جست‌وجوی استاد و پژوهشگر

Sarah Wolfمشاهده پروفایل

استادیار

• Agent-Based Modeling
• Sustainability Transitions
• Green Growth
• +۵ مورد دیگر

Dr. Sarah Wolf serves as Head of the Junior Research Group 'Mathematics for Sustainability Transitions' at Free University of Berlin's Department of Mathematics and Computer Science and as a Senior Researcher and Board Member at the Global Climate Forum (GCF). Her dual affiliation bridges rigorous mathematical modeling with real-world sustainability policy, focusing on complex socio-ecological systems through an interdisciplinary lens since joining GCF's Green Growth initiative in 2012. Wolf earned her PhD in Mathematics from Freie Universität Berlin in 2010 with the thesis 'From Vulnerability Formalization to Finitely Additive Probability Monads,' developed during interdisciplinary work at the Potsdam Institute for Climate Impact Research. Her academic foundation combines pure mathematics with applied climate impact research, establishing her unique approach to formalizing sustainability concepts. Her research centers on agent-based modeling of socio-technical systems, with core expertise in sustainability transitions , green growth mechanics , and sustainable mobility . She develops mathematical frameworks to clarify vulnerability concepts while embedding simulations in stakeholder dialogues through innovations like the 'Decision Theatre Triangle.' This work uniquely positions mathematics as both analytical tool and communication medium for climate policy. Analysis of her 15 most recent publications reveals an evolutionary trajectory from foundational vulnerability formalization (2009-2012) toward applied stakeholder-integrated modeling (2021-2023). Her work consistently bridges mathematical rigor with policy relevance, showing increasing emphasis on participatory approaches while maintaining computational sophistication in agent-based systems. No scientific awards are documented in the source material, though her leadership in the MATH+ junior research group indicates competitive funding attainment. As group head, she directs research strategy and likely mentors junior researchers, though no formal student advisees are listed. Wolf leads the 'Mathematics for Sustainability Transitions' junior research group within FU Berlin's Biocomputing Group, collaborating with institutions like the Potsdam Institute. Her team develops computational frameworks for green growth transitions, emphasizing stakeholder co-creation through platforms like the Decision Theatre while maintaining strong ties to GCF's global policy networks.

Svanhild Breiveمشاهده پروفایل

دانشیار

• Mathematics Education
• Early Childhood Education
• Inquiry-Based Learning
• +۳ مورد دیگر

Svanhild Breive is an Associate Professor at the Department of Mathematical Sciences, University of Agder. Her research focuses on mathematics education in early childhood settings, particularly exploring how play and inquiry-based approaches enhance mathematical learning in kindergartens and early primary years. She has contributed significantly to understanding teacher-child interactions, classroom orchestration, and the role of physical environments in fostering mathematical thinking. Her work examines key themes such as the balance between structured and free play, embodied cognition in mathematics, and the application of semiotic theories to analyze learning processes. She has published extensively in journals like For the Learning of Mathematics and European Early Childhood Education Research Journal , and co-authored influential books including Lekende læring og lærende lek i begynneropplæringen (2022) and the Lekbasert læring series. Her research often intersects with broader educational psychology topics, such as curriculum design for preschool systems and the impact of pedagogical frameworks on child development. Collaborations with projects like the Agder Project highlight her commitment to evidence-based early education practices.

Michael Gaidoschikمشاهده پروفایل

استاد

• Mathematics Education
• Arithmetic Instruction in Primary Education
• Developmental Research on Part-Whole Concept of Numbers
• +۳ مورد دیگر

Michael Gaidoschik is a tenured full professor in Mathematics Education at the Faculty of Education, Free University of Bozen-Bolzano . He teaches courses on mathematics didactics for primary education (ages 5-12) and focuses on early arithmetic instruction, part-whole number concepts, and inclusive teaching methodologies. Office hours: Tuesday 13:00-14:00 Email: Michael.Gaidoschik@unibz.it His research addresses challenges in arithmetic instruction, particularly transitions from kindergarten to primary school , inclusive education strategies , and developmental approaches to number sense . He critiques traditional diagnostics like 'dyscalculia' and promotes didactic solutions for learning difficulties. Recent publication trends show emphasis on flexible decimal place value teaching , division conceptualization , metric system instruction , and interdisciplinary frameworks for mathematical learning barriers .

Rann Bar-Onمشاهده پروفایل

مدرس ارشد

• Undergraduate Math Education
• Curriculum Development
• Computer-based tools for Undergraduate Learning
• +۳ مورد دیگر

Rann Bar-On is a Senior Lecturer in the Department of Mathematics at Duke University, specializing in early undergraduate mathematics education. He holds a PhD in Mathematics from Duke University (2009) and a Master of Mathematics from the University of Warwick (2003). His work focuses on creating inclusive and supportive learning environments, particularly for students from minoritized and underprivileged backgrounds. He has redesigned calculus courses to eliminate timed assessments, emphasizing continuous feedback and collaborative learning through labs and group projects. Key initiatives include integrating real-world applications (e.g., climate change modeling, public health data analysis) into calculus curricula and fostering a culture of safety and equity in mathematics classrooms. His teaching philosophy prioritizes deep conceptual understanding over rote memorization, supported by a team of TAs, graders, and the Academic Resource Center. Student feedback highlights his success in reducing stress and improving persistence in STEM pathways. The DFW (Drop/Fail/Withdrawal) rate in his courses dropped from 15% to under 5% following these reforms. Bar-On’s contributions include developing innovative lab materials for calculus courses (Math 105L/106L) and mentoring dozens of undergraduate advisees. He has been recognized with Duke’s Advisor of the Year Award (2017) for his dedication to student support and academic guidance.

Robb W Lindgrenمشاهده پروفایل

استاد

• Embodied Learning
• Educational Technology
• Mixed Reality Simulations
• +۵ مورد دیگر

Robb W Lindgren is a Professor at the University of Illinois at Urbana-Champaign with appointments in Curriculum and Instruction and Educational Psychology . He serves as Associate Dean for Research in the College of Education and holds affiliations with the National Center for Supercomputing Applications (NCSA) , Beckman Institute for Advanced Science and Technology , and Center for Social & Behavioral Science . His research focuses on Embodied learning through gesture and physical interaction Design of mixed/augmented reality educational systems Collaborative STEM education with immersive technologies Recent publications highlight his work in: Biochemistry simulations using haptic feedback (2024) VR-based spatial reasoning for astronomy education (2023) Metaverse learning environments with theory-driven design (2023) Climate change simulations with full-body tracking (2022) His research group explores how physical movement and gestural interfaces shape scientific understanding and conceptual change. Key collaborations include work with Jee Hyang Park , Jun Kang , and Thomas Kim , focusing on Gesture-mediated collaboration XR learning analytics Agency in embodied design

Chris J Buddمشاهده پروفایل

استاد

• Nonlinear Mathematics
• Industrial Mathematics
• Numerical Analysis
• +۷ مورد دیگر

Professor Chris J Budd OBE is a distinguished Professor of Applied Mathematics at the University of Bath's Department of Mathematical Sciences, where he serves as Director of Knowledge Exchange for the Bath Institute for Mathematical Innovation (IMI). He is also Professor of Mathematics at the Royal Institution of Great Britain and a former Gresham Professor of Geometry. His leadership extends to directing the Centre for Nonlinear Mechanics and serving as Super Champion of the KE Hub. His educational background includes a gap year with Marconi that profoundly shaped his career, followed by undergraduate studies at Cambridge and a DPhil at Oxford. This industry experience during his formative years established his lifelong commitment to industrial mathematics and knowledge exchange. Budd's research focuses on nonlinear mathematical problems with industrial applications, particularly adaptive moving mesh methods for meteorology and climate modeling, data assimilation, non-smooth dynamical systems, and the mathematics of machine learning. He approaches linear problems as 'for cissies,' preferring the challenges of nonlinear systems that better represent real-world phenomena. His work bridges theoretical mathematics with practical applications across meteorology, environmental science, and engineering. His recent publications reveal a strong trend toward integrating machine learning with traditional numerical methods, particularly in climate modeling and solving partial differential equations. This includes Fourier Neural Operators, adaptive mesh methods enhanced by graph neural networks, and mathematical frameworks for understanding climate tipping points through non-smooth dynamics. OBE for services to mathematics National Teaching Fellowship (NTF) Knowledge Transfer Award for work with the Met Office Fellow of the Institute of Mathematics and its Applications (FIMA) Chartered Mathematician (C Math) British Science Association award for best science festival (2009) As principal investigator of the £3.5M EPSRC Programme Grant 'Maths4DL' on the Mathematics of Deep Learning, Budd leads a major collaborative effort between Bath, Cambridge, and UCL. He actively supervises numerous PhD students across diverse projects including climate modeling, machine learning applications, and industrial mathematics problems. His commitment to knowledge exchange is exemplified through V-KEMS (Virtual Forum for Knowledge Exchange in the Mathematical Sciences), which he co-founded to address challenges like the COVID-19 pandemic through mathematical approaches. Budd directs the Centre for Nonlinear Mechanics at Bath, fostering interdisciplinary research through mathematical modeling of complex systems. He also leads the Bath Institute for Mathematical Innovation's knowledge exchange activities, connecting academic mathematics with industrial and societal challenges. His work with V-KEMS has proven particularly effective during the pandemic, mobilizing teams of mathematicians to address urgent real-world problems.

• Mathematics Education
• Real Analysis
• Interpolation Theory
• +۳ مورد دیگر

Takuya Sobukawa is a Professor at Waseda University's Global Education Center since 2014. His academic journey includes professorships at Okayama University (1997–2010, 2010–2014) and Hyogo University of Teacher Education (1997–2010). His research spans Real Analysis , Interpolation/Extrapolation Theory , and Mathematics Education . He has led significant grants on function spaces and operator theory, with a focus on Morrey, Lorentz, and Orlicz spaces. Education: M.SC. and Ph.D. from Keio University (1986–1992). His publications bridge complex interpolation , stochastic convolutions , and harmonic analysis . Recent works include Morrey space preduals (2019) and applications to PDEs. He has presented globally, including at RUDN University (2017) and Kyoto University RIMS (2004), and contributed to projects on ICT in mathematics education and English-math integration . Notable grants include JSPS-funded studies on variable-exponent function spaces (2012–2015) and geometric constants in Banach spaces (2007–2009).

• Playful Learning
• Higher Order Thinking
• Math Cognition
• +۷ مورد دیگر

Kreshnik Begolli serves as a Research Scientist at the University of California, Irvine's School of Education, where he investigates cognitive and socioemotional mechanisms in mathematics learning through innovative playful interventions. His work bridges laboratory-based cognitive science with real-world educational settings, focusing on translating theoretical insights into practical classroom and outdoor applications. Begolli earned his Ph.D. in Education from UC Irvine in 2015 with a specialization in Learning, Cognition, and Development, followed by postdoctoral training at Temple University's Institute of Education Sciences (2015-2017). His research program examines two interconnected strands: (1) how children develop higher-order thinking skills through analogical reasoning and spatial cognition, and (2) how to improve teaching practices using ecologically valid methodologies. Key projects include Fraction Ball (transforming basketball courts into fraction-learning environments) and Parkopolis (a board game fostering STEM skills through play), which integrate physical activity with mathematical reasoning. Analysis of his 15 most recent publications reveals consistent focus on playful learning landscapes that merge cognitive science with educational practice. His work increasingly emphasizes global applicability, with recent studies examining interventions in low- and middle-income countries and non-WEIRD populations. Methodologically, he combines experimental designs with implementation research to address scalability challenges while maintaining scientific rigor in complex learning environments. Begolli's collaborative approach spans multiple institutions, working with prominent researchers including Lindsey Richland (UCI), Kathy Hirsh-Pasek (Temple University), and Nora Newcombe (Temple University). His projects often secure external funding for developing and testing interventions that transform everyday spaces into learning opportunities, though specific grant details aren't documented in the provided materials. Current work focuses on refining assessment tools for playful learning and addressing implementation barriers identified through teacher partnerships. Through the Center for Research on Teacher Development and Professional Practice, Begolli contributes to initiatives connecting research with practice, particularly through UCI's educational outreach projects like the California Reading & Literature Project and UCI Math Project. His leadership in designing outdoor learning environments demonstrates commitment to making high-quality STEM education accessible beyond traditional classroom walls.

• Climate Science Education
• Evolution Education
• Learning Theory
• +۵ مورد دیگر

Professor Gale M. Sinatra is a leading Educational Psychologist at the University of Southern California's Rossier School of Education and Dornsife College of Letters, Arts and Sciences. With a distinguished career spanning decades, she serves as Associate Dean for Research and Chair of the APA Climate Change Task Force. Her research focuses on cognitive-motivational-emotional processes in STEM learning and science denial contexts. PhD in Psychology from University of Massachusetts, Amherst Developed the Motivated Change Research Lab at USC Co-authored Science Denial (Oxford, 2021) Her work examines: Conceptual change in science learning Epistemic emotions in education Climate change communication Science denial mechanisms Integrated STEM instruction Plausibility reappraisal models Recent publications show expertise in: Refutation text effectiveness Epistemic cognition Post-truth science communication Educational interventions for attitude change Scientific honors include: National Academy of Education Membership AERA Sylvia Scribner Award APA and AERA Fellowships USC Mentoring Award Major grants from NSF, Gates Foundation, and Mattel Children's Foundation have funded: Augmented reality paleontology education STEM engagement programs Epistemic belief research Climate change communication studies

• Numerical Cognition
• Animal Behavior
• Comparative Psychology
• +۴ مورد دیگر

ROSA RUGANI is an Associate Professor at the University of Padua, Italy, specializing in cognitive and developmental psychology with a focus on numerical cognition. Her work explores how numerical and spatial representations emerge in non-human animals and humans, particularly through studies on domestic chicks, rhesus monkeys, zebrafish, and insects. She investigates foundational questions about innate numerical abilities, spatial-numerical associations, and the evolutionary origins of mathematical concepts. Her research integrates behavioral experiments, comparative approaches, and developmental studies to understand cross-species cognition. Research interests include proto-arithmetic capacities in animals, the mental number line in non-linguistic species, and the interaction between animacy, numerosity, and spatial processing. She has pioneered studies demonstrating that newborn chicks exhibit left-to-right spatial-numerical associations similar to humans, suggesting evolutionary conservation of these mechanisms. Her work challenges anthropocentric views of numerical cognition, emphasizing cognitive capacities in animals. Rugani's studies often use interdisciplinary methods, combining behavioral testing with computational modeling and neurobiological insights. She has contributed to debates on the biological basis of numerical concepts, the role of early environmental influences on cognitive development, and the relationship between numerical processing and other cognitive domains like object individuation and spatial attention.

Cristina Mioمشاهده پروفایل

مدرس ارشد

• Mathematics Education
• Higher Education Pedagogy
• Engineering Education
• +۳ مورد دیگر

Dr Cristina Mio is a Senior Lecturer in Mathematics Education at the University of Glasgow's School of Education, where she has been since 2019. She holds a PhD and Master’s in Chemical Engineering from the University of Padova, Italy. Prior to her current role, she worked in chemical engineering research at institutions such as UC Berkeley and the University of Strathclyde, and taught mathematics in various educational settings including Loreto Sixth Form College and the Open University. Her teaching spans secondary and higher education, focusing on mathematics pedagogy and teacher education. Mio is currently the joint programme leader for the Post-Graduate Diploma in Education (PGDE) and course leader for "Curriculum, Pedagogies and Practice in the Primary and Secondary" course. Education: PhD and Master’s in Chemical Engineering, University of Padova, Italy PGCE in Secondary Mathematics, University of Manchester Research Interests: Approaches to learning in Mathematics and Engineering Student autonomy in group projects Peer-assessment methodologies Teacher attitudes and pedagogical knowledge Teacher Educator Identity Her work emphasizes socially just pedagogies and curriculum design, integrating interdisciplinary approaches like STEM and Indigenous knowledge systems into mathematics education. Grants and awards include leadership in projects funded by University of Glasgow and Falkirk Council, focusing on enhancing mathematics education through collaborative and innovative methods. Notably, she received the 2022-23 Teaching Excellence Award (Team Award) for PGDE Maths Team. She supervises doctoral students in mathematics education, including topics like early years mathematics in Chinese contexts and computer-based assessment. Teaching responsibilities include Primary and Secondary Mathematics Education courses for PGDE programs and MEduc students. She also contributes to professional development through roles like External Examiner at Durham University and membership in organizations such as the British Society for Research into Learning Mathematics. Active in networks like the Teaching Maths for Social Justice Network and the Mathematical Association, she collaborates on initiatives to improve mathematics teaching practices and curriculum alignment.

Debra K. Borkovitzمشاهده پروفایل

استاد بالینی

• Mathematics Education
• Teaching Methodologies
• Mastery Grading
• +۳ مورد دیگر

Debra K. Borkovitz is a Clinical Professor of Mathematics and Mathematics Education at Boston University. Her office is located in CDS 425. She is committed to innovative teaching methodologies, including mastery grading and ungrading, and advocates for inclusive educational policies accommodating students with chronic illnesses. Her research and writing focus on mathematics pedagogy, fraction operations, and the integration of technology in education. Dr. Borkovitz’s work emphasizes compassionate approaches to syllabus design and classroom management. She has explored challenges faced by educators and students with health issues, advocating for supportive academic environments. Her contributions include developing resources for fraction education, critiquing educational technologies, and creating engaging geometric visualizations through animations and interactive applets. Her publications span topics such as MOOCs in programming education, chronic illness management in academia, and problem-solving strategies in mathematics. She has also shared insights on adapting teaching practices during personal health challenges and fostering student engagement through creative methods. No scientific awards are listed for Dr. Borkovitz. Her advising and grant activities are not detailed in the available information. She maintains an active blog and has contributed to educational resources, including handouts on syllabus policies and fraction-based learning activities.

Mohammad Javad Latifiمشاهده پروفایل

پژوهشگر

• Mathematical Physics
• Geometry
• Applied Mathematics
• +۳ مورد دیگر

Mohammad Javad Latifi is a Researcher at Dartmouth College's Department of Mathematics. He holds a PhD in Mathematics from the University of Arizona and focuses on Mathematical Physics, Geometry, Applied Mathematics, and Data Science. His research bridges theoretical work in quantum field theory and dynamical systems with applied areas like machine learning and numerical modeling of physical systems. Research Highlights: Developed kernel smoothing techniques for sea-ice dynamics modeling. Advanced the theory of star transforms and V-line tomography in imaging and inverse problems. Contributed to tensor network approximations of Koopman operators in nonlinear dynamics. Collaborated on multi-level graph spanners and optimization algorithms. Teaching: Taught undergraduate courses including Differential Equations (Math 23) and Linear Algebra (Math 22). Designed visualizations for vector calculus and ODEs, emphasizing conceptual understanding and real-world applications. Software & Projects: Developed KSPoly , a Python package for smooth field approximations in polygonal geometries. Created a sound visualization tool exploring numerical sequences as musical patterns. Contributed to Lunewave's radar and autonomous vehicle software, implementing C++ algorithms for object tracking and data analysis.

David J. Carrejoمشاهده پروفایل

دانشیار

• Mathematics Education
• Constructivism
• Genetic Epistemology
• +۷ مورد دیگر

David J. Carrejo is an Associate Professor of Mathematics Education at the University of Texas at El Paso (UTEP), where he serves in the Department of Teacher Education within the College of Education. He holds the title of Distinguished Teaching Professor and was awarded the prestigious UT System Regents' Outstanding Teaching Award in 2015. Dr. Carrejo teaches elementary and middle-school math and science methods courses for pre-service teachers as well as graduate and doctoral courses in various areas of mathematics education. He previously served as Associate Dean of Undergraduate Studies and Educator Preparation in the College of Education at UTEP. Dr. Carrejo earned his educational degrees from UTEP and the University of Texas at Austin. His academic journey includes: Ph.D. in Mathematics Education from the University of Texas at Austin (2004) M.A. in Teaching Mathematics from UTEP (1998) B.S. in Mathematics from UTEP (1995) Dr. Carrejo's research focuses on the intersection of mathematics education, learning theory, and teacher preparation. His work centers on constructivist approaches to understanding how students learn mathematics, with particular emphasis on mathematical modeling, the history of mathematics in education, and integrated STEM education. He investigates how teachers can effectively facilitate conceptual change through modeling in mathematics and science classrooms, especially for English Language Learners. His research also explores coherent systems for instructional improvement in mathematics education and the development of early algebra concepts for pre-service elementary teachers. Dr. Carrejo's scholarly work demonstrates a strong trajectory toward integrating historical perspectives with contemporary mathematics education. His recent publications show increasing focus on connecting the history of mathematics to secondary school curriculum, developing foundations for teaching elementary and middle school mathematics, and designing engineering-focused experiences to support STEM education. His research consistently bridges theory and practice, emphasizing model-based reasoning and the co-development of content knowledge and language literacy, particularly for diverse student populations. Dr. Carrejo has received significant recognition for his teaching excellence: UT System Regents' Outstanding Teaching Award (2015) As an advisor, Dr. Carrejo has mentored several doctoral and master's students to completion, including Mayra Ortiz-Galarza, Oscar Salcedo, Abdelghani Setra, and Michael Strange. His grant portfolio reflects his commitment to STEM education and teacher development: 2017-2020: Co-PI on NSF grant ($590,000) assessing impact of Texas STEM Academies 2017: PI on Boeing grant ($27,000) for elementary environmental science education 2013-2016: Co-PI on Department of Education grant ($3,200,000) for Local Educational Agencies Partnership 2014-2015: Co-PI on NSF grant ($287,703) for preparing teacher-engineers 2009-2010: PI on Carnegie Foundation grant ($4,000) for mathematics teacher induction Dr. Carrejo maintains active collaborations with various educational entities. He serves as a Faculty Fellow at the Hopper-Dean Center for Excellence for K-12 Computer Science Education and is a member of the Paso del Norte Partnership Education Research, which connects the College of Education with K-12 school districts and non-profits to improve student outcomes in El Paso and Hudspeth Counties. He also has a close working relationship with the College of Engineering and the Department of Engineering Education and Leadership at UTEP, reflecting his commitment to integrated STEM education approaches.

Soroush Sabbaghanمشاهده پروفایل

دانشیار

• Generative Artificial Intelligence in Education
• Educational Technology
• Teacher Development
• +۶ مورد دیگر

Soroush Sabbaghan is an Associate Professor at the Werklund School of Education at the University of Calgary and serves as the inaugural Generative AI Educational Leader in Residence at the Taylor Institute for Teaching and Learning. He also holds the position of Area Chair for Language and Literacy Specialization at the Werklund School of Education. With dual PhDs in Curriculum and Learning from the University of Calgary (2015) and English Language Teaching from Tehran Azad University (2011), his academic journey spans both Canadian and international educational contexts. Dr. Sabbaghan's research focuses on the critical intersection of educational technology, teacher development, and equity, with a particular emphasis on the ethical integration of generative AI in educational settings. His work explores how AI-powered tools can support inclusive and evidence-informed teaching practices across K-12 and higher education environments. He has developed multiple AI applications including REVIA, AI4Equity, CaseCraft, SMARTIE, COERI, and PEARL to enhance teaching and learning experiences while maintaining academic integrity. His scholarly output reveals a clear trajectory toward increasingly sophisticated applications of AI in education, with his most recent publications (2023-2025) centering on ethical frameworks, human-centered AI design, and practical implementations of generative technologies in academic settings. These works collectively address critical tensions between technological innovation and educational values, particularly regarding academic integrity, equity, and professional development. Teaching Award for Experiential Learning (2025) Teaching Award for Teaching in Online Environments (2021) Dr. Sabbaghan has secured significant research funding, including SSHRC grants and multiple University of Calgary Teaching and Learning Grants, to explore AI's impact on education. He actively collaborates with educators across Canada and internationally, serving as Principal Investigator on studies examining co-designed AI tools in teacher education. His leadership extends to directing the Generative AI Resource Development Working Group and co-chairing the Academic Generative AI Working Group at the institutional level. He has also developed numerous AI-powered educational applications through projects like the Math Minds initiative and various teaching innovation grants. As an active member of the AI Community of Practice at the University of Calgary and host of the AI Speaker Series, Dr. Sabbaghan fosters interdisciplinary dialogue about AI's role in education. His work with the International Foundations Program and as Liaison to the Haskayne School of Business demonstrates his commitment to cross-institutional collaboration. His recent development of tools like SMARTIE (an AI-powered course design tool featured in CityNews Calgary) exemplifies his practical approach to translating research into classroom applications.