جست‌وجوی استاد و پژوهشگر

Cosette Crisanمشاهده پروفایل

دانشیار

• Mathematics Education
• Curriculum Development
• Teacher Education
• +۳ مورد دیگر

Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.

Dennis Kommمشاهده پروفایل

دانشیار

• Algorithm Design and Analysis
• Computer Science Education
• Theoretical Computer Science
• +۳ مورد دیگر

Prof. Dennis Komm is an Associate Professor at ETH Zurich's Department of Computer Science, leading the group for Algorithms and Didactics. He chairs the Center for Computer Science Education (ABZ) and serves on committees such as the Swiss Maturity Board (Schweizerische Maturitätskommission) and the STEM Commission of the Swiss Academies. Previously, he held roles at RWTH Aachen University (Master's, 2008), ETH Zurich (PhD, 2012), University of Zurich (external lecturer, 2014–2020), and PH Graubünden (including department head and professor of 'Fachdidaktik Informatik'). Education: He completed a Master's in Computer Science at RWTH Aachen (2008), a PhD at ETH Zurich (2012), and studies in Information Technology at Queensland University of Technology (2006). His academic journey includes visiting roles at King's College, Stanford, and Comenius University. He has taught extensively across institutions, emphasizing Python and LOGO-based approaches for beginners. Research focuses on algorithm design, approximation algorithms, reoptimization, and advice complexity in theoretical CS. His work in education explores computational thinking, programming pedagogy (especially for K–12), and interdisciplinary approaches (e.g., robotics in math). Recent trends in his articles highlight advancements in online algorithms, optimization under dynamic conditions, and initiatives to integrate CS into Swiss school curricula sustainably. He actively promotes CS education through platforms like WebTigerPython and collaborates on projects such as CyberQuest and MINTerlink. His outreach includes organizing conferences (e.g., STIU 2025) and workshops on programming and cybersecurity for teachers and students. Despite no listed scientific awards, his contributions to education and theoretical CS are recognized through editorial roles in journals like Informatics in Education and contributions to the TigerJython Group. Grant-related advising includes co-supervising doctoral theses on robotics, USOs, and programming didactics. He advocates for equitable educational opportunities via the Passerelle exam and the Swiss Beaver Competition. His team's work spans teacher training, didactic certifications, and bridging university-school collaborations through initiatives like MINTerlink. Labs and teams: Head of ABZ (ETH's CS education center), collaborator with the Computational Robotics Lab, and part of the TigerJython Group. He also co-organizes the Colloquium on Mathematics, Computer Science, and Education with ETH's Mathematics Department.

Johanna Heitzerمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Training and Professional Development
• Curriculum Development
• +۷ مورد دیگر

Prof. Dr. Johanna Heitzer is a University Professor for Mathematics Education at RWTH Aachen University since 2011. She leads the Teaching and Research Area of Mathematics Education within the university's mathematics department. Her office is located in Room 352 of the Kreuzherrenstraße 2 building in Aachen. She serves as co-editor of the journal 'mathematik lehren,' co-author of the 'Mathematics - New Ways' textbook series, and holds numerous committee positions including membership in the Faculty Advisory Board and Structural Commission of the Center Council. 1989: High school diploma 1989-1994: Mathematics and Physics Teacher Training at RWTH Aachen 1994-1996: Traineeship at Aachen Teacher Training College 1997: Research assistant at University of Münster 1998-2007: Mathematics and Physics teacher at Korschenbroich Gymnasium 2007-2010: Scientific assistant and doctorate at RWTH Aachen 2011-present: University Professor at RWTH Aachen Professor Heitzer's research focuses on the training and further education of mathematics teachers, development of contemporary teaching materials, applied and interdisciplinary mathematics, and the transition from school to university. Her work emphasizes concept formation, linguistic communication in mathematics, and the historical development of mathematical ideas as teaching resources. She investigates mathematics-specific learning and cognitive processes through multiple research projects including the Aachen school-university project iMPACt. Her recent scholarly output demonstrates a strong trend toward integrating digital technologies in mathematics education, particularly 3D printing and e-learning tools. She has increasingly focused on the social relevance of mathematics, exploring concepts of fairness, sustainability, and citizen empowerment through mathematical modeling. Her work bridges theoretical mathematics education with practical classroom applications, maintaining a strong connection to both historical perspectives and contemporary educational challenges. Special prize from Sparkasse Bad Hersfeld-Rotenburg for best mathematics Abitur (1989) Borchers Plaque for doctoral examinations passed with distinction (2011) DMV honor as Mathemaker of the Month (2013) Brigitte Gilles Prize 2013 for the MINT-L4 Center Professor Heitzer has supervised numerous doctoral students, serving as primary or secondary advisor for at least nine PhD dissertations between 2016-2021. Her research projects include the School-University Project MathePlus Aachen (iMPACt), e-Learning 'Mathematics for Civil Engineers,' and the development of mathematics items for StudiChecks NRW. She has secured funding through the Quality Initiative for Teacher Education (both phases) and participates in the ComeIn project focused on digitalization in teacher training. Her grants consistently emphasize practical applications of mathematics education research with direct impact on classroom practice. As a founding member of the MINT-L4@RWTH center and initiator of the working group Mathematical Education for Sustainable Development, Professor Heitzer has established significant collaborative structures. She participates in the Subject Didactics Forum at the Teacher Training Center of RWTH Aachen and has served in leadership roles including Chair of the Center Council (2014-2016) and Board member of the Teacher Training Center (2014-2017). Her work connects with national and international networks through her membership in the Society for Mathematics Education (GDM), the German Association for Mathematics and Science Education (MNU), and the German Mathematical Society (DMV).

Daniel Frischemeierمشاهده پروفایل

استاد

• Mathematics Education
• Statistics Education
• Data Science Education
• +۵ مورد دیگر

Daniel Frischemeier is a Professor of Mathematics Didactics with a focus on Primary Education at the University of Münster's Faculty of Mathematics and Computer Science. He has established himself as a leading researcher in statistics and data science education for primary school students, with extensive contributions to educational methodology and teacher training. University of Münster (2021-present) TU Dortmund (2020-2021) University of Paderborn (2009-2020) Ludwig-Maximilians-Universität München (2017-2018) Dr. Frischemeier completed his doctoral studies at the University of Paderborn with a dissertation on statistical thinking and research using TinkerPlots software. His educational background includes graduate studies in Mathematics and undergraduate studies in Mathematics and Physics for teaching at various school levels. His research focuses on the design and testing of teaching-learning environments for primary mathematics education, particularly in the areas of data analysis, probability, and statistics. He conducts qualitative analysis of learners' cognitive processes related to the guiding principle of 'data and chance' in primary education. His work also includes the design and evaluation of teaching materials in data science and civil statistics, the use of learning videos to promote process-related skills, and the implementation of Fermi tasks and computer science education within primary mathematics lessons. Analysis of Dr. Frischemeier's recent publications reveals a strong emphasis on data literacy development in primary education, with increasing focus on the integration of digital tools and the conceptual understanding of data as models. His work bridges mathematics education with emerging fields of data science, addressing both theoretical frameworks and practical classroom applications. The research demonstrates a progression from basic statistical concepts toward more complex data modeling approaches suitable for young learners. Elected member of the International Statistical Institute (ISI) Chair of the Local Organizing Committees for IASE Satellite 2025 Conference Council-Member of the International Statistical Institute Special Edition Editor of the Statistics Education Research Journal Member of International Program Committees for major statistics education conferences Co-Leader of CERME Thematic Working Group 5 on Probability and Statistics Education Dr. Frischemeier serves in numerous editorial capacities and review roles for prominent journals in mathematics and statistics education. He leads significant research projects including 'Promoting Data Science Education for Teacher Education at the University level (DataSETUP)' and 'Data Science Education in STEAM for Civic Engagement and Social Justice from the Early Years (DataScEd4CiEn)'. His work has substantial impact on teacher education programs and curriculum development in statistics and data science for primary schools. He is actively involved in the development and leadership of the Math Center Münster (MaZ), which promotes mathematical potential for all students. His team includes numerous research assistants and doctoral candidates working on various aspects of mathematics education research, particularly focusing on data literacy and statistical reasoning in primary education contexts.

Viktoriya Olariمشاهده پروفایل

پژوهشگر

• Computer Science Education
• Artificial Intelligence Literacy
• Data Literacy
• +۳ مورد دیگر

Viktoriya Olari is a researcher at the Didactics of Computer Science department, Freie Universität Berlin. Her work focuses on artificial intelligence literacy, data literacy, and digital education frameworks for K-12 and teacher training programs. She contributes to projects like ENKIS, DigiProMIN, and TrainDL, emphasizing interdisciplinary approaches to computer science education. Key Projects: ENKIS, AMI, Digi4All, siMINT, AI@IT2School Her recent publications address pedagogical methods for AI/data literacy integration, teacher professional development, and physical computing in education. She holds weekly consultation hours for students and maintains research partnerships across Germany. Research Themes: AI education in schools, data-driven pedagogy, digital transformation of teacher training

Jürgen Richter-Gebertمشاهده پروفایل

استاد

• Geometry
• Visualization
• Computer Science
• +۷ مورد دیگر

Professor Jürgen Richter-Gebert is a full professor of Geometry and Visualization at the Technical University of Munich (TUM), working within the TUM School of Computation, Information and Technology. Born in 1963, he has been at TUM since 2001, following positions at ETH Zurich (1997-2001) and TU Berlin (1994-1997). His educational background includes studies at TU Darmstadt (1983-1988) and dual PhDs from TU Darmstadt and KTH Stockholm (1991-1992). Richter-Gebert's research spans combinatorial and computer-oriented geometry, with particular expertise in polytope theory and mathematical visualization software. He develops processes for the automatic generation of geometric problem solutions and is actively involved in raising the public profile of mathematics. Richter-Gebert's publications and research focus on the intersection of mathematics and computer science, with particular emphasis on projective geometry, dynamic geometry, polytope theory, and combinatorial geometry. His work demonstrates how mathematical structures can be made accessible through computerized interactive visualizations. His most notable publications include "Perspectives on Projective Geometry" (2011) and "Geometriekalküle" (2009), along with numerous papers on dynamic geometry systems. Ars Legendi Prize for excellent university teaching (2011) Karl Max von Bauernfeind Medal of the TUM (2010) MedidaPrix - media didactic university prize (2008) EASA - European Academic Software Award (2000) Communicator Preis for science communication (2021) As founder and director of the ix-quadrat mathematics exhibition at the Garching Campus, Richter-Gebert has made significant contributions to mathematics education and outreach. He has developed influential mathematical visualization tools including Cinderella, CindyJS, and iOrnament, which have received multiple awards for educational software excellence. His research group focuses on mathematical foundations, authoring systems, and mathematical visualizations with applications in education and public scenarios.

Lena Wesselمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Training
• Language Development in Education
• +۴ مورد دیگر

Prof. Dr. Lena Wessel is a Mathematics Education faculty member at the Department of Mathematics Didactics, Faculty of Electrical Engineering, Computer Science and Mathematics, University of Paderborn. She leads teacher training programs and participates in university governance as elected Faculty Council member. Research Focus: Her work centers on comprehension-oriented mathematics instruction at secondary/vocational levels, emphasizing language development, continuity in curriculum design (spiral principle), and digital mathematics tools. As DZLM network partner, she develops professional development programs for secondary educators. LiaNMU project (scalar products, plane reflections) VioLa project (digital discussion formats) LLV.HD project (cross-university learning networks) Key Contributions: She has coordinated major projects like MESUT (language-supported fraction understanding) and LaMaVoC (language in vocational mathematics). Her 2024 publications analyze language-integrated pedagogy and algebraic concept unification in teacher training.

• Data Protection Management
• Technical Data Protection
• Healthcare Data Protection
• +۲ مورد دیگر

Markus Schäffter is a Professor at Ulm University of Applied Sciences (THU) , specializing in Data Protection and Information Security . He serves as the Official Data Protection Officer, contributing to institutional security frameworks while engaging with interdisciplinary research through affiliations with the Institute of Computer Science , Institute of Higher Education Didactics , and Institute of Applied Research . Research Interests: His work centers on data protection and information security, with a focus on: Technical and managerial aspects of data protection Healthcare and medical data privacy Risk-based approaches to security measures Teaching: Schäffter instructs courses on Data Protection and Information Security in Medical Informatics , offers core and elective subjects in information security, and supervises seminar projects for Bachelor's and Master's students. Contact: Located at Room A309, Prittwitzstraße 10, 89075 Ulm, Germany. Phone: +49 731 96537-576. Email: Markus.Schaeffter@thu.de .

Stefan Gelfgrenمشاهده پروفایل

دانشیار

• Sociology of Religion
• Digital Media and Religion
• Digital Humanities
• +۳ مورد دیگر

Stefan Gelfgren is Associate Professor of Sociology of Religion and Senior Lecturer in Didactics of Religion at Umeå University's Department of Historical, Philosophical and Religious Studies. He holds a PhD in History of Ideas (Umeå University), MPhil in History of Christianity (Birmingham University), and BA in Construction Engineering. His research examines: Social/technical/religious transformations throughout history Digital media's impact on Christian institutions Digital humanities methodologies Surveillance in everyday life Religious geography and mapping Recent publications (2020-2025) focus on digital religion, surveillance ethics, Swedish revivalism, and geospatial humanities. Key trends include institutional adaptation to digitalization and historical continuities in religious media. Awards include the 2022 Erik Allardt Fellowship at Helsinki Collegium for Advanced Studies. He leads multiple research initiatives: Wallenberg-funded DINO project on digital privacy/social benefit (Co-investigator) Nordic Places of Worship Map (Project Leader) iAccept: Soft Surveillance (Principal Investigator 2017-2021) As former Director of Humlab (2015-2020), he developed digital humanities infrastructure. He chairs the Swedish Association for Sociology of Religion and serves on Umeå University's Faculty Board.

Andrea Dreyerمشاهده پروفایل

استاد

• Art Education
• Didactics
• Teacher Professional Development
• +۵ مورد دیگر

Prof. Dr. Andrea Dreyer is a full-time Professor of Art and its Didactics at the Bauhaus University Weimar , where she has served since 2013. She is Vice Dean for Strategic Development within the Faculty of Art and Design and actively participates in academic governance, including roles in graduation committees, teacher training advisory boards, and curriculum commissions. Her research focuses on teacher professionalization, architectural pedagogy, and digital art education, emphasizing interdisciplinary approaches and qualitative social research methodologies. First and Second State Examination for Teaching at Grammar Schools in Art Education and Social Studies (1994–2000, 2004–2006) Andrea Dreyer’s publications span topics such as Bauhaus-inspired pedagogy, urban-rural spatial education, and digital integration in art teaching. She has led initiatives like DigiProSMK and Denkraum.Bauhaus , and her work often bridges art, architecture, and societal transformation. She has served as Dean of Studies and Vice-Rector for Studies and Teaching at Bauhaus University, advocating for phase-transcendent teacher networks and reflective professional practices. Her recent articles address participatory architectural psychology, interdisciplinary curriculum design, and digitalization in art education. Despite extensive committee involvement and editorial contributions, no specific scientific awards are highlighted in the provided texts. She mentors students and collaborators within the kunst:pädagogik | netz:werk platform and maintains active partnerships with institutions like the Thuringian Ministry of Education and Friedrich-Schiller University Jena.

• Media Pedagogy
• Media Didactics
• Adaptive Learning Systems
• +۳ مورد دیگر

Luisa Wellert is a Research Associate at the Innovative Educational Technologies Department within the Tübingen Center for Digital Education (TüCeDE) at the University of Tübingen since September 2023. She is also a PhD student at TüCeDE since October 2022. Education: Master of Arts in Intermedia and General Educational Science (2020-2022) from University of Cologne Bachelor of Arts in Media Studies and Educational Science (2016-2019) from University of Tübingen Research Focus: Her work centers on media pedagogy , media didactics , and adaptive learning systems , with particular emphasis on AI integration in educational contexts. Recent projects examine automated qualitative coding of AI tutoring dialogues using large language models and effectiveness of self-developed adaptive systems in schools. Publications: Recent work analyzes assessment methodologies in adaptive learning systems, compares performance-based and cognitive load-based evaluation approaches, and explores implementation challenges of DIY adaptive technologies. She actively contributes to open-source AI tutoring initiatives through the OSATI project. Presentations: Luisa presents her research at major conferences including EARLI, LEAD Research Meeting, and GEBF Conference, focusing on practical implementations of AI-based educational tools and their cognitive impacts. Professional Activity: Prior to her current role, she served as Project Manager for Educational Research at TüCeDE (2022-2023) and worked as a Research Assistant at mmb Institut GmbH (2021-2022) and mecodia GmbH (2018-2020). She also has experience in media education and empirical media research.

Poldi Kuhlمشاهده پروفایل

استاد

• Educational Psychology
• Developmental Psychology
• Digital Learning Platforms
• +۴ مورد دیگر

Prof. Dr. Poldi Kuhl is a Professor of Educational Psychology at Leuphana University , Lüneburg, since 2021. Affiliated with the Institute of Psychology in Education (IPE) and the Center for Empirical Research on Language and Education (ERLE) , Kuhl specializes in educational psychology, developmental psychology, and inclusive education. Their research focuses on data-driven decision-making, digital learning platforms, academic language demands, and teacher professional development. Education: Diploma in Psychology (2003) and PhD in Philosophy (2008) from Freie Universität Berlin. Kuhl’s recent work examines how academic language features affect learning outcomes, digital data utilization in primary education, and mental health literacy among teachers. Their publications span topics from virtual reality training tools to inclusive teaching strategies in mathematics. Kuhl’s career includes leadership roles at the Research Data Center (FDZ) at the Institute for Quality Improvement in Education (IQB) and a Junior Professorship at Leuphana University. They have collaborated with institutions like the Universitat Oberta de Catalunya and the Max Planck Institute for Human Development .

Haakon Sundbøمشاهده پروفایل

مدرس ارشد

• Multimedia Technology
• E-Learning
• Photography
• +۱۶ مورد دیگر

Haakon Sundbø is a Senior Lecturer at the Department of Information and Communication Technology, University of Agder. He teaches courses such as Computer Science (DAT100), Multimedia Design (DAT104), Web Publishing (DAT110), Visual Design (DAT222), Sound Engineering (DAT228), ICT and E-learning in Vocational Subjects (PED978), and Didactic Use of Digital Tools (MM903). His academic responsibilities also include guest lecturing and supervision in ICT Project (DAT215), Photography (DAT227), Video (DAT229), Bachelor's Project (DAT303), Web and Online Knowledge (MM901), Remote Operated Vehicles (MM202), Interaction Design (MM403), and Technology for Teachers (TEKPED60). Materials, Energy and Nanotechnology (BSc, University of Oslo) Multimedia Technology and Design (BSc, University of Agder) Multimedia and Educational Technology (MSc, University of Agder) Haakon's research focuses on lifelong learning, e-learning platforms, interaction design, user experience, artificial intelligence in education, augmented reality, virtual reality, and digital competence development. He has contributed to projects like Decentralized Competence Development (DEKOMP), UiA Consense, and drone technology research at University of Agder. His recent publications analyze AI integration in teaching, digital frameworks for schools, screen usage guidelines, and collaborative learning networks. He also leads a research group on Multimedia and E-learning, emphasizing flexible digital resources and practical technology adoption in educational contexts.

Wolfgang Schneiderمشاهده پروفایل

استاد

• Mathematics Education
• University Mathematics Didactics
• Algebra
• +۲ مورد دیگر

Prof. Dr. Wolfgang Schneider is an Honorary Professor of Mathematics Didactics at the University of Augsburg, affiliated with the Faculty of Mathematics, Natural Sciences and Technology and the Institute of Mathematics. His work focuses on the didactics of mathematics, particularly the transition from school to university mathematics education, and algebra with emphasis on ring and module theory. Dr. Schneider's primary research interests lie in two main areas: university mathematics didactics (with special focus on the transition from school to university) and algebra (particularly the theory of rings and modules). His work bridges educational theory with practical classroom applications, developing approaches to help students navigate the challenging transition between secondary and tertiary mathematics education. In algebra, he has made contributions to ring theory, module theory, and related algebraic structures. Analysis of Dr. Schneider's publications reveals a consistent focus on mathematics education and algebra. His work spans from theoretical explorations in ring and module theory to practical applications in mathematics teaching. A significant portion of his research addresses the challenges students face when transitioning from school to university mathematics, with numerous publications focusing on geometry education, problem-solving techniques, and the use of technology in mathematics instruction. His research demonstrates a commitment to improving mathematics education through both theoretical insights and practical teaching methods. Dr. Schneider holds several notable professional memberships: Member of the Society for Mathematics Education since 1996 Founding member of the Caratheodory Society since 1999 Member of the Mathematical Association of America since 2008 Offered membership in the American Mathematical Society in 2011 Dr. Schneider actively participates in teaching and academic guidance at the University of Augsburg. He teaches courses such as "Analysis III and Number Theory/Algebra for secondary school teachers," "Linear Algebra 1," and leads a research group. His teaching approach emphasizes the connection between theoretical mathematics and practical pedagogy, particularly focusing on the transition challenges students face when moving from school to university mathematics. While specific grant information is not provided in the available materials, his extensive publication record and professional activities suggest sustained research engagement. Dr. Schneider is part of the Didactics of Mathematics team at the University of Augsburg, working alongside colleagues including Prof. Dr. Reinhard Oldenburg, Prof. Dr. Hans-Georg Weigand, and Dr. Renate Motzer. This collaborative environment supports research in mathematics education, teacher training, and the development of innovative teaching approaches for both school and university settings.

Saeed Karimi Aghdam Ordaklouمشاهده پروفایل

دانشیار

• Cultural-Historical Psychology
• Second Language Acquisition
• TESOL
• +۸ مورد دیگر

Dr. Saeed Karimi Aghdam Ordaklou is an Associate Professor of English Language and Didactics at the Faculty of Education and Arts, Nord University, Norway. His academic career is rooted in applied linguistics, with a focus on second language acquisition, educational psychology, and dynamic systems theory. PhD in Applied Linguistics (Second Language Acquisition), University of Jyväskylä, Finland MA in English Language Teaching, Azarbaijan Shahid Madani University, Iran B.A. in English Language & Literature, University of Tabriz, Iran Professional Teacher Education, JAMK University of Applied Sciences, Finland His research synthesizes Vygotsky’s cultural-historical psychology, dynamic systems theory, and dialectical frameworks to explore second language development in sociocultural contexts. Key themes include L2 writing, complexity-accuracy-fluency dynamics, and interdisciplinary theoretical integration. Recent publications emphasize dynamic systems theory applications, digital mediation in multilingual writing, and the sociocultural dimensions of language learning. He has also guest-edited special issues addressing theoretical dialogues in applied linguistics. Dr. Karimi Aghdam has taught in Iran, Finland, and Norway, and holds teaching qualifications from the UK, Finland, and Norway. He actively collaborates with international scholars and has held visiting researcher roles at UC San Diego, Penn State, and the University of Southern Denmark.