Dr. Bernadette van de Rijt is an Associate Professor at Utrecht University's Faculty of Social and Behavioural Sciences, specializing in Youth and Family studies. She holds leadership roles as Director of the Bachelor's Program in Pedagogical Sciences and serves on the U-council (2023–2025). Her research examines adolescent development characteristics and determinants, with expertise in cognitive assessment tools. Research Focus: Her work spans adolescent psychology, early mathematical ability measurement, and family dynamics. She co-developed standardized instruments like the Utrechtse Getalbegrip Toets-Revised (Dutch Number Sense Test) and the Finnish adaptation Lukukäsitetesti , advancing cross-cultural cognitive assessment methodologies. Professional Activities: Invited speaker at the Sixth European Conference for Research on Learning and Instruction (1995) on early mathematical ability scales Sustained contributions to academic test development (2005–2009)
Hanna Palmér is a Professor in Mathematics Education at Linnaeus University, where she serves as Vice Chancellor for Teacher Education programs, overseeing the university's largest educational program. She is affiliated with the Department of Mathematics within the Faculty of Technology, where she teaches mathematics didactics courses and supervises independent projects for teacher education programs. Her research focuses on young children's (0-12 years) mathematics learning and teachers' professional development with emphasis on mathematics instruction. Her work explores problem solving and problem formulation as starting points for preschool mathematics education, the development and implementation of toddlers' number sense and early arithmetic skills, and mathematics through digital tools and programming in preschool and school settings. She collaborates with teachers and children across multiple preschools, preschool classes, and schools. Her recent publications demonstrate strong trends in early mathematics education, particularly examining how young children develop numerical understanding through play, problem-solving activities, and digital tools. Her research shows how mathematical concepts can be integrated into everyday preschool activities while maintaining educational integrity. A significant portion of her work examines the role of teachers in facilitating mathematical learning through intentional pedagogical approaches that bridge play and formal instruction. Professor Palmér leads several significant research projects including PIF (Problem Solving in Preschool Class), SUMI (Study of Scaling and Modeling of Early Numerical Innovation), and participates in VR-funded projects. She is the project leader for the SUMI study (2023-2025), which aims to develop scientifically grounded models for implementing mathematics instruction focused on numbers and early arithmetic in preschool on a large scale. She actively supervises independent projects in mathematics didactics for both primary teacher education and special education teacher programs. Her grant funding comes primarily from the Swedish Research Council for Education and Research (Skolforskningsinstitutet) and the Swedish Research Council (Vetenskapsrådet), supporting multiple longitudinal studies on early mathematics education. Professor Palmér co-leads the Mathematics Education research group at Linnaeus University and is part of the Digi-group, which researches the use of digital tools in preschool and school instruction. She also co-leads the EMLA (Early Mathematics Learning and Awareness) seminar series with Camilla Björklund from the University of Gothenburg, bringing together senior and junior researchers and teacher educators with special interest in mathematics learning in early ages (0-8 years).
Logan Walsh, PhD serves as an Assistant Professor in the Department of Human Genetics at McGill University and is affiliated with the Goodman Cancer Institute. His research laboratory employs integrated experimental and computational methodologies to investigate the genetic basis of cancer and the role of the tumor immune microenvironment in therapeutic response. Dr. Walsh's research spans cancer genetics , tumor immunology , and translational oncology , with concentrated efforts on pediatric gliomas , lung adenocarcinoma , and osteoarthritis-related immune dysregulation . His laboratory leverages advanced spatial immune mapping and bioinformatics to dissect cellular interactions within tumor microenvironments, emphasizing myeloid population dynamics and immune suppression mechanisms. Analysis of recent publications reveals a pronounced trend toward spatial biology and immune microenvironment characterization across multiple cancer types. Key methodologies include imaging mass cytometry , digital pathology AI workflows , and computational modeling to identify therapeutic vulnerabilities in gliomas, lung cancer, and melanoma metastases, with emerging work on obesity-cancer interactions. Dr. Walsh leads the Walsh Lab, a collaborative environment comprising clinicians, scientists, and bioinformatic specialists focused on translational cancer research. The laboratory's work bridges basic discoveries with clinical applications to improve cancer diagnostics and develop novel immunotherapeutic strategies targeting microenvironmental interactions.
Hui Fang 'Angie' Su is a Professor and Lead Faculty of Mathematics Education at Nova Southeastern University's Fischler College of Education. She created Project MIND - Math Is Not Difficult®, a K-12 mathematics enhancement program implemented in hundreds of classrooms globally. Su was recently named one of Chapter 23's Positive Change Makers in the World 2023 and contributed to Florida's Next Generation Sunshine State Standards for Mathematics. Su's research focuses on innovative mathematics education approaches, STEM engagement strategies, and specialized methods for teaching mathematics to autistic students and gifted learners. Her Project MIND initiative has transformed mathematics instruction through creative pedagogical approaches that build conceptual understanding and reduce mathematics anxiety. Her publications demonstrate extensive work in mathematics education innovation, with recent articles examining arts integration in STEM, collaborative distance learning tools, geometry education games, and specialized mathematics instruction for autistic learners. Her research spans educational technology integration, special education adaptations, and curriculum development. Honors include: Presidential Award for Excellence in Mathematics and Science Teaching Governor's Points of Light Award Mathematics Teacher Educator of the Year (2009) Distance Learning Visionary Award (2013) Sun-Sentinel Community Service Award (2007) Su currently serves as President of the Florida Association of Mathematics Teacher Educators and has been recognized through the dedication of The Dr. Hui Fang Angie Su Neighborhood School House in 2015.
Dr. Catharina W. Middleton serves as Assistant Professor and Coordinator of Early Childhood Education in the Department of Education, College of Education and Social Sciences at Coastal Carolina University. Previously, she held an Assistant Professor position in Mathematics Education at East Carolina University, bringing extensive K-12 experience including 14 years as a public school teacher and National Board Certification as an Early Childhood Generalist. Her academic credentials include: Bachelor of Arts in Elementary Education (Biology concentration) from North Carolina Central University Master of Education in K-8 Mathematics Education from University of North Carolina at Chapel Hill Ph.D. in Culture, Curriculum and Change (Elementary Mathematics Education concentration) from University of North Carolina at Chapel Hill (2013) Dr. Middleton's research centers on early childhood mathematics and science education through inquiry-based instruction and formative assessment. She investigates how professional development, school-level factors, and teacher characteristics influence instructional practices and student learning opportunities. Her work particularly addresses preservice teachers' development of high-quality mathematics instruction frameworks, informed by her background as a district mathematics specialist and instructional coach. Analysis of her 2016-2018 publications reveals consistent focus on primary mathematics education, examining technology-enhanced formative assessment tools, TPACK development, and professional development impacts on student achievement. Her collaborative research demonstrates methodological diversity across journal articles and handbook chapters, with strong emphasis on practical classroom applications. No scientific awards were documented in the source materials. Dr. Middleton has managed research grants and served as project manager for mathematics education initiatives. Her professional trajectory—from classroom teacher to district specialist to academic researcher—provides unique perspective for mentoring future educators and developing practitioner-focused research. She maintains active engagement with K-12 mathematics education communities through her coordinator role and research partnerships.
Linda Venenciano is a Professor of Education at Pacific University, serving as the BEd Program Chairperson and Interim Director. She specializes in mathematics education, focusing on early childhood through high school preservice teachers. Her work emphasizes curriculum development, equity strategies in teaching, and algebra readiness. Previously, she held roles at the University of Hawai‘i’s Curriculum Research & Development Group, including Interim Director and faculty member. Venenciano’s research spans measurement-based learning, teacher training, and addressing educational inequities through innovative curricula. She contributes to the journal Investigations in Mathematics Learning as an editorial board member. Her scholarship integrates practical classroom strategies with theoretical frameworks to enhance mathematical understanding and teacher effectiveness. Her research interests include early algebraic thinking, the application of Davydov’s curriculum approaches, and fostering equity through pedagogical innovation. Venenciano advocates for curricula that promote deep conceptual understanding over rote memorization, particularly in foundational mathematical concepts like number sense and measurement. She has developed classroom-ready tasks and professional development modules to support educators in implementing student-centered learning environments. Key themes in her recent articles include leveraging microteaching models for equity-focused teacher training, analyzing student misconceptions in foundational math topics, and designing curricula to bridge gaps in algebra preparedness. Her work often highlights the importance of nonnumeric quantities and relational thinking in early mathematical development. Venenciano’s contributions address both K-12 and higher education contexts, aiming to create inclusive and effective learning experiences.
Richard Harvey-Swanston is a Senior Lecturer in the School of Education, Sport and Health at the University of Brighton. He specializes in Mathematics Education and Teacher Professional Development, with a focus on cross-school collaboration and Lesson Study. He holds a PhD student status examining teachers' conceptions of mathematics representation and its impact on teaching practices. His roles include coordinating professional development programs for the University of Brighton Multiacademy Trust and serving as a School Governor and Trustee. Education: PhD (ongoing), University of Brighton (2024–present) MA Education (Distinction), University of Brighton (2015–2018) MaST in Mathematics Specialist Teaching, University of Brighton (2015–2017) PgCE, University of Warwick (2006–2007) BSc (Hons) Biomedical Chemistry, University of Warwick (2003–2006) His research explores how teacher expertise and professional development programs influence children's mathematical understanding. He emphasizes fostering curiosity and connected knowledge in mathematics education through collaborative teaching practices. Key interests include fluency in arithmetic, adaptive teaching strategies, and systemic approaches to school improvement. Awards: Fellow of the Higher Education Academy Harvey-Swanston has led projects such as 'Improving mathematics attainment through Lesson Study' and co-developed a trust-wide PD program. He actively contributes to professional networks like the Chartered College of Teaching and British Society for Research into Learning Mathematics.
Dr Marco Debiasi is Research Fellow in Experimental Aerodynamics at Cranfield University’s Centre for Defence Engineering & Physical Science, UK. After graduating from the University of Padova, he earned an MS (1998) and PhD (2000) in Mechanical & Aerospace Engineering from University of California, Irvine. He subsequently led experimental programmes at Ohio State University, National University of Singapore (Head, Experimental AeroScience Group 2009-2017) and, since 2018, Cranfield University. Education PhD Mechanical & Aerospace Engineering, University of California, Irvine (2000) MS Mechanical & Aerospace Engineering, University of California, Irvine (1998) Degree (structural integrity/fatigue), University of Padova Research Interests Dr Debiasi’s activities centre on experimental aerodynamics and flow control . Current themes include high-speed flow measurements, advanced sensors & actuators for active control, morphing aerodynamic surfaces, and aero-acoustic noise mitigation. His prior work spans micro air vehicle design, swept grid-fin development, plasma-based flow control, cavity-flow aeroacoustics and jet-noise reduction. Publication Trends Across more than 60 refereed works since 1998, a clear evolution is evident: early studies on supersonic-jet noise and cavity flows (1998-2006) transitioned to morphing-wing MAV technologies and smart-material actuators (2007-2017), followed by recent high-speed exhaust and installation-effect investigations (2018-present). The corpus integrates experimental fluid dynamics with emerging AI-driven data analysis, reflecting continuous adaptation to contemporary aerospace challenges. Current Supervision & Funding Dr Debiasi presently supervises PhD and MSc researchers at Cranfield University. Recent projects are supported by Reaction Engines Ltd., Rolls-Royce Plc and the Cranfield Air & Space Propulsion Institute (CASPI). Laboratory & Team He conducts experiments within the Aeromechanical Systems Group laboratories, leveraging Cranfield’s national-level wind-tunnel and high-speed flow facilities for defence and aerospace applications.
Linda Catherine Parish is a Lecturer in the School of Education, part of the Faculty of Education and Arts. Her research focuses on mathematics education, particularly the identification and support of mathematically gifted students. She has conducted extensive studies on self-limiting mindsets in young gifted students, creativity in problem-solving among highly capable learners, and the efficacy of targeted intervention programs like 'Extending Mathematical Understanding' and 'Let’s Count.' Her work emphasizes closing numeracy gaps in underprivileged communities through whole-school approaches. Key contributions include analyzing the cognitive challenges faced by elementary students in number sense development, exploring the 'mystery' of numerical misalignment in young learners, and collaborating with Aboriginal teaching assistants to bridge educational equity gaps in the Kimberley region. Parish has presented at numerous conferences, including MERGA and PME, and her thesis on mindset interventions underscores her commitment to fostering talent development in mathematics. Her research integrates theoretical frameworks with practical interventions, aiming to enhance educational strategies for gifted students and improve foundational mathematical skills in early childhood education.
Michelle Hurst is an Assistant Professor in the Department of Psychology at Rutgers, The State University of New Jersey, located on the Busch Campus. Her research focuses on systematic variation in human cognition across development, particularly in mathematical and numerical reasoning. She explores how cognitive strategies evolve from infancy through adulthood, with a focus on proportional reasoning challenges in older learners versus intuitive skills in young children. Her lab employs behavioral experiments, computational models, and developmental perspectives to advance cognitive theories and improve educational practices. They emphasize open science principles, including pre-registration and data sharing, supported by funding from the NIH’s Eunice Kennedy Shriver National Institute of Child Health and Human Development. Key research interests include the development of numerical understanding, the transition from informal intuitions to formal math skills, and contextual influences on reasoning strategies. Her work bridges cognitive science and education to address barriers in learning complex mathematical concepts like fractions and decimals. The lab fosters an inclusive environment, prioritizing diversity and accessibility in both research and practice. Recent publications highlight investigations into proportional reasoning strategies, cross-notation knowledge of fractions/decimals, and contextual effects on quantitative judgments. Her interdisciplinary approach integrates developmental psychology, experimental methods, and educational theory to tackle foundational questions in cognitive science and STEM education policy.
Angela Rogers serves as an Adjunct Industry Fellow at RMIT University's School of Education, based at the Bundoora East campus in Australia. She maintains an active research and teaching profile focused on primary mathematics education with particular expertise in place value understanding and assessment design. Her research interests center on Curriculum and Pedagogy, with specific focus areas including: Primary school mathematics education Number and place value concepts Assessment design and development Formative assessment techniques Rasch modelling applications Curriculum development Growth mindset in mathematics learning Educational app development Teacher education programs Dr. Rogers is available for Masters Research or PhD student supervision, with current projects including "Exploring the Efficacy of a Spatial Reasoning Approach to Teaching and Learning Fractions in the Early Years" (2017). Her scholarly work demonstrates consistent focus on evidence-based approaches to mathematics assessment, particularly in developing developmental progressions for whole number place value understanding in Years 3-6 students. She has contributed to the field through the development of assessment tools like the PVAT-O (Place Value Assessment Tool - Online), bridging theoretical research with practical classroom applications.
Dr. Daniel Wathanyu Eggler is an early-career academic at the School of Mechanical and Manufacturing Engineering at UNSW Sydney, specializing in acoustics, vibration, and active control systems. His research focuses on vibro-acoustic phenomena, active cloaking technologies, and illusion-based noise control methods. He integrates work-integrated learning into his teaching, emphasizing hands-on engineering design projects across multiple undergraduate years. Key research areas include acoustic cloaking using boundary element methods, noise reduction in fluid-structure interactions, and the development of active systems for acoustic illusion generation. His work spans theoretical modelling, computational acoustics, and experimental validation of novel control strategies for mechanical systems. Dr. Eggler has published extensively in high-impact journals such as Journal of Sound and Vibration and Applied Acoustics , with a focus on cylindrical shell acoustics, flow-induced noise, and metamaterial applications. Despite no listed awards or grants, his active collaboration with industry through work-integrated learning projects demonstrates engagement with practical engineering challenges.
Michelle A. Hurst is an Assistant Professor at Rutgers University in both the Department of Psychology and the Center for Cognitive Science . She is the Principal Investigator of the Quantitative Development Lab (The QUAD Lab), where she explores systematic variation in human cognition across development and context. Dr. Hurst earned her PhD in Psychology from Boston College (2017) and completed a postdoctoral fellowship at the University of Chicago (2017–2022). Her research bridges cognitive, developmental, and educational psychology through behavioral experiments, computational models, and a focus on proportional reasoning and mathematical cognition in infants to adults. Her recent work examines how contextual factors influence mathematical intuitions, particularly in fraction and decimal understanding. She advocates for open science practices, including pre-registration and open data. Her lab’s research has been funded by the NICHD , and she is actively recruiting graduate students and postdocs for Fall 2025. Dr. Hurst’s scientific awards include: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) grant She collaborates with researchers at the University of Chicago, Boston College, and other institutions to advance understanding of cognitive development and educational interventions.
Dr. Heidi Hellstrand is a Lecturer at Åbo Akademi University's Faculty of Education and Welfare Studies , specializing in mathematical learning, dyscalculia assessment, and educational psychology. Her research bridges cognitive science and special education. Active in math learning disabilities identification Developed the FUNA-DB Screener online diagnostic tool Conducted cross-national comparisons between Finland and Sweden She has published extensively on word problem-solving skills, numeracy assessment, and intervention effectiveness in elementary education, with recent 2025 work focusing on meta-analytic reviews and digital evaluation frameworks. Her projects frequently involve collaborations with researchers across Nordic countries, funded by the Swedish Cultural Foundation. Dr. Hellstrand has presented at international conferences on mathematical learning difficulties and sustainability of special education practices. She actively contributes to public discourse through media interviews in outlets like Vasabladet and Skolporten , advocating for early math skill development in preschoolers.
Dr. Malenka M Bissell is an NIHR Academic Clinical Lecturer at the University of Leeds since 2017. Her research focuses on cardiac MRI applications in congenital heart disease , particularly 4D flow MRI for neonatal and fetal phenotyping. She utilizes advanced technologies like smart sync ultrasound gating for fetal MRI and non-sedated imaging protocols. Educational Qualifications : MD, DPhil in Cardiovascular Medicine, MRCPCH (Membership of the Royal College of Paediatrics and Child Health) Research Interests : Her work bridges cardiovascular imaging and clinical translation , with emphasis on: 4D Flow MRI for hemodynamic assessment in bicuspid aortic valve and coarctation of the aorta Fetal/Neonatal Cardiology through innovative imaging protocols Genetic Underpinnings of congenital heart defects via genomic analysis Computational Modeling of blood flow dynamics in valvular and vascular diseases Research Trends : Her recent publications (2024–2025) highlight: Integration of 4D Flow MRI with computational fluid dynamics for pressure gradient and turbulence analysis Development of non-sedated neonatal imaging protocols using compressed sensing Genomic studies identifying rare CNVs in bicuspid aortic valve disease Exploration of fetal MRI for prenatal diagnosis of pulmonary vein and aortic abnormalities Academic Affiliations : She is affiliated with the Leeds Institute of Cardiovascular and Metabolic Medicine , Biomedical Imaging Science , and the Multidisciplinary Cardiovascular Research Centre . Teaching & Supervision : Dr. Bissell supervises students in postgraduate programs including International PhD Academy , MSc Medical Imaging , and BSc Cardiovascular Imaging , while teaching paediatric cardiology modules.
