievements include: ANECA accreditation as Profesor Contratado Doctor Recognized research merit (sexenio) by CNEAI She has contributed to developing assessment instruments for statistical literacy and analyzed educational trends in Spanish mathematical literature through bibliometric and historiographic methods.

Rebecca JacksonView profile

Research Fellow

• Philosophy of Science
• Philosophy of Medicine
• History of Science
• +6 more

Dr. Rebecca Jackson is a Bridging Fellow in Medical Humanities at Durham University, affiliated with both the Department of Philosophy and the Measurement Lab within the Institute for Medical Humanities and Discovery Research Platform for Medical Humanities. Her interdisciplinary work bridges philosophy, history of science, and medical humanities with a specific focus on measurement practices in clinical contexts. Dr. Jackson received her doctorate in 2023 from the Department of History and Philosophy of Science and Medicine at Indiana University - Bloomington. During her doctoral studies, she was awarded the 2022-2023 Doan Dissertation Fellow at the Science History Institute and the 2021-2022 John C. Slater Predoctoral Fellow in History of Science, Technology, and Medicine at the American Philosophical Society. Prior to her current position, she was a Postdoctoral Fellow with the Research Group on Practices of Validation in the Biomedical Sciences at the Max Planck Institute for the History of Science in Berlin. Her undergraduate background combines mathematics and creative writing, with a graduate minor in Statistics. Dr. Jackson's research critically examines measurement practices in science and medicine, particularly focusing on cases where standardization fails but measurement still occurs. Her work questions fundamental assumptions about "accuracy" and "reliability" by engaging with historical cases that challenge conventional notions of measurement. She investigates how physical and temporal aspects of measuring practices are intertwined with the models, notation, and institutions that shape scientific work. Her approach combines philosophical analysis with historical investigation to understand how measurement functions in clinical contexts where standardized approaches may not apply, such as when measuring something individual to a single patient. Dr. Jackson's publications reveal a consistent focus on non-standard measurement practices throughout medical history, spanning diverse areas including obstetrics (cervimetry), sexual medicine (phallometry), pharmaceutical measurement (the "method of drops"), and psychological experimentation. A common thread is her examination of how measurement succeeds even when theoretical frameworks suggest it shouldn't work, revealing alternative pathways to reliable clinical knowledge. Doan Dissertation Fellow at the Science History Institute (2022-2023) John C. Slater Predoctoral Fellow at the American Philosophical Society (2021-2022) Dr. Jackson collaborates with researchers across humanities and human sciences, as reflected in her interdisciplinary publications. Her work in the Measurement Lab at Durham University provides a platform for ongoing research into clinical measurement practices. Her teaching approach is informed by her background in mathematics, creative writing, and statistics, with particular attention to helping students develop skills in data interpretation and critical thinking about measurement practices. Dr. Jackson is actively involved with the Measurement Lab within the Institute for Medical Humanities and Discovery Research Platform for Medical Humanities at Durham University. This lab serves as a central hub for her research on clinical measuring practices, bringing together historical analysis and philosophical reflection on measurement in medicine. Her work has significant implications for understanding how measurement functions in contexts where standardization is difficult or impossible.

• Physics Education
• Science Curriculum Development
• Quantum Physics
• +4 more

Marjan Zadnik is an Adjunct Associate Professor in the Department of Physics at the University of Western Australia's School of Physics, Maths and Computing. Their research focuses on modernizing science education through Einsteinian curriculum development, particularly in K-10 settings. Zadnik has pioneered initiatives like the Einstein-First program, emphasizing early exposure to relativity and quantum physics concepts. Their work includes teacher upskilling programs, curriculum design validation, and assessment of student conceptual understanding through mixed-method approaches. Collaborative efforts involve institutions like the Gravity Discovery Centre and utilize facilities such as the Zadko Telescope for educational outreach. Over 46 publications highlight contributions to astronomy education, STEM pedagogy innovation, and remote laboratory learning efficacy.

Tony R. KuphaldtView profile

Professor

• Electronics Education
• Circuit Theory
• Electrical Engineering
• +3 more

Tony R. Kuphaldt is a Professor in the Electronics Engineering Technology department at Lewis-Clark State College's Schweitzer Career and Technical Education Center in Lewiston, Idaho. With over 25 years of full-time teaching experience in the Washington and Idaho college systems, he specializes in electronics education and curriculum development. His office is located in STC 222, and he teaches in room 237 of the Schweitzer Career and Technical Education Center with regular office hours throughout the week. Kuphaldt is renowned as the author of the 'Modular Electronics Learning Project' (ModEL), an open-source collection of tutorials and problem sets designed for inverted instruction of electronics at the two-year college level. He is also the founding author of 'Lessons In Electric Circuits,' an early open-source textbook on electronics. His educational philosophy emphasizes first-principles understanding, Socratic dialogue, and problem-based learning approaches. The ModEL project, copyrighted 2016-2025, represents over two decades of professional instruction experience in industrial electricity and electronics. His work integrates computer-based simulation tools including SPICE and programming languages like C, C++, and Python to enhance circuit exploration. The ModEL curriculum is structured across four semesters with theory, experiment, and project components, totaling less than 60 semester credits. Kuphaldt has developed comprehensive practice exams that mirror industry standards for electronics technician assessment. A lifelong learner himself, Kuphaldt studied Instrumentation and Industrial Electronics at J.M. Perry Technical Institute (1987-1989) and earned his Electronics Engineering Technology degree from Skagit Valley Community College in 2004. Before teaching, he gained extensive industry experience including 2 years with CNC machine tools, 2.5 years as an instrument/electrical technician at ARCO Cherry Point oil refinery, and 6.5 years as a meter/instrument technician at Intalco aluminum smelter. An amateur radio operator with call sign AJ7FJ, Kuphaldt has created numerous educational resources covering mathematics fundamentals, electrical principles, semiconductor devices, amplification, communication systems, and programmable systems. His materials are licensed under Creative Commons Attribution 4.0 International, making them freely available for educational use while maintaining attribution requirements.

Michelle HurstView profile

Assistant Professor

• Cognitive Psychology
• Developmental Psychology
• Mathematical Cognition
• +5 more

Michelle Hurst is an Assistant Professor in the Department of Psychology at Rutgers, The State University of New Jersey, located on the Busch Campus. Her research focuses on systematic variation in human cognition across development, particularly in mathematical and numerical reasoning. She explores how cognitive strategies evolve from infancy through adulthood, with a focus on proportional reasoning challenges in older learners versus intuitive skills in young children. Her lab employs behavioral experiments, computational models, and developmental perspectives to advance cognitive theories and improve educational practices. They emphasize open science principles, including pre-registration and data sharing, supported by funding from the NIH’s Eunice Kennedy Shriver National Institute of Child Health and Human Development. Key research interests include the development of numerical understanding, the transition from informal intuitions to formal math skills, and contextual influences on reasoning strategies. Her work bridges cognitive science and education to address barriers in learning complex mathematical concepts like fractions and decimals. The lab fosters an inclusive environment, prioritizing diversity and accessibility in both research and practice. Recent publications highlight investigations into proportional reasoning strategies, cross-notation knowledge of fractions/decimals, and contextual effects on quantitative judgments. Her interdisciplinary approach integrates developmental psychology, experimental methods, and educational theory to tackle foundational questions in cognitive science and STEM education policy.

Samuel CookView profile

Associate Clinical Professor

• Math Education
• Statistics Education
• Inquiry-Based Learning
• +3 more

Samuel Cook is a Clinical Associate Professor of Math Education at Boston University, affiliated with the College of Arts and Sciences (CAS) Mathematics and Statistics department. He also supports faculty and doctoral candidates at Wheelock College of Education & Human Development and teaches across multiple units including Kilachand Honors College. His research focuses on inquiry-based learning in undergraduate mathematics, statistics education, and the cognitive aspects of mathematical proof comprehension. Prior to academia, he taught high school math and physics through the AVID program, supporting first-generation college students, and contributed to the AGEP initiative promoting diversity in STEM PhD programs. Dr. Cook holds a B.S. in Mathematics from the University of Texas-Rio Grande Valley, and both M.S. and Ph.D. degrees in Applied Mathematics and Statistics from Stony Brook University. He integrates technology in education, as seen in his work with the International Medical School in Hungary. His teaching portfolio includes statistics, research methods, and honors thesis guidance for Kilachand students. His research interests emphasize improving statistical literacy and pedagogical strategies, with a particular focus on how students engage with mathematical symbols and proof structures. Beyond academia, he applies statistical analysis to sports through sabermetrics, reflecting his passion for data-driven insights in both education and leisure.

• Mathematics Education
• Assessment in Education
• Inquiry-Based Learning
• +3 more

Dr. M. (Michiel) Veldhuis is an Assistant Professor in Mathematics Education at the Freudenthal Institute , Utrecht University. His research focuses on higher-order thinking skills in mathematics, inquiry-based learning , and ICT integration in educational settings. He is actively involved in projects like Beyond Flatland , which explores dynamic data processing in primary mathematics, and serves as a board member for the Dutch Association for Mathematics Education (NVORWO) and European Association for Research in Mathematics Education (ERME). PhD in Mathematics Education (2015), Utrecht University MSc (Research) in Cognitive Psychology (2011), University of Toulouse-II BSc in Applied Mathematics (2011), University of Toulouse-II Veldhuis’ research emphasizes embodied learning and representational redescription to enhance mathematical understanding. His work spans primary to secondary education , addressing cultural diversity and sustainability in STEM. He collaborates with institutions like the Leibniz Institute IPN Kiel and contributes to EU-funded initiatives such as Erasmus+ TIME. Recent publications analyze growth mindset cultivation in Dutch classrooms and mathematical origami for secondary education. His Beyond Flatland project (2016–2020) received NWO funding (€700k) and focused on algebraic reasoning and probability theory through ICT interventions .

Andrew HeadView profile

Assistant Professor

• Human-computer interaction
• Programming tools
• Interactive reading systems
• +4 more

Andrew Head is an Assistant Professor in the Department of Computer and Information Science at the University of Pennsylvania's School of Engineering and Applied Science. He leads research on interactive reading and reasoning systems, working closely with Benjamin Pierce from PLClub and Chris Callison-Burch from PennNLP. He co-leads the Penn Human-Computer Interaction (Penn HCI) group alongside Danaé Metaxa and serves as a faculty affiliate for Penn's MindCORE center. His research focuses on developing technology for interactive reading and reasoning, with specific goals of helping scientists get more from their readings, making mathematical notation understandable, assisting programmers with AI comprehension tools, and accelerating programmers in writing correctness proofs. His group follows a systems-centric HCI approach, conducting in-depth user studies followed by building interactive systems that are published at top venues like ACM CHI and UIST. His publication record shows strong focus on human-computer interaction applied to programming environments, reading systems, and mathematical notation. Recent work demonstrates growing integration of AI techniques into interactive systems, particularly for code explanation and document augmentation. His research bridges theoretical programming language concepts with practical user needs. Best Paper Award, ICSE 2024 for Property-Based Testing in Practice Best Paper Award, CHI 2023 for CiteSee Nominated for Best Paper Award, CHI 2023 for Colaroid $1M NSF grant for Property-based Testing for the People project (2024) Professor Head advises multiple PhD students including Alyssa Hwang, Litao Yan, Hita Kambhamettu, Jeff Tao, Jessica Shi, and Xiaorui Liu. His group works closely with PLClub and PennNLP researchers, and he has secured significant funding including a $1M NSF grant. His lab develops working interactive systems that emerge from thorough user studies, focusing on practical applications of HCI research.

Yevgenia KashinaView profile

Professor

• Hopf Algebras
• Algebra
• Pure Mathematics
• +3 more

Yevgenia Kashina is a full-time Professor and Graduate Program Director in the College of Science and Health at DePaul University, where she has served since 2002. She holds a PhD in Mathematical Sciences and maintains an active research profile in advanced algebra. Her academic background includes: PhD in Mathematics from the University of Southern California (1999) Postdoctoral Research Fellowship at MSRI, Berkeley (1999-2000) Postdoctoral Research and Teaching Associate at Syracuse University (2000-2002) Dr. Kashina's research centers on Hopf algebras , with specialized expertise in antipode structures, Frobenius-Schur indicators, and classification problems. Her work bridges abstract algebra, representation theory, and quantum groups, producing foundational insights into algebraic symmetries and structural properties. She has developed novel computational methods for indicator theory and contributed to the classification framework for finite-dimensional Hopf algebras. Analysis of her publication history reveals a sustained 23-year research trajectory focused on deepening theoretical understanding of Hopf algebra properties. Her work demonstrates consistent progression from foundational antipode investigations (1999) to sophisticated higher-indicator frameworks (2012), with recurring emphasis on structural analysis, categorical interpretations, and connections to quantum invariants. Key thematic threads include symmetry quantification, dimensional constraints, and representation-theoretic applications. No scientific awards are documented in the source materials. In her leadership capacity as Graduate Program Director, Dr. Kashina oversees curriculum development, student admissions, and academic mentoring for mathematics graduate programs. This administrative role complements her scholarly work by fostering next-generation researchers in algebraic structures and mathematical education.

Robert Stuart SieglerView profile

Professor

• Mathematical Development
• Cognitive Development
• Educational Psychology
• +3 more

Robert Stuart Siegler is the Jacob H. Schiff Foundations Professor of Psychology and Education at Teachers College, Columbia University, affiliated with the Department of Human Development and the Cognitive Science in Education program. His research focuses on how children develop mathematical knowledge, particularly numerical understanding, fraction arithmetic, and the application of cognitive development theories to education. PhD in Clinical Psychology from Stony Brook University Research emphasizes cognitive development, mathematics learning, and educational interventions Director of the Siegler Center for Innovative Learning at Beijing Normal University (2012) Dr. Siegler’s work combines information processing and evolutionary theories to study strategy discovery and choice in mathematics learning. He has pioneered applications of numerical board games to improve mathematical understanding in low-income children and developed computational models of fraction arithmetic. His recent publications address rational number notation, textbook design, and cognitive biases in mathematical learning. Articles highlight his collaborations with researchers like David W. Braithwaite and J. McMullen, focusing on whole number bias, fraction magnitude knowledge, and decimal arithmetic. Awards include the 2022 G. Stanley Hall Award from the American Psychological Association, 2015 election to the Society of Experimental Psychologists, and the 2010 National Academy of Education induction. He served on the U.S. National Mathematics Advisory Panel (2006-2008) and contributed to federal educational practice guides. Dr. Siegler leads the Siegler Lab at Teachers College, which investigates mechanisms of mathematical knowledge acquisition. His research has been published in journals such as Journal of Educational Psychology , Developmental Science , and Psychological Review .

Clarissa ThompsonView profile

Professor

• Cognitive Development
• Numerical Cognition
• Mathematical Learning
• +3 more

Dr. Clarissa Thompson is Professor of Psychological Sciences at Kent State University, where she directs the Cognitive Development Lab. She earned her PhD from The Ohio State University and teaches courses in cognitive psychology and experimental methods. Her research investigates numerical cognition across development, including: how children represent and estimate numbers, factors influencing math anxiety, metacognitive monitoring during problem solving, and interventions to improve rational number understanding. The lab employs behavioral methods, eye-tracking, and cognitive modeling. Recent work examines visualization techniques for health risk communication, cross-notation number processing, and longitudinal predictors of math achievement. She serves on editorial boards and mentors doctoral students in cognitive/developmental psychology.

Jing TianView profile

Assistant Professor

• Educational Psychology
• Mathematics Education
• Cognitive Development
• +3 more

Jing Tian is an Assistant Professor of Psychology at Fordham University, where she holds an appointment in the Department of Psychology. Her research focuses on cognitive and educational psychology, particularly in mathematics learning and STEM education. Key areas of interest include spatial skills development, rational number notation systems, and the impact of educational materials on student achievement. She directs the CoDE (Cognition and Development in Education) Lab, investigating how cognitive processes and educational practices shape learning outcomes. Dr. Tian’s work addresses critical gaps in mathematics education, such as the gender disparity in STEM fields and the challenges students face with fractions and decimals. Her research employs experimental methods to evaluate textbook problem design, parental influence on learning strategies, and interventions to improve numerical understanding. Recent findings highlight the role of spatial skills in early STEM trajectories and the importance of bias-free educational resources. Professional contributions include affiliations with organizations advancing educational psychology and mathematics pedagogy. Her research has been published in top-tier journals, emphasizing practical implications for curriculum development and teaching methodologies.

• Mathematics Education
• Primary Students' Attitudes
• Mathematical Thinking
• +3 more

Dr. Kate Quane is a Lecturer in the UniSA Education Futures faculty at the University of South Australia. Her research focuses on young children’s attitudes toward mathematics, mathematical thinking processes, and pedagogical strategies in primary education. She has conducted extensive studies on methodologies using children’s drawings, manipulatives, and interviews to assess mathematical cognition. Her work emphasizes the importance of inclusive practices in multi-year classrooms and small regional schools. Key contributions include frameworks for enhancing mathematics education in diverse settings and evaluating the impact of manipulatives on student attitudes. Dr. Quane has published widely in journals such as the International Journal of Education in Mathematics, Science, and Technology and Mathematics Education Research Journal. She collaborates with institutions like the Mathematics Education Research Group of Australasia and has received grants including the Margaret Trembath Scholarship. Education: Doctorate in Mathematics Education (implied by academic rank). Key Projects: Research on multi-year classrooms in regional SA schools, funded by ECA SA Branch. Methodologies: Qualitative analysis of children’s drawings, mixed-methods studies, classroom observations. Her research highlights the significance of contextual factors in shaping mathematical attitudes and the role of collaborative learning environments. Findings emphasize the need for adaptive pedagogical approaches to support diverse learners, particularly in under-resourced regional schools.