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.
Serkan Gugercin is the Class of 1950 Professor of Mathematics and Deputy Director of the Division of Computational Modeling and Data Analytics (CMDA) at Virginia Tech's College of Science. He is also affiliated with the Department of Mechanical Engineering. His research focuses on model reduction, dynamical systems, numerical analysis, and scientific computing, with applications in engineering and data-driven methods. Gugercin has held prestigious titles such as the A.V. Morris Professorship (2016–2019) and received awards like the NSF Early CAREER Award (2007) and Alexander von Humboldt Fellowship (2016). He earned his Ph.D. in Electrical Engineering from Rice University (2003) and has secured over $5.5M in research funding. His work bridges numerical methods, control theory, and optimization, emphasizing high-fidelity reduced models for complex systems. Education: B.S., Middle East Technical University (1997); M.S. and Ph.D., Rice University (1999, 2003). Key contributions include co-authoring the textbook *Interpolatory Methods for Model Reduction* (SIAM) and advancing structure-preserving interpolation techniques for nonlinear systems. Research areas include data-driven modeling, parametric systems, and energy-based approximation methods. Labs/Teams: CMDA Program, part of Virginia Tech’s Academy of Integrated Science. Collaborates on interdisciplinary projects involving power networks, fluid dynamics, and mechanical systems. Active in editorial roles for SIAM Journal on Scientific Computing and Systems & Control Letters.
Peter Tingley is a Professor and Department Chair in the Department of Mathematics and Statistics at Loyola University Chicago. He holds a PhD from UC Berkeley (2008) and has held postdoctoral positions at MIT and the University of Melbourne. His research focuses on combinatorial and geometric representation theory, with a particular emphasis on crystal bases and their connections to Lie groups and quantum groups. He employs tools from algebra, combinatorics, geometry, and topology in his work. Education: Bachelor's degree from University of Waterloo, Canada Master's degree from Carleton University, Canada PhD in Mathematics from UC Berkeley (2008) Research interests emphasize the interplay between algebraic structures and geometric/combinatorial methods. Key areas include crystal bases, PBW bases, MV polytopes, and categorification techniques. He has contributed to foundational work on affine Grassmannian slices and truncated shifted Yangians. Publications span representation theory, algebraic geometry, and pedagogical innovations in active learning. His work bridges pure mathematics with educational practice, reflecting his dual role as researcher and academic leader.
Dr. Robb Lindgren is a Professor of Educational Psychology and Curriculum & Instruction at the University of Illinois, Urbana-Champaign , with affiliate appointments at the Beckman Institute, National Center for Supercomputing Applications, iSchool Informatics, Center for Social & Behavioral Science, and Grainger College of Engineering. His research focuses on interactive and immersive digital technologies for learning, particularly in STEM education . PhD in Learning Sciences and Technology Design from Stanford University MA in Psychology from Stanford University BS in Computer Science from Northwestern University Dr. Lindgren explores how body-based interactions with technologies like virtual reality and augmented reality enhance understanding of abstract concepts. His work combines embodied cognition with digital learning environments , examining how physical engagement shapes multimodal learning and collaborative problem-solving . Recent projects include haptic feedback systems and gesture-augmented simulations for molecular visualization and climate change education. His publications analyze trends in XR (Extended Reality) applications, emphasizing gestural agency , collaborative discourse , and multisensory learning . Key findings show how embodied interactions improve conceptual retention in physics and explanatory modeling in thermal conduction, alongside innovative assessment methods using attention tracking and behavioral analytics. 2017 - Jan Hawkins Award for Early Career Contributions Multiple NSF-funded projects on technology-enhanced learning As Director of the Technology Innovations in Educational Research and Design (TIER-ED) initiative, Dr. Lindgren fosters cross-campus collaboration to address educational challenges through emerging technologies. He teaches courses on digital learning environments , educational game design , and embodied learning theories , while developing prototypes for STEM education in partnership with schools and museums.
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.
Renee Hoekzema is an Assistant Professor in the Department of Mathematics within the Faculty of Science at Vrije Universiteit Amsterdam (VU Amsterdam). Her research spans multiple disciplines including mathematics, biology, and cognitive science, with a particular focus on topological structures and their applications across scientific domains. Dr. Hoekzema's research interests encompass a diverse range of mathematical and interdisciplinary topics: Algebraic Topology and Manifold Theory Geometric Analysis and Spectral Methods K-Theory and Cobordism Invariants Mathematical Biology and Developmental Patterns Mathematical Cognition and Spatial Reasoning Feature Selection and Unsupervised Learning Methods Her recent publications demonstrate a strong interdisciplinary approach, bridging pure mathematics with applications in biology, medical imaging, and cognitive science. Dr. Hoekzema frequently applies topological and geometric methods to problems in developmental biology and mathematical cognition, showing how abstract mathematical structures can illuminate concrete scientific questions. Her work on manifolds with odd Euler characteristic represents significant contributions to geometric topology, while her research on visuo-spatial thinking explores the cognitive foundations of mathematical expertise across multiple dimensions of analysis. Dr. Hoekzema serves as Principal Investigator for the research project "Shapes inside shapes in mathematics, physics, and biology" (2022-2025), which has generated substantial academic and public engagement across multiple platforms including news outlets, social media, and Wikipedia. She also teaches "Elements of Geometry" and maintains an active research profile with publications spanning mathematical topology, biological applications, and cognitive aspects of mathematical thinking, demonstrating her commitment to both theoretical advancement and practical scientific applications.
Maris Ozols is an Assistant Professor at the University of Amsterdam and a researcher at QuSoft, affiliated with the Algorithms and Complexity department at Centrum Wiskunde & Informatica (CWI). His primary research focuses on quantum algorithms and quantum information theory, with significant contributions to quantum complexity, quantum cryptography, and quantum state discrimination. His research interests span quantum algorithms, quantum information theory, quantum cryptography, quantum complexity, and theoretical computer science. Ozols has developed fundamental techniques in quantum query complexity, quantum state discrimination, and quantum cryptographic security models. His work often bridges theoretical computer science with quantum information physics, demonstrating practical implications for quantum computing architectures. His publication record shows consistent output in top venues including Communications in Mathematical Physics, Leibniz International Proceedings in Informatics, and Quantum journal. Recent work (2022-2025) focuses on quantum state discrimination, quantum circuit optimization, quantum machine learning, and cryptographic applications of quantum algorithms. His research demonstrates strong theoretical foundations with practical implications for quantum computing development. Leverhulme Early Career Fellow (University of Cambridge) Ozols has secured research funding through multiple Netherlands Organisation for Scientific Research (NWO) grants including the Quantum Software Consortium (QSC) and Quantum Computation with Bounded Space projects. His collaborative work spans international institutions including the University of Waterloo (where he earned his PhD), University of Cambridge, IBM Research, and various European quantum computing groups. He maintains active research groups in quantum algorithms at both QuSoft and CWI, with recent focus on quantum machine learning applications and quantum cryptographic protocols.
Hanna N. Haydar is an Associate Professor in the Department of Childhood, Bilingual and Special Education at Brooklyn College, School of Education (CUNY). Her work focuses on mathematics education, equity, and teacher preparation, with a particular emphasis on bilingual learners and inclusive settings. Ph.D. in Mathematics Education from Columbia University (2002) Her research explores: Culturally responsive-sustaining pedagogy in math instruction Integration of computational thinking and digital literacies Using children's literature and historical storytelling for mathematization Clinical interview methods for assessing student reasoning Addressing educational policy dissonance in urban teaching Supporting emergent bilinguals in mathematics Recent publications examine global education frameworks, teacher professional development, and equity in mathematics pedagogy. She leads CUNY-funded research projects on Algebra for All implementation and computational thinking integration. Awards include the 2025 Claire Tow '52 Award for Excellence in Teaching and multiple CUNY research grants. She co-founded Mathkind's Education Advisory Board and serves on EDULEARN's International Scientific Advisory Board. Haydar collaborates with international scholars (e.g., Betina Zolkower, Meral Kaya) on lesson study groups and teacher professional development. She contributes to global dialogues on educational inclusion and cultural relevance through invited talks in Turkey, Oman, and Guatemala.
Doris Kristina Raave is a PhD candidate at the University of Tartu, Faculty of Social Sciences, Institute of Education, specializing in educational technology. She currently holds research positions at Leipzig University's Center for Scalable Data Analytics and Artificial Intelligence (ScaDS.AI) and Humboldt Science Center for Child Development, while also working as a Junior Research Fellow at the University of Tartu. Her academic career spans educational research, teaching, and project specialization across multiple institutions in Estonia and Germany. Dr. Raave's educational background includes: PhD in Educational Sciences (ongoing) at the University of Tartu, Institute of Education, supervised by Margus Pedaste and Katrin Saks Master of Arts in Social Sciences (Educational Innovation, 2023) from the University of Tartu Master of Arts in Education (Foreign Language Teacher, Cum Laude, 2021) from the University of Tartu Bachelor of Humanities (Romanics, Cum Laude, 2019) from the University of Tartu Her research interests focus on the integration of digital technologies in educational settings, particularly examining the factors that influence how classroom technology affects teaching and learning processes. Dr. Raave investigates meaningful integration strategies for digital tools, with emphasis on personalized learning approaches and the impact on both cognitive and non-cognitive student outcomes. She explores the dual nature of classroom technology as both beneficial engagement tool and potential distraction, examining how teachers implement digital resources across various educational contexts. Her work bridges educational theory with practical classroom applications, seeking to optimize technology use while addressing implementation challenges. Analysis of Dr. Raave's publication record reveals a strong focus on educational technology integration in K-12 settings, with particular attention to teacher practices, student learning outcomes, and innovative EdTech solutions. Her recent work includes the "Play My Math" project that combines music and mathematics education through digital tools, as well as extensive research on classroom technology integration practices. The publications demonstrate a consistent trajectory examining how digital technologies can be effectively implemented in educational contexts, with increasing focus on EdTech tool development and evaluation of learning outcomes. Dr. Raave has received numerous prestigious awards recognizing her contributions to educational research: 2024 Europaeum Scholars Programme Scholarship 2024 EXIST-Women Scholarship from the German Federal Ministry for Economic Affairs and Climate Action 2023 The Learning Agency Tools Competition Catalyst Award 2022 Estonian Foreign Language Teachers Association's "Learner of the Years" Multiple scholarships including Peeter Põld Teacher Training Scholarship (2020), President Lennart Meri Award (2019), and various foundation scholarships Dr. Raave has been actively involved in significant research projects, most notably the DigiEfekt project (2020-2023) investigating the impact of digital learning materials on student outcomes in Estonian basic education. She served as a key researcher on this €300,000 Ministry of Education and Research-funded project led by Margus Pedaste. Her current research focuses on developing markers for personalized support in blended learning processes as part of her doctoral dissertation. She has also contributed to updating guidelines for creating digital learning materials, demonstrating her commitment to translating research into practical educational resources. Dr. Raave is an active member of several prominent educational research organizations including the British Educational Research Association (BERA), International Society for the Study of Behavioural Development (ISSBD), European Association for Research on Learning and Instruction (EARLI), and European Association of Technology-Enhanced Learning (EATEL). Her collaborative work extends to international research teams, particularly evident in her current positions at Leipzig University where she contributes to projects at the intersection of artificial intelligence, data analytics, and educational development.
Dr. Mairead Hourigan is an Associate Professor in Mathematics Education at Mary Immaculate College (MIC), University of Limerick, specializing in STEM Education. She is actively engaged in research on educational transitions, teacher education models, Lesson Study, problem posing, and STE(A)M education, with her work contributing to UN Sustainable Development Goals related to quality education. Her educational background includes a PhD, M.Sc, and B.Sc (Physical Education & Mathematics) from the University of Limerick, establishing a strong foundation for her interdisciplinary approach to mathematics education. Hourigan's research focuses on improving mathematics education through innovative approaches like Lesson Study and integrated STEM education. Her work emphasizes the development of primary teachers' capabilities, problem-posing practices, and the implementation of effective educational transitions. She explores how teachers can better support students' statistical reasoning and mathematical thinking through practical, real-world applications, as evidenced by projects like the BUDS (Engaging with Beekeepers Using Data Science) initiative. Her research consistently addresses the challenges and opportunities in rural educational settings while promoting inclusive practices for diverse learners including emerging bilingual students. Her research outputs reveal a strong emphasis on teacher professional development through Lesson Study models and the integration of STEM concepts in primary education settings. Recent work examines rural implementation challenges, bilingual learners' statistical reasoning, and the impact of extended professional development on teacher efficacy, with numerous publications in high-impact journals across mathematics education, STEM education, and professional development fields. C. Oswald George Award (2021) C. Oswald George Prize (2015) Peter Holmes Prize (2020) Teachers' Research Exchange (T-REX) Module Innovation Framework Award (2020) Hourigan actively supervises postgraduate students and has secured significant research funding, including a €2.8 million study on teachers' professional journeys. She collaborates extensively with colleagues on projects like Studio LAB Encounters and STEM Café, focusing on becoming STEAM educators. Her work with the National Centre of Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL) has directly informed national curriculum development, including consultation reports on the Draft Primary Mathematics Curriculum. She serves as a key academic advisor to the Department of Education on STEM and Arts education policy. She leads and participates in numerous community engagement initiatives, including Science & Maths Week activities, and has maintained a multi-year partnership with RTE's Home School Hub. Her research consistently bridges theory and practice, with strong connections to teacher education programs and classroom implementation across Ireland.
Elizabeth Anne Warren is a researcher specializing in mathematics education, particularly focusing on Indigenous students and early childhood learning. Her work emphasizes culturally responsive pedagogy, language development in mathematical contexts, and strategies to support disadvantaged learners. She has collaborated extensively with educators to design effective teaching approaches for Indigenous communities and ESL students. Her research spans topics such as pattern generalization, algebraic thinking in young children, and the role of teacher assistants in cross-cultural educational settings. Warren has contributed to professional development frameworks for early years teachers in remote and disadvantaged areas, advocating for quality resources and pedagogical strategies to enhance student engagement. Key themes in her publications include bridging educational gaps for Indigenous learners, analyzing semiotic interactions in mathematics classrooms, and evaluating the impact of oral language on numeracy outcomes. Her work underscores the importance of holistic, culturally inclusive approaches to mathematics education. Notable collaborations: Jodie Miller, Tom Cooper, Annette Baturo Focus areas: Indigenous education, early algebraic thinking, ESL learners Geographic focus: Remote and disadvantaged regions in Australia
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.
Evra Baldinger is an Assistant Professor in the Department of Secondary Education at San Francisco State University, specializing in Mathematics Education. She focuses on equity, justice in education, and teacher learning. With 12 years of experience teaching middle/high school mathematics and dance, she has contributed to student-centered textbooks like CPM's Core Connections series and co-developed SFUSD's Complex Instruction professional development program for math teachers. Education: PhD in Mathematics Education from UC Berkeley (2018), teaching credential from SFSU with certifications in Mathematics and Dance. Prior roles include author/managing editor at CPM Educational Program and teacher in Bay Area public schools. Research interests emphasize equitable classroom systems, teacher noticing for equity, and fostering joyful disciplinary inquiry as resistance. Her work bridges theory and practice through frameworks like TRU (Teaching for Robust Understanding) and Complex Instruction. Collaborations include SFUSD's decade-long teacher professional development initiative. She teaches graduate/credential courses focused on inclusive pedagogy and has co-authored influential mathematics education resources.
Ranza Veltri Torres is an Assistant Professor in Mathematics Education at the University of Minnesota’s College of Education and Human Development (CEHD), Department of Curriculum and Instruction. Her work focuses on humanizing mathematics education to address systemic inequities, particularly for racially minoritized students. She holds a PhD from the University of Wisconsin-Madison, an MA in Teaching from the University of San Francisco, and a BS in Mathematics from the same institution. Dr. Veltri Torres’ research employs narrative inquiry to examine how school mathematics functions as a gatekeeper, advocating for inclusive learning environments. Key areas include narrative mathematics identity frameworks, early algebra development in K-12, and the experiences of students in non-credit bearing developmental math programs. Her scholarship emphasizes reimagining mathematics education through student-centered storytelling and equitable pedagogies. Publications span topics like developmental mathematics narratives, teacher gesture analysis in early algebra, and balancing motherhood and academic labor. She is affiliated with AMTE, NCTM, and AERA. Office hours are held Monday/Wednesday 10:30am-1:00pm at Peik Hall, Minneapolis.
Tze Meng Low is an Associate Research Professor in the Department of Electrical and Computer Engineering at Carnegie Mellon University (CMU), part of the College of Engineering. His research focuses on high-performance algorithms, formal methods, and hardware-software co-design, with an emphasis on achieving performance portability across architectures. He holds a Ph.D. and M.S. in Computer Science and dual B.A./B.S. degrees in Economics and Computer Science from the University of Texas at Austin. His research interests span parallel computing, graph algorithms, machine learning, and cyber-physical systems. He has contributed to projects like the DARPA BRASS initiative, collaborating on adaptive software systems for resource-challenged environments. His work also involves developing tools such as SMaLL and qLD, which address challenges in machine learning library instantiation and genomic analysis. Low has received the Dean’s Early Career Fellowship (2022) and led the $2.7M DARPA-funded BRASS project (2016–2020), supported by SpiralGen, Inc. and academic collaborators. His contributions include code generation frameworks like SPIRAL and advancements in linear algebra-based graph algorithms, emphasizing analytical models and automated code optimization. His research bridges theoretical formal methods with practical implementations, aiming to enhance software reliability and scalability in emerging domains. Collaborations include work on fault-tolerant coded computing and high-assurance systems for cyber-physical applications.
