Practical Applications in the Math Classroom Professors and Supervisors | ApplySharif

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Katy L. CorcoranView profile

Lecturer

Lamar UniversityUnited States

Dr. Katy L. Corcoran serves as a Clinical Instructor in the College of Education and Human Development at Lamar University, teaching school law, global education, and research methodology courses since 2014. Previously, she was an adjunct instructor at Lamar's Center of Doctoral Studies (2013) and a math teacher at Nederland ISD (2007-2014) while maintaining a law practice. Her educational credentials include: Ed.D. in Educational Leadership from Lamar University J.D. from South Texas College of Law (now Houston College of Law) B.S. in Criminal Justice from Lamar University Dr. Corcoran's research bridges legal frameworks and educational practice, focusing on school law compliance, cultural dynamics in classrooms, and legal literacy for educators. Her work emphasizes practical applications for navigating complex legal landscapes in diverse educational settings, with particular attention to global perspectives and intercultural responsiveness. Her scholarship centers on legal-educational intersections, exemplified by her 2017 award-winning chapter on cultural adaptation in second language classrooms, which demonstrates her cross-disciplinary approach to legal and cultural challenges in education. Key recognitions include: David Marx National Journal Outstanding Article Award (2017) Membership in Kappa Delta Pi (International Honor Society) Membership in Pi Mu Epsilon (Mathematics Honorary) inter/national coalition for Electronic Portfolio Research participation (2010-2014) Dr. Corcoran serves on doctoral dissertation committees and provides program evaluation services while balancing her academic role with active legal practice. Her dual expertise creates unique opportunities for students to explore education law through both theoretical and practical lenses. She maintains an active presence in both academic and legal communities, contributing to editorial boards and program evaluations while continuing her scholarship on legal-cultural intersections in education.

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Nadia RohlingerView profile

Lecturer

San Diego State UniversityUnited States

Nadia Rohlinger serves as Lecturer and Director of Service Learning in San Diego State University's School of Teacher Education. Based in North Education Building, room 282 (Mail Code: 1153), she can be contacted via email at nrohlinger@sdsu.edu or phone at 619-594-1683. Her professional focus centers on service learning pedagogy and teacher education, with expertise in developing community-academic partnerships. She directs the Pathways Service Learning Office which manages key initiatives: America Reads (literacy tutoring in local schools) America Counts (math mentoring programs) Dr. Rohlinger teaches GEN S 280, integrating classroom theory with community service. Her work emphasizes practical application of educational concepts through structured service experiences that meet both academic objectives and community needs. The Pathways Office serves as SDSU's central hub for coordinating student participation in federally supported service programs while ensuring alignment with teacher education curricula.

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Jie ZhouView profile

Associate Professor

Methodist UniversityUnited States

Jie Zhou serves as an Associate Professor of Mathematics at Methodist University within the College of Business, Technology & Professional Studies, where he has been actively teaching since joining the institution in 2014. His office is located in Allison 105B, and he maintains regular engagement with students beyond classroom instruction. Holding a B.Eng. from the University of Shanghai and a Ph.D. from the University of Georgia, his research program focuses on wavelet analysis, frames, numerical analysis, image processing, and interdisciplinary studies. These areas demonstrate strong connections between theoretical mathematics and practical applications in signal processing and computational imaging. As an educator, Dr. Zhou serves as faculty advisor for the math club and coaches student teams for regional and national mathematical competitions. No scientific awards or research grants were documented in the source material, though his sustained involvement in competitive mathematics indicates significant contribution to student development. His current academic activities center around the mathematics department's student organizations, particularly through the math club and competition teams, where he fosters practical application of mathematical concepts in collaborative settings.

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Roberto Araya SchulzView profile

Professor

University of ChileChile

Roberto Araya Schulz is a Full Professor at the University of Chile's Institute of Advanced Studies in Education, with a 44-hour working week. He holds a PhD from the University of California (1986) and an MSc from University of Chile (1979). Specializes in STEM education and educational technology Primary research areas: Machine learning in education, cognitive development, gamification His recent publications focus on: Integrating digital platforms in primary education Embodied cognition through hand puppets in math classes Large language models for spatial reasoning development Teacher discourse analysis using neural networks Key research grants include: FONDECYT Postdoctorate (2024-2027) on educational technology integration FONDECYT Exploration Projects (2024-2028) for dialogical teaching strategies IDRC funding (2017-2019) for digital tools in education

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Monte MeyerinkView profile

Assistant Professor

Northern State UniversityUnited States

Monte Meyerink serves as Assistant Professor of Mathematics Education at Northern State University since 2022, concurrently directing the NSU Math Clinic. His instructional portfolio spans undergraduate mathematics education courses (MATH 341/342, ELED 330/495), education foundations (EDFN 102/440/475), and graduate research methodology (EDER 761), drawing from 12+ years of classroom experience across grades 5-16. Education: Ph.D., Montana State University M.S.Ed., Northern State University B.S.Ed., Northern State University Dr. Meyerink's research program centers on mathematics teacher preparation, with emphases on technology integration in K-8 mathematics instruction, problem-based digital lesson design, and cross-cultural comparisons of mathematical thinking. His investigations examine how pre-service teachers develop technological pedagogical content knowledge and implement interactive learning environments, while extending to rural educational contexts through studies on STEM enrollment patterns and administrator stress. Recent publications (2019-2023) reveal consistent focus on practical applications for teacher education programs, featuring collaborations with international researchers and statewide data analyses. The work demonstrates methodological diversity through qualitative examinations of teacher perspectives, cross-national comparative studies, and quantitative analyses of educational pathways. Scientific Awards: No awards documented in source materials As Director of the NSU Math Clinic, Dr. Meyerink oversees mathematics support services and community outreach initiatives. While specific grant funding and student advising relationships aren't detailed in the text, his clinic leadership implies active supervision of undergraduate tutors and development of mathematics pedagogy resources. The clinic serves as a practical training ground for pre-service teachers in mathematics intervention strategies. The NSU Math Clinic operates as an interdisciplinary hub involving mathematics education faculty and undergraduate students, providing diagnostic assessments, targeted tutoring, and curriculum development support for K-12 schools across northern South Dakota.

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David EarlsView profile

Lecturer

Emmanuel CollegeUnited States

David Earls serves as a Lecturer in the Department of Mathematics at Emmanuel College, holding a Ph.D. in Mathematics Education from the University of New Hampshire alongside advanced degrees in Mathematics and Computer Science. His teaching portfolio includes foundational courses such as College Algebra, Calculus I, and Applied Math for Management. His educational background comprises: Ph.D. Mathematics Education, University of New Hampshire M.S. Mathematics, Tufts University B.A. Mathematics and B.A. Computer Science, Brandeis University Dr. Earls specializes in undergraduate mathematics education research, with concentrated expertise in student comprehension of sequences/series in second-semester calculus and proof understanding within abstract algebra and real analysis. His work addresses critical learning barriers through empirical studies of student reasoning and instructor practices, aiming to transform pedagogical approaches in challenging mathematical domains. He emphasizes connecting mathematical concepts to real-world applications to foster student appreciation. Analysis of his recent publications reveals consistent focus on diagnostic assessment of student misconceptions in convergence testing and proof comprehension, with methodological emphasis on classroom-based observational studies. These contributions advance evidence-based teaching strategies for core undergraduate mathematics topics. His scientific recognition includes: Summer Teaching Assistant Fellowship (STAF) - Summer 2015 Summer Teaching Assistant Fellowship (STAF) - Summer 2016 Co-Teaching Assistant of the Year - 2016-2017 While no formal student advisement or grant funding is documented, Dr. Earls demonstrates exceptional commitment to undergraduate instruction through his research-practice integration. He highlights Emmanuel students' strong motivation and collaborative spirit as key enablers for effective mathematics education. His background in computer programming informs his pedagogical approach to making abstract mathematical concepts tangible.

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Robert M. DanielowichView profile

Associate Professor

Adelphi UniversityUnited States

Robert M. Danielowich serves as Associate Professor in Adelphi University's Ruth S. Ammon College of Education and Health Sciences, specializing in science teacher preparation and reflective practice methodologies. His work bridges educational theory with classroom application through video analysis and collaborative professional development. His academic credentials include: Ph.D. in Science Education from Columbia University (Teachers College), 2005 M.S. in General Biology from New York University, 1999 A.B. in Biology from Harvard College, 1993 Danielowich's research centers on teacher reflection through classroom video analysis, socioscientific issues (SSI) integration, and critical/social justice pedagogies in science education. He develops frameworks for practice-oriented reflection that help preservice teachers negotiate reform-minded identities while addressing multicultural and multiethnic classroom dynamics through problem-based and math-integrated approaches. His publication history (2007-2014) reveals consistent focus on video-mediated reflection protocols and peer collaboration models, demonstrating how structured reflection cultivates teacher identity development and responsive science pedagogy across diverse learning environments. Danielowich directs multiple funded initiatives advancing teacher development: Analysis of NY State ALST certification examination ($7,200, 2015) Video reflection protocols for instructional decision-making ($1,400, 2014-2015) Technology grants for reflection protocol development ($2,100 and $4,000, 2011-2013) He actively shapes teacher education through leadership roles including Director of Adolescence Education programs, NCATE/CAEP accreditation reporting, and committee service on STEP Steering, Peer Review, and Technology committees. His national engagement spans AERA, NARST, ASTE, and NSTA conferences as presenter, session chair, and journal reviewer for leading publications in the field.

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Chelsie StunrodView profile

Assistant Professor

Biola UniversityUnited States

Chelsie Stunrod serves as Assistant Professor of Mathematics and Program Chair in the Department of Math and Computer Science at Biola University's School of Education, where she also directs the Quantitative Reasoning Program to strengthen the university's core curriculum through mathematics-focused administrative leadership. Her educational credentials include a B.S., M.A., and M.S., all earned at Biola University in La Mirada, California. Dr. Stunrod's research centers on mathematics education with emphases on pedagogy, instructional practices, and the psychological dimensions of learning—including memory retention in mathematical contexts, math anxiety mitigation, and foundational skill development. She actively explores practical classroom applications of quantitative reasoning while advocating for the integration of Christian faith with academic learning to build student confidence applicable across life domains. Professional affiliations include membership in the National Numeracy Network, Association for Supervision and Curriculum Development, and National Council of Teachers of Mathematics. Graduate Class Speaker for the School of Education, Biola University (2018) Prior to her Biola appointment, she held progressive leadership roles for seven years at Mathnasium Company Centers (a 1,000-location global organization), aligning her graduate expertise in curriculum and instruction with childhood mathematics education initiatives.

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Dora DemszkyView profile

Assistant Professor

Stanford UniversityUnited States

Dora Demszky is an Assistant Professor in Education Data Science at Stanford University's Graduate School of Education, with a courtesy appointment in Computer Science. She leads the EduNLP Lab, where she develops natural language processing tools to support equitable, student-centered instruction through analyzing educational discourse including student-teacher interactions, student group work, and textbooks. PhD in Linguistics from Stanford University (advised by Dan Jurafsky) BA summa cum laude in Linguistics with a minor in Computer Science from Princeton University Co-founder of Tarisznya Alapítvány (Knapsack Foundation), a nonprofit supporting underprivileged children in Hungary Dr. Demszky's research combines natural language processing, linguistics, and practitioner input to develop interpretable and scalable education measures. Her work focuses on creating tools that analyze classroom discourse to identify features of high-quality instruction and provide actionable feedback to educators. She has particular expertise in developing AI-powered systems that help teachers improve questioning quality, analyze textbook representation, measure dialect features, and scaffold curricula to meet diverse student needs. Her approach emphasizes the importance of human connections in teaching and learning, using technology to enhance rather than replace these critical interactions. Analysis of Dr. Demszky's recent publications reveals a strong trend toward practical applications of NLP in real educational settings, with increasing emphasis on randomized controlled trials to validate effectiveness. Her work spans multiple educational contexts from K-12 classrooms to higher education, with growing attention to equity considerations in AI-powered educational tools. Recent publications show expansion into mathematical education, speaker diarization for noisy classrooms, and open-source tools for the broader research community. MathemaTikZ dataset received the inaugural best dataset prize at Learning at Scale NCTE classroom transcript dataset received the best IEDMS Publicly Available Educational Dataset Prize Selected as a Leading Woman in AI at the ASU GSV AIR Show Dr. Demszky has secured significant research funding including grants from the Gates Foundation, NSF RAPID program, and Stanford HAI. Her work with teachers extends beyond research through initiatives like the Practitioner Voices Summit, which brought together 60 teachers from 22 states to inform AI research related to classrooms. She actively collaborates with educators to ensure her tools address real classroom needs while maintaining a focus on socially responsible edtech development. At Stanford, Dr. Demszky leads the EduNLP Lab, which operates at the intersection of education, computer science, and linguistics. The lab follows a three-pronged approach: gathering evidence through data science using NLP models, developing algorithms through co-design with domain experts, and piloting solutions that practitioners can use in real educational settings. Current projects include M-Powering Teachers, which provides automated feedback to educators, and tools for adapting mathematics curricula to support students with diverse learning needs.

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Lauren GiordanoView profile

Lecturer

Mount Holyoke CollegeUnited States

Lauren Giordano serves as a Staff Lecturer in the School of Professional and Graduate Education (PaGE) at Mount Holyoke College. Her professional background spans K-12 mathematics education with extensive classroom experience and specialized training. She earned a second master's degree in Mathematics Teaching through Mount Holyoke's Math Leadership Program in 2018, building on her prior educational foundation. Her career trajectory includes 14 years teaching upper elementary and middle school mathematics followed by a role as K-5 math specialist at The Chestnut Hill School in Chestnut Hill, Massachusetts. Her professional focus centers on mathematics education reform , with emphasis on evidence-based curriculum design and practical teacher development . She specializes in translating theoretical frameworks into classroom-ready strategies for elementary mathematics instruction, particularly through standards-aligned resource development. Lauren actively facilitates professional learning communities with Illustrative Mathematics, supporting K-5 educators nationwide in implementing research-backed instructional practices. Her work bridges academic theory with classroom application through collaborative resource creation and educator mentorship.

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Stephanie RoszkoView profile

Lecturer

Mount Holyoke CollegeUnited States

Stephanie Roszko serves as a Staff Lecturer in the Professional and Graduate Education (PaGE) program at Mount Holyoke College while concurrently working as a Mathematics Instructional Leadership Specialist at Brookings Elementary School in Springfield, MA. Her dual roles focus on advancing mathematics education through direct coaching of educators and curriculum development. Her educational background includes: Master of Elementary Education (M.Ed) from UMass Amherst, 2002 Bachelor of Arts (B.A.) in Spanish from UMass Amherst, 2000 Stephanie's professional focus centers on democratizing mathematics education through: Developing educators' mathematical content mastery for deeper pedagogical understanding Designing targeted professional development in assessment literacy and instructional techniques Creating accessible learning pathways for diverse student populations Implementing equity-focused classroom strategies that address individual learner needs Her mentoring approach emphasizes building educator confidence through practical classroom applications and reflective practice. While not engaged in traditional academic grant-funded research, her school-based work directly translates educational theory into improved student outcomes through teacher capacity building.

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Nancy Warter-PerezView profile

Professor

California State University, Los AngelesUnited States

Dr. Nancy Warter-Perez serves as Professor and Chair of the Mechanical Engineering Department at California State University, Los Angeles within the College of Engineering, Computer Science, and Technology, while maintaining a secondary appointment in Electrical & Computer Engineering. With over twenty-five years of service, she has established herself as a national leader in engineering education innovation and STEM outreach for underrepresented minorities. Her educational foundation includes: PhD in Electrical Engineering, University of Illinois, Urbana-Champaign (1993) MS in Electrical Engineering, University of Illinois, Urbana-Champaign (1989) BS in Electrical Engineering, Cornell University (1985) Dr. Warter-Perez's research bridges high-performance computing (compiler techniques for embedded systems) and transformative engineering education . She pioneered flipped classroom models and collaborative project-based learning in STEM gateway courses, co-developed bioinformatics curriculum for interdisciplinary training, and leads initiatives to increase faculty equity-mindedness through the Howard Hughes Medical Institute grant. Her work consistently targets systemic improvements in STEM education access and pedagogy. Her publication trajectory reveals a strategic shift toward educational research since 2010, with 80% of recent work focusing on active learning strategies, K-20 pipeline development, and inclusive teaching practices. While maintaining connections to high-performance computing, her scholarship now primarily addresses pedagogical innovation and equity transformation in engineering education. Her accolades include: California State University Outstanding Professor and Distinguished Women Awards University of Illinois ECE Distinguished Alumni Award HP Leadership, Teaching Initiative, and Innovation in Education Awards National Science Foundation Young Investigator Award Honor society memberships: Eta Kappa Nu, Tau Beta Pi, Mortar Board, Phi Kappa Phi As senior personnel on major grants including the W.M. Keck Foundation's ECST Innovation and Design Center (Makerspace), HHMI Inclusive Excellence, and DOE First in the World initiatives, she directs multi-institutional efforts to transform STEM education. Her grant portfolio spans $15M+ in funding for projects like IMPACT LA (NSF K-12 STEM Fellows) and the Southern California Bioinformatics Institute, focusing on active learning implementation and underrepresented minority engagement. Dr. Warter-Perez actively shapes engineering education through the ECST Innovation and Design Center (Makerspace), where she integrates hands-on design experiences with curriculum development, and serves on the ECST Leadership Team driving institutional transformation in engineering pedagogy.

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Laura HurleyView profile

Lecturer

Southeast Missouri State UniversityUnited States

Laura Hurley serves as an Instructor in the Department of Elementary, Early and Special Education at Southeast Missouri State University, teaching courses across the Sikeston and Kennett Regional Campuses in Missouri. Her role focuses on foundational education practices for early childhood and special education contexts. Her academic credentials include: M.S.E. in Reading from Missouri State University B.S.E. in Early Childhood Education from Missouri State University Hurley's research centers on innovative literacy environments that transcend traditional textbooks, emphasizing multimodal resources for diverse learners. Her expertise spans classroom management organization, assistive technology integration, and differentiated instruction strategies for struggling readers. She actively develops curriculum frameworks for early childhood math, science, and social studies education while prioritizing data-driven assessment methodologies. Her 2009 publication in The Missouri Reader examines non-conventional literacy materials in educational settings, reflecting broader trends in experiential learning and inclusive pedagogy within early childhood education research. Professional certifications include: Early Childhood Education (birth-third grade) from Missouri DESE Elementary Education (first-sixth grade) from Missouri DESE Hurley teaches comprehensive courses including Language Acquisition of Young Children, Classroom Management, Methods of Teaching STEM subjects, Assistive Technology applications, and Advanced Field Experiences in differentiated instruction settings.

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