جست‌وجوی استاد و پژوهشگر

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).

• Database Systems
• Graph Databases
• Data Management
• +۷ مورد دیگر

Amol Deshpande is a Professor in the Department of Electrical Engineering and Computer Sciences at the University of California, Berkeley, College of Engineering. With over 160 publications spanning from 2000 to 2025, his research has significantly impacted the database systems community. His work bridges theoretical foundations with practical systems, evidenced by numerous publications in top-tier venues including SIGMOD, VLDB, and ICDE. Professor Deshpande's research focuses on database systems, with particular expertise in graph databases, data management, probabilistic databases, query optimization, and data provenance. His work addresses fundamental challenges in managing complex data, including efficient graph analytics, dataset versioning, streaming data processing, and privacy-preserving data management. Recent research directions include entity-relationship abstractions beyond traditional relations, standalone catalog engines for large data systems, and graph theoretical approaches to dataset versioning. His publication trends show a consistent focus on evolving database technologies, with early work on probabilistic databases and query optimization, transitioning to graph analytics and data provenance, and more recently addressing modern challenges in data cataloging, privacy-first data management, and serverless stream processing. His research spans both theoretical contributions (e.g., approximation algorithms for stochastic optimization) and practical systems building (e.g., RStore, TreeCat). Professor Deshpande has mentored numerous PhD students who have become active researchers in the database community, including Hui Miao, Souvik Bhattacherjee, and Konstantinos Xirogiannopoulos. His collaborative work spans across institutions, with frequent collaborations with researchers from MIT, University of Maryland, and other leading institutions. His research has been supported by major funding agencies and has influenced both academic research and industry practices in data management. The evolution of his work reflects the changing landscape of data management, from traditional relational systems to modern graph and streaming data challenges.

• Mathematics Education
• Educational Psychology
• Instructional Technology
• +۴ مورد دیگر

Milena Damrau is a researcher at the Department of Mathematics Education within the Faculty of Mathematics, Informatics and Statistics at Ludwig-Maximilians-Universität München (LMU). Her work focuses on how students develop mathematical competencies, particularly in proof validation and understanding general validity, while integrating technology-oriented approaches into teacher professional development. Research Focus: Mathematical proof comprehension, digital media integration in instruction, Bayesian reasoning education Projects: Contributor to the SFB-Transregio 419 SHARP on simulation-based learning and the KoKon project on digital tool utilization Recent Publications: Explored proof validation in secondary education, covariational reasoning in Bayesian tasks, and instructional quality profiles with digital tools Her research trends emphasize bridging cognitive development with didactic strategies, leveraging simulations for diagnostic competency training, and addressing student errors in probabilistic visualization. She collaborates across disciplines with biologists, medical educators, and psychologists in the SHARP initiative. Network: Active in international conferences (PME, EARLI, GDM) and local teacher training programs, including the LMU-NYU cooperation on adaptive simulations.

Fabian Röskenمشاهده پروفایل

پژوهشگر

• Mathematics Education
• Formative Assessment
• Understanding-Oriented Diagnostics
• +۴ مورد دیگر

Fabian Rösken is a research assistant at the University of Duisburg-Essen, Faculty of Mathematics, working in the doctoral project 'SMART' funded by the German Centre for Teacher Education in Mathematics (DZLM). He is affiliated with the didactics working groups led by Prof. Dr. Bärbel Barzel and Prof. Dr. Florian Schacht. His work focuses on mathematics education, particularly formative assessment, teacher professionalization, and early algebra instruction. Educational Background: Bachelor of Arts in Primary School Education (Mathematical, Language, and English Foundations), University of Duisburg-Essen (2016–2019) Master of Education in Primary School Teaching, University of Duisburg-Essen (2019–2021) His research interests center on understanding-oriented diagnostics and the use of digital media in mathematics education. He emphasizes the development of professional teaching practices grounded in scientific research, particularly in the context of early algebra learning. His work bridges theoretical educational research with practical classroom application. The available publications indicate a strong focus on project-based knowledge transfer, particularly through workshops and conference presentations related to the SMART project. These contributions reflect trends in innovative teaching methods, diagnostic tools, and teacher support in mathematics education. Professional Memberships and Service: Managing Director, Society for Mathematics Education (GDM), since 09/2023 Member, Young Researchers' Representative Body, GDM, since 08/2023 Deputy Staff Representative, DZLM Network, since 10/2021 Member, Interdisciplinary Center for Educational Research (IZfB) Member, Center for Teacher Education (ZLB) Fabian Rösken leads organizational efforts in academic communities, including the coordination of the 57th GDM Annual Conference (2022–2024). He advises and contributes to teacher education development through the DZLM and GDM, and has secured institutional roles in shaping early-career researcher representation. He has taught and coordinated university-level courses in arithmetic and algebra for prospective primary school teachers. He is actively involved in research teams such as the SMART project and has been a consistent contributor to working groups in mathematics didactics. His leadership roles in GDM and DZLM highlight his integration into national networks for mathematics teacher education and educational research.

Ulrich Kortenkampمشاهده پروفایل

استاد

• Mathematics Education
• Digital Learning Environments
• Place Value Understanding
• +۳ مورد دیگر

Prof. Dr. Ulrich Kortenkamp is a Professor for Mathematics Education at the University of Potsdam since October 2014, holding a position in the Institute of Mathematics within the Faculty of Mathematics and Natural Sciences. He also serves as an Adjunct Professor at Griffith University in Gold Coast, Australia since May 2020. His academic career spans multiple institutions across Germany including Martin Luther University Halle-Wittenberg, University of Applied Sciences Karlsruhe, and TU Berlin. Prof. Kortenkamp's research focuses on mathematics education, particularly in the areas of digital learning environments, computational thinking development, place value understanding, and teacher education. His work bridges theoretical frameworks with practical applications in classroom settings, with a strong emphasis on the integration of technology in mathematics instruction. He has extensively studied how digital tools, particularly the Fingu app, can enhance early mathematical understanding and how language affects place value comprehension across different cultural contexts. His recent publications reveal a strong focus on sustainable development in teacher education, cross-linguistic studies of place value understanding, the impact of digital tools on early mathematics development, geometry education, and the integration of subject knowledge with didactic approaches in teacher preparation. His research consistently addresses how digital environments can transform mathematics teaching while maintaining strong conceptual foundations. Ars legendi Faculty Prize in Mathematics category (2020) for outstanding achievements in teaching, advising, and mentoring, awarded by the Stifterverband (Donors' Association) along with major German scientific societies Prof. Kortenkamp leads several significant research projects including DigiProMIN (developing digitally supported continuing education modules for mathematics teachers), Mathematics Education in the Digital Age (fostering international exchange between University of Potsdam and Griffith University), and Place Value Understanding (investigating primary school children's mathematical development across institutions in Germany and Australia). He is also involved in the SPIES-M project focused on quality initiatives for teacher education and the QuaMath project aimed at promoting teaching quality in mathematics through teacher training courses. He directs a research group focused on mathematics didactics at the University of Potsdam, collaborating with colleagues including Prof. Dr. Birte Friedrich and Prof. Dr. Sebastian Geisler, and working with a team of researchers on various aspects of mathematics education research, including digital learning environments, teacher professional development, and early mathematics concepts.

• Logic and Philosophy of Logic
• Linguistic Communication
• 19th Century German Philosophy
• +۸ مورد دیگر

Jens Lemanski is an Associate Professor at the Philosophical Seminar of the University of Tübingen, with part-time roles as an Adjunct Professor at the University of Münster and a Researcher at Fernuniversität Hagen. His research spans Logic and Philosophy of Logic , Linguistic Communication , 19th Century German Philosophy , and Visualization in Mathematics . His work focuses on the historical and philosophical foundations of logic diagrams, including projects like Logic Diagrams in Kantianism (Fritz-Thyssen-Stiftung) and Gestures and Diagrams in Visual-Spatial Communications (DFG-priority programme). He has contributed extensively to understanding the evolution of logic from antiquity to modernity, emphasizing the role of diagrams in Euler-type systems , Byzantine logic , and Kantian thought . Lemanski co-edits Historia Logicae (College Publications) and serves as a Book Review Editor for History and Philosophy of Logic . His recent publications analyze the interplay between transcendental philosophy , formal logic , and AI-driven multimodal communication . He holds a PhD from Johannes Gutenberg University Mainz (2011) and contributes to conferences like Diagrammatic Representation and Inference (2024).

Guoqiang Liمشاهده پروفایل

دانشیار

• formal verification
• programming language theory
• zero-knowledge proofs
• +۳ مورد دیگر

Dr. Guoqiang Li is an Associate Professor in the School of Computer Science at Shanghai Jiao Tong University, where he conducts research at the intersection of formal methods, programming languages, and security. His academic journey includes prior positions as Assistant Professor (2009-2013) and subsequent promotion to Associate Professor (2014-present) at the same institution. He has held international appointments including a postdoctoral fellowship at Nagoya University (2008-2009), an academic visit at the University of Oxford (2015-2016), and a Guest Associate Professorship at Kyushu University's Research and Development Center for Smart Mobility (2016-2020). Dr. Li earned his B.S. from Taiyuan University of Technology (2001), M.S. from Shanghai Jiao Tong University (2005), and Ph.D. from Japan Advanced Institute of Science and Technology (2008). His educational background reflects a strong foundation in both Chinese and Japanese academic traditions. His research focuses on formal verification, programming language theory, zero-knowledge proofs, knowledge reasoning, and intelligent system verification and security. Over the past decade, his work has evolved from traditional formal methods applied to timed automata and process calculi to contemporary topics including neural network verification, zero-knowledge proof systems, and the application of large language models to program analysis. His publication record demonstrates a clear progression toward addressing verification challenges in increasingly complex modern systems. Dr. Li's recent publications reveal a strategic research trajectory: early work centered on timed automata and formal verification of concurrent systems, while current research addresses the verification of AI systems, zero-knowledge cryptographic protocols, and LLM-enhanced program analysis. This evolution reflects his commitment to applying rigorous formal methods to emerging computational challenges. Distinguished Paper Award at ICSE 2020 for 'Unblind Your Apps: Predicting Natural-Language Labels for Mobile GUI Components by Deep Learning' Consistent publication in top-tier venues including ASE, ICSE, FSE, and OOPSLA Recognition through multiple National Natural Science Foundation of China (NSFC) grants as Principal Investigator Dr. Li actively contributes to the academic community as a Senior Member of the China Computer Federation, Deputy Director of Theoretical Computer Science for the Shanghai Computer Society, and committee member for multiple technical organizations. He serves as Organization Chair for SEKM'20-22 and FMAC'17, Publicity Chair for TASE'21-23, and has participated in program committees for numerous international conferences. His teaching portfolio includes undergraduate and graduate courses in algorithm design, mathematical foundations, and scientific writing, demonstrating his commitment to both theoretical computer science education and practical application.

• Mathematics Education
• Educational Didactics
• Diagnostic Tools in Education
• +۴ مورد دیگر

Prof. Dr. Michael Kleine is a Professor of Mathematics Education at the Faculty of Mathematics, Bielefeld University since 2012. He specializes in mathematics didactics, focusing on developing diagnostic tools for identifying at-risk students, integrating origami into mathematical teaching, and exploring linguistic factors in mathematical task design. Research interests include enactive learning, blended learning environments, and mathematical modeling Actively involved in international collaborations (KMTUT Bangkok, Peking University) and ERASMUS+ projects Previously served as Professor at Weingarten University of Education (2008-2012) Recent publications emphasize experimental mathematics, geometric reasoning through origami, and linguistic complexity in mathematical tasks. He developed the DITOM diagnostic framework for early identification of mathematical learning challenges. Prof. Kleine combines theoretical research with practical teacher training, particularly for secondary education. His work bridges cognitive psychology, educational technology, and curriculum innovation.

• Computer Science Education
• Equity in Education
• Teacher Certification
• +۲ مورد دیگر

Carol L. Fletcher is a prominent researcher in computer science education with a focus on equity, teacher certification, and systemic educational reform. She has published extensively in top conferences like SIGCSE, RESPECT, and ITiCSE, collaborating with institutions and policymakers to expand access to computing education. Research Interests: Equity in computer science education Teacher professional development and certification Networked improvement communities Systemic educational reform Collective impact models Publication Trends: Her recent work emphasizes scalable interventions for computational thinking in primary education, equity policy analysis, and research-practice partnerships for educators of color. Earlier articles address algebra as a CS gatekeeper, longitudinal data analysis, and CAPE framework applications. Collaborations: She works with leaders like Joshua Childs, Ryan Torbey, and Jayce Warner, focusing on data-driven equity research, teacher empowerment, and policy implementation.

Annika Willeمشاهده پروفایل

استاد

• Mathematics Education
• Semiotics in Mathematical Communication
• Learning Mathematics in Sign Languages
• +۳ مورد دیگر

Prof. Annika Wille is a Professor in the Department of Mathematics Education at Leibniz University Hannover's Faculty of Mathematics and Physics. She specializes in semiotic perspectives of mathematical communication, particularly focusing on deaf learners and bilingual education. Her research explores how mathematical concepts are represented in sign languages, the development of teaching materials for inclusive classrooms, and methods for analyzing students' mathematical thought processes through imaginary dialogues. Education: Habilitation in Mathematics Education (2019), PhD in Algebra/Logic (2006) Current Roles: Deputy Representative for Professors in the Faculty Council, Head of the Didactics of Mathematics working group Her work emphasizes accessibility in mathematics education, with projects like 'Signing about Algebra in Austrian Sign Language' and 'Bimodal Learning Environments'. She has published extensively on semiotics, deaf education, and innovative teaching strategies, including textbooks like A Circle in the Land of Figured Numbers . Recent publications analyze the role of gesture in explaining geometric concepts, variables representation in sign languages, and error-handling in individualized learning support. She collaborates with institutions like Alpen-Adria University and ResearchGate, focusing on bridging theoretical frameworks with practical classroom applications. Labs/Teams: Leads the Didactics of Mathematics research group at the Institute for Didactics of Mathematics and Physics, collaborating with researchers like Flavio Angeloni on multilingual mathematics instruction.

Mareike Dresslerمشاهده پروفایل

مدرس ارشد

• Real Algebraic Geometry
• Computational Algebraic Geometry
• Polynomial Optimization
• +۶ مورد دیگر

Mareike Dressler is a Senior Lecturer (A/Professor, tenured) and ARC Discovery Early Career Research Fellow at the School of Mathematics and Statistics, University of New South Wales (UNSW Sydney). She joined UNSW in February 2022 as a Lecturer (Assistant Professor, tenure-track) and was promoted to Senior Lecturer with tenure in July 2024. Her educational background includes: PhD in Mathematics from Goethe-Universität Frankfurt/Main (2018), supervised by Thorsten Theobald M.Sc. in Mathematics from Goethe-Universität Frankfurt/Main (2013) B.Sc. in Mathematics from Goethe-Universität Frankfurt/Main (2010) Mareike's research focuses on real and computational algebraic geometry and polynomial and convex optimization. She also works on problems intersecting with convex geometry, matrix and tensor computation, applied algebraic geometry, algebraic and geometric combinatorics, and real analysis. Her work particularly involves nonnegativity of polynomials, optimization methods, and ranks of matrices and tensors, with a special interest in sums of nonnegative circuits (SONCs) for sparse polynomials. Her research has strong applications in data science and machine learning. Mareike has received several prestigious awards including the ARC Discovery Project 2025 grant for "Quantifying Uncertainty of Risk-Aware Optimization for Safe Decision-Making," the J G Russell Award from the Australian Academy of Science, and the Early Career Impact Award from UNSW Science. She actively supervises research students, including PhD student Hongzhi Liao, Master's student Qi Wang, and recently supervised Moritz Schick to completion of his PhD in 2025. Mareike has secured significant research funding, including an ARC Discovery Early Career Researcher Award (DECRA) for 2024-2026. Mareike is an active member of the academic community, regularly organizing workshops and conferences such as "Optimization Days" at UNSW and minisymposia at major conferences like SIAM Conference on Applied Algebraic Geometry.

• Theoretical Computer Science
• Computability Theory
• Algorithmic Learning Theory
• +۷ مورد دیگر

Pavel Semukhin is a Lecturer in the Department of Computer Science at Liverpool John Moores University, where he contributes to research and teaching in theoretical computer science and mathematical logic. His research interests include: Reachability problems in linear dynamical systems Finite and probabilistic automata Algorithmic learning theory Computability theory Computable model theory Matrix semigroups and decidability His recent work focuses on decidability and reachability in low-dimensional matrix semigroups, probabilistic automata, and logical structures, with publications in top venues such as CONCUR, MFCS, ICALP, and SODA. His research often bridges theoretical computer science and mathematical logic, especially in the context of automata, algebra, and learning models. His collaborative work with researchers like Igor Potapov, Sanjay Jain, and others has led to significant results in matrix problems and algorithmic learning. Though no formal list of students is provided, his publications suggest mentorship and collaboration with early-career researchers. He has also contributed to editorial work, including a special issue for International Journal of Foundations of Computer Science (2018) related to DLT 2015.

Sebastian Rezatمشاهده پروفایل

استاد

• Mathematics Education
• Textbook Research
• Linguistic Aspects of Mathematics Learning
• +۳ مورد دیگر

Professor Sebastian Rezat is a faculty member at the University of Paderborn in the Department of Mathematics Didactics within the Faculty of Computer Science, Electrical Engineering and Mathematics. He has been at the University of Paderborn since 2012 and is primarily responsible for the training of primary school teacher education students in mathematical foundational education. His research interests focus on mathematics textbook research, linguistic aspects of mathematics learning, and early algebra development. Professor Rezat conducts research on both analog and digital teaching and learning materials for mathematics education, with particular emphasis on how students use mathematics textbooks and how this usage impacts their learning. His recent publications demonstrate a strong focus on digital learning environments, reading comprehension of mathematical texts, and the impact of digital resources on mathematics education. His work spans theoretical frameworks and practical implementations in classroom settings. Scientific Awards: Fellowship for digital innovation in higher education (2023) for the development of AnnoPy, a collaborative digital tool for developing literacy skills Award from the German Society for Mathematics Education (2009) for his dissertation on mathematics textbooks as student instruments Professor Rezat has organized significant scientific events, including the Third International Conference on Mathematics Textbook Research and Development (ICMT3) in 2019, and serves on the Editorial Board of Educational Studies in Mathematics since 2021. His teaching focuses on arithmetic and geometry for primary school teacher education, with additional courses on digital resources in primary education.

Johannes Bleherمشاهده پروفایل

پژوهشگر

• Financial Econometrics
• Market Microstructure
• Financial Economics
• +۲ مورد دیگر

Johannes Bleher is a Researcher at the University of Hohenheim , where he joined the AIDAHO team in 2022 as a Project Coordinator. His work bridges financial econometrics, market microstructure, and educational economics, leveraging computational statistics for robust modeling and policy analysis. Doctoral degree from University of Tübingen (2021) Project Coordinator at AIDAHO team, University of Hohenheim (since 2022) Former Credit Risk Analyst at Bausparkasse Schwäbisch Hall (2020–2022) Accredited Parliamentary Assistant in the European Parliament (2012–2014) His research spans financial markets, inflation forecasting, educational outcomes, and interdisciplinary health economics. Key methodologies include quantile regression, density forecasting, and limit order book modeling. Recent publications focus on quantile autoregression , density forecasting , and regional disparities in education . He also explores cryptocurrency predictability via Google search volume and integrates computational tools into economics education. He is affiliated with the AIDAHO team at the University of Hohenheim, contributing to research projects funded by grants such as the DFG project on robust estimation (2025). His work emphasizes interdisciplinary approaches, connecting finance, statistics, and education.

• Database Systems
• Cloud Computing
• Software as a Service (SaaS)
• +۷ مورد دیگر

Dean Jacobs is a prolific computer-science researcher whose career has focused on database systems, cloud computing, and software-as-a-service architectures. While no current institutional affiliation is provided in the dblp source, his continuous publication record in top-tier venues such as SIGMOD, VLDB, CIDR, IEEE CLOUD, and BTW from 1982 to 2013 attests to senior faculty status. Education PhD, Computer Science, Cornell University, USA, 1985 (Dissertation: General Correctness: A Unification of Partial and Total Correctness ) Research Interests Jacobs’ research spans the full lifecycle of data management in cloud and enterprise environments. Early work concentrated on type systems and formal semantics for database programming languages, contributing foundational insights into algebraic specifications, delayed updates, and active-database rule semantics. During the 2000s his focus shifted to multi-tenant architectures and SaaS, pioneering schema-mapping techniques, extensibility models, and performance-prediction methods for large-scale, elastic database clusters. More recently he has investigated operational business intelligence, real-time analytics, and SLA-aware resource management for cloud-hosted transactional and analytical workloads. Publication Trends Across three decades, Jacobs has produced a coherent body of work that moves from theoretical database-language design to applied cloud-data management. The 1990s papers revolve around formal methods—type theory, rule languages, and transaction semantics. From 2003 onward, the emphasis transitions to SaaS and cloud systems: multi-tenancy, elasticity, and service-level guarantees. His 2010–2013 output integrates these themes into practical systems for operational BI and robust tenant placement in in-memory clusters. Collaborations & Mentoring Although advisees are not listed in the dblp data, Jacobs has an extensive co-author network including Alfons Kemper, Stefan Aulbach, Jan Schaffner, Richard Hull, and Michael Seibold, indicating long-standing collaborative relationships and likely supervision of graduate students and post-docs.