معرفی
Ali Bicer is an Assistant Professor of Mathematics Education in the School of Teacher Education at the University of Wyoming (UW). He holds a Ph.D. in Curriculum and Instruction with a mathematics specialization from Texas A&M University (2016). His roles include teaching mathematics & science methods courses and leading research on STEM education, project-based learning, and fostering mathematical creativity. He is a member of professional organizations such as AERA, NCTM, and NARST.
Education:
- Ph.D., Curriculum and Instruction (Mathematics Education), Texas A&M University (2016)
- M.Ed., Curriculum and Instruction (Mathematics Education), Texas A&M University (2012)
- Bachelor’s of Science in Mathematics, Celal Bayar University, Turkey (2006)
Research Interests: Focuses on mathematical creativity, problem-solving and posing tasks, integrating STEM projects and writing into mathematics education, and innovative instructional practices. His work emphasizes equity in STEM preparation and the role of informal learning environments.
Publications: Over 30 peer-reviewed articles and book chapters, including studies on creativity in mathematics, STEM school effectiveness, and teacher professional development. Recent work explores pre-service teachers’ preparation for creativity-directed instruction and the impact of writing practices on mathematical attainment.
Awards:
- 2021-2022 Presidential Scholarly Achievement Award (UW)
- 2020-2021 Outstanding Research Award (UW College of Education)
- 2013-2014 Strategic Research Award (Texas A&M)
Advising & Grants: Advises graduate students in mathematics education and leads projects funded by NSF and the John P. Ellbogen Foundation. Notable grants include fostering creativity in mathematics classrooms and STEM summer camps for K-12 students. Serves as editor for journals like the International Electronic Journal of Mathematics Education.
Labs/Teams: Leads initiatives like the Starting Gold STEM Summer Camp and collaborates on projects such as the Discursive Assessment Protocol for English Language Learners.
