Chiara Banfi is a researcher at the Institute of Psychology , Faculty of Natural Sciences , University of Graz. Her work spans cognitive psychology, educational psychology, and neuroscience, focusing on reading/spelling deficits, arithmetic development, and healthcare administration. Research Networks : Brain and Behavior (Gehirn und Verhalten) Her publications highlight interdisciplinary research at the intersection of cognitive development, neuroimaging, and clinical medicine. Key trends include: Language-specific impacts on numerical cognition Neurological correlates of dyslexia Immunological responses to SARS-CoV-2 Healthcare system comparisons (electronic vs. paper records) Longitudinal studies of learning disorders She contributes to medical research through analyses of pulmonary hemodynamics and immunological profiles, while her educational psychology studies inform developmental theories of literacy and numeracy.
Lucia Regolin is a Full Professor at the University of Padova, specializing in cognitive science and animal behavior. Her research investigates the origins of mind and cognition through comparative studies, primarily using domestic chicks as a model organism. Her work focuses on numerical cognition, spatial-numerical associations, perceptual grouping, and crossmodal correspondences in animals. Key research themes include prenatal influences on numerical abilities, lateralized cognitive processing, and the evolutionary roots of numerical and spatial reasoning. Her studies bridge developmental psychology, ethology, and neuroscience, emphasizing cross-species comparisons. Recent articles explore how prenatal light exposure impacts number sense, the Bouba-Kiki effect in chicks, and numerical discrimination in shelter dogs. These studies highlight the universality of cognitive mechanisms across species and the role of environmental factors in cognitive development. Dr. Regolin’s research extends to invertebrates, such as spiders and zebrafish, to understand the evolutionary origins of cognitive processes. She collaborates on projects involving comparative cognition and statistical learning in newborn animals.
Darko Odic is an Associate Professor in the Department of Psychology at the University of British Columbia, Faculty of Arts. He holds a PhD from Johns Hopkins University (2014) and is affiliated with the Early Development Research Group, focusing on language, learning, and social understanding in infants and children. His research spans cognitive development, psychophysics, and the interface between language and number representation. Odic teaches courses in developmental, social, and clinical psychology, and his work has been recognized through awards like the Jacobs Foundation Fellowship and APS Rising Star honor. Research Interests: His primary areas include numerical cognition (approximate number system), developmental psychophysics, and how language acquisition interacts with semantic-cognitive processes. Notable projects explore how children’s intuitive number sense develops, the role of non-numeric features in perception, and metacognitive confidence judgments. Publications & Awards: Odic has published extensively on topics like number representation, perceptual discrimination, and educational interventions. His work appears in journals like Developmental Psychology and Perception. Awards highlight his contributions to both research and teaching. Academic Engagement: He advises students in cognitive and developmental psychology and collaborates on interdisciplinary projects involving robotics education and visual perception studies.
Chengyu Li is an Associate Professor in the Department of Mechanical and Aerospace Engineering at Case School of Engineering, Case Western Reserve University. His research program focuses on developing computational models to investigate the underlying flow physics and transport phenomena associated with biological and biomedical flows. Dr. Li received his PhD in Mechanical & Aerospace Engineering from the University of Virginia in 2016, following an M.S. from the same institution in 2014. He completed his undergraduate education with a B.S. in Mechanical Engineering from Dalian Jiaotong University, China, in 2010. Prior to joining Case Western, he served as an Assistant Professor at Villanova University from 2018 to 2024 and completed a postdoctoral position at The Ohio State University (2016-2018). Dr. Li's research spans multiple areas of fluid dynamics with applications in both engineering and healthcare. His work integrates computational fluid dynamics, immersed boundary methods, and high-performance computing to address complex problems in biological locomotion and biomedical flows. Specific research foci include: Bio-inspired propulsion mechanisms, studying how biological systems like insects and ctenophores achieve efficient locomotion Human nasal airflow dynamics, with applications to understanding and treating conditions like empty nose syndrome Fluid-structure interaction in flapping flight, examining how wing flexibility affects aerodynamic performance Odor-guided navigation, investigating how insects balance aerodynamic performance with olfactory sensitivity Analysis of Dr. Li's publication record reveals a strong interdisciplinary approach that bridges fundamental fluid dynamics with practical applications. His recent work shows increasing focus on the intersection of fluid dynamics and sensory biology, particularly how insects use airflow information for navigation. He has maintained a consistent research program in biomedical flows, with particular attention to nasal airflow and its clinical implications across multiple conditions including empty nose syndrome, nasal septal perforation, and olfactory sensitivity. Dr. Li has received several prestigious awards recognizing his research excellence: Young Investigator Program (YIP) Award 2024 from AFOSR Lewis F. Moody Award 2022 from ASME Faculty Early Career Development Program (CAREER) Award 2021 from NSF Ralph E. Powe Junior Faculty Enhancement Award 2019 from ORAU Polak Young Investigator Award 2017 from AChemS Dr. Li leads the Flow Simulation & Flow Physics Lab, where he mentors students in computational fluid dynamics research. His work has been supported by multiple grants including AFOSR FA9550-11-1-0058, AFOSR FA9550-12-1-007 monitored by Dr. Douglas Smith, and NSF CEBT-1313217. He collaborates extensively with researchers across disciplines, including Tyson Hedrick (UNC Chapel Hill), Kai Zhao (OSU), and Haibo Dong (UVa). Dr. Li actively contributes to the academic community through service roles including CFDTC Vice Chair (2024-2026) and Secretary (2022-2024) for ASME, and as a member of the Division of Fluid Dynamics at APS since 2011.
Julia Frugoli serves as an Alumni Professor in the Department of Genetics and Biochemistry at Clemson University's College of Science, where she leads research on plant-microbe interactions with emphasis on symbiotic nitrogen fixation in legumes using Medicago truncatula as a model system. Her educational credentials include: PhD in Plant Pathology & Microbiology from Texas A&M University (2000) PhD in Biological Sciences from Dartmouth College (1998) BS in Biology and Chemistry from Gordon College (1988) Dr. Frugoli's research program investigates how plants sense nitrogen needs and balance them with carbon resources through molecular genetic analysis of nodule development regulation. She specializes in identifying plant genes, hormones, and environmental signals involved in root-shoot communication pathways during symbiosis, with findings applicable to all plants. Her work employs advanced techniques including laser capture microdissection and transcriptome analysis to unravel decision-making processes in plant environmental responses. Analysis of her recent publications reveals a concentrated focus on temporal dynamics of nodulation signaling, with strong emphasis on CLE peptide pathways, autoregulation mechanisms, and cross-talk between symbiotic systems. Her research integrates molecular genetics, signal transduction, and bioinformatics to map communication networks between roots and shoots during early symbiotic events. She actively mentors graduate researchers including PhD candidate Jacklyn Thomas and MS student Rakshya Shah, directing laboratory work that utilizes cutting-edge genomic approaches to dissect plant-microbe communication. Her team has developed specialized protocols for plant transformation and spatially resolved gene expression analysis in legume systems. Dr. Frugoli maintains active engagement with the scientific community through memberships in the American Society of Plant Biologists, Genetics Society of America, and other professional organizations, regularly presenting her work at major international conferences on plant science and symbiosis.
Dr. Kaitlin Bundock is an Associate Professor in the Department of Special Education and Rehabilitation Counseling at Utah State University (USU), where she has served since 2016. She coordinates the Special Education Master's Programs and holds editorial roles for Teacher Education and Special Education . Her research focuses on improving outcomes for students with high-incidence disabilities through mathematics interventions, inclusive practices, and behavioral supports like SWPBIS. She also examines teacher preparation and co-teaching strategies. Education: Ph.D. Special Education, University of Utah (2015) M.Ed. Special Education, University of Hawai’i at Mānoa (2011) B.A. Political Science and Anthropology, Northern Arizona University (2009) Research Interests: Effective mathematics instruction for secondary/post-secondary students with disabilities Implementation of inclusive curricula and strategies School-wide Positive Behavior Interventions and Supports (SWPBIS) Reading assessment and interventions Teacher preparation and professional development Publications & Awards: Over 20 peer-reviewed articles in journals like Learning Disability Quarterly and Journal of Educational Issues . Recipient of the 2021 Must-Read Article Award from the Council for Learning Disabilities. Multiple grants funded, including a $1.5M NSF proposal under review. Advising & Grants: Mentored 20+ graduate and undergraduate students in research and thesis projects. Lead PI on projects like the Rate of Change Intervention and Co-Teaching Evaluation. Labs/Teams: Involved in initiatives like Aggies Elevated, ASSERT (Autism Support Services), and the Multidisciplinary Doctoral Program in Evidence-based Practice.
Dr. Marta Magiera is a Professor in the Department of Mathematical and Statistical Sciences at Marquette University, serving as Director of Mathematics for Secondary School Teachers. Her work focuses on enhancing teacher education and mathematics pedagogy through research in mathematical modeling, algebraic reasoning, and teacher development. She has been awarded a prestigious NSF Early Career Development (CAREER) grant for her project on pre-service teachers’ knowledge of mathematical argumentation and proving. Her research interests include improving K-12 teacher effectiveness through innovative curricula and professional development. Magiera has led or co-led multiple NSF-funded initiatives, including projects to integrate STEM thinking into elementary education and expand computer science access in urban schools. She teaches courses such as The Teaching of Mathematics and Algebra and Geometry for Teachers . Notable grants include a $791,854 NSF CAREER award (2014-2020) and a $300,000 IUSE grant (2022-2025) for fostering STEM thinking in mathematics education. Her publications span journals like Mathematical Thinking and Learning and International Journal of STEM Education , addressing topics from social justice in modeling to teacher noticing skills.
Dr. Mila Marinova is a Research Fellow in the Department of Behavioural and Cognitive Sciences at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences. Her research examines numerical cognition across development, with focus on multilingual and educational contexts. Key research areas: Cognitive mechanisms underlying numerical judgments Bilingual advantages in mathematical processing Semantic integration of number words across languages Neurocognitive processing of symbolic/non-symbolic numbers Educational interventions for mathematical difficulties Recent work investigates conceptual congruency in numerosity judgments, multilingual mathematical competencies, and EEG markers of numerical format integration. Publications demonstrate consistent methodological innovation through neurocognitive measures and cross-cultural developmental studies. Collaborates internationally through the Developmental and Educational Neuroscience Laboratory. Research informs educational practices for multilingual mathematics instruction and interventions for developmental coordination disorders.
Assoc. Prof Joëlle Vlassis is an Associate Professor at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences, Department of Education and Social Work. Her research focuses on mathematics education, particularly early numeracy development, algebraic thinking, and socio-cultural factors influencing learning. She emphasizes problem-based approaches, teacher beliefs, and multilingual education challenges in Luxembourg. Her work explores the role of games in fostering numerical skills and strengthening school-family collaboration. Notable projects include the MathPlay initiative to enhance early math learning through play. She also investigates teacher-student interactions, the conceptual understanding of negative numbers, and the impact of socio-economic contexts on mathematical achievement. Publications highlight her contributions to educational assessment, professional development programs for teachers, and interventions targeting numeracy gaps. Her research bridges theory and practice, aiming to improve teaching methodologies and student outcomes in diverse educational settings.
Sheetal Sood is an Associate Professor of Special Education and Director of Graduate Student Experience at the University of Hartford's College of Education, Nursing and Health Professions. She specializes in preparing pre-service teachers to differentiate instructional strategies for students with disabilities. Her roles include teaching undergraduate/graduate courses and overseeing graduate student development. Education: PhD in Special Education, Lehigh University MEd in Special Education, Lehigh University MA in International Relations, Jadavpur University, India BA in Political Science, Jadavpur University, India Research Focus: Investigates methods to enhance mathematics instruction for pre-K to elementary students at-risk or identified with disabilities. Current work emphasizes Number Sense instruction's impact on mathematics competence in kindergarteners. Also explores early intervention strategies, textbook analysis, and curriculum-based assessments. Teaching Experience: Extensive experience in diverse formats including in-person, hybrid, synchronous, and asynchronous instruction. Developed and directs a fully asynchronous graduate program, gaining expertise in asynchronous course design and review.
Justin Halberda is a Professor in the Department of Psychological & Brain Sciences at Johns Hopkins University, co-directing the Laboratory for Child Development and leading the Vision & Cognition Lab. His research bridges vision, cognition, and language, focusing on numerical estimation, attention, memory, and logical reasoning development. He holds affiliate roles in Cognitive Science and collaborates extensively within the Vision Sciences Group. His work investigates how humans perceive and quantify objects (Approximate Number System), the interaction of visual ensembles with language (e.g., quantifiers like 'most'), and the cognitive foundations of mathematical abilities. Notable contributions include demonstrating links between early number sense and later math achievement. Halberda advises graduate students in experimental psychology and computational modeling, with alumni holding academic and research positions globally. His labs emphasize interdisciplinary methods, combining behavioral experiments, computational models, and cross-disciplinary collaborations.
Alex Copple is a Lecturer in Primary Education at Edge Hill University, specializing in mathematics education and early childhood development. She teaches across Level 4-7 programmes including BA (Hons) Primary Education and Primary PGCE, focusing on mathematics, SSP, and EYFS practices. Her roles include module leadership and training delivery for teacher trainees. Education: MA Specialist Primary Mathematics Practice (2015), Award Date: 30 Jul 2015 Primary Education QTS with English (2003), St Martin's College Catholic Certificate in Religious Studies (2006), Archdiocese of Liverpool Research Interests: Development of early number sense, breaking down barriers to learning in mathematics, and securing foundational mathematical skills. Her work aligns with UN SDG 4 (Quality Education). External Engagement: Professional Development Lead at National Centre for Excellence in the Teaching of Mathematics (NCETM), accredited in early years mathematics CPD Collaborations with North West Three Maths Hub Leadership Experience: Former Senior Leader overseeing EYFS and pre-school development, mathematics subject lead, and governor in school governance.
Elena Bøhler is a university lecturer at Oslo Metropolitan University, affiliated with the Department of Kindergarten Teacher Education within the Faculty of Teacher Education and International Studies. Her work focuses on enhancing early mathematics education in kindergarten settings through research, teacher training, and curriculum development. Institution: Oslo Metropolitan University Faculty: Faculty of Teacher Education and International Studies Department: Department of Kindergarten Teacher Education Role: University Lecturer Her research interests lie at the intersection of early childhood education and mathematics pedagogy. She investigates how progression in mathematical understanding—particularly in number, space, and form—is conceptualized and implemented in kindergarten annual plans and teacher education. She also explores the integration of digital tools such as tablets and multiple-choice testing in early math instruction, aiming to support both children and educators. Her work emphasizes practical application, teacher empowerment, and alignment with national frameworks like the Norwegian Framework Plan for Kindergartens. The trends in her publications from 2012 to 2025 reflect a consistent focus on mathematical progression, digitalization in early education, and teacher professional development. Her articles span empirical studies, historical analyses, and practical pedagogical guides, demonstrating a commitment to both scholarly rigor and classroom relevance. Keywords across her work include early mathematics, curriculum design, digital learning, and teacher education. Elena Bøhler actively contributes to educational dissemination through seminars and publications aimed at practitioners and teacher educators. She collaborates with institutions such as the National Center for Mathematics in Education and engages with municipal educational programs. While no formal scientific awards are listed, her sustained publication record and leadership in subject development underscore her impact in the field. She advises on curriculum implementation and pedagogical design, particularly in mathematics and science for young children. Her outreach includes workshops, conference presentations, and co-developed educational materials. Though no formal grants or named research teams are mentioned, her collaborative projects suggest involvement in broader educational initiatives. Elena leads the subject area '5' as study leader and contributes to the advancement of kindergarten teacher education through curriculum innovation and teacher support. Her work fosters close connections between theory and practice in early childhood mathematics education.
Leanne Ketterlin Geller is a Professor and Texas Instruments Endowed Chair in Education at Southern Methodist University (SMU). She directs the Research in Mathematics Education unit and focuses on developing formative assessment systems to support students with mathematics difficulties, particularly in K-8 settings. Her work spans national and international collaborations in STEM education and has received extensive funding from agencies like the U.S. Department of Education and the National Science Foundation. Her research emphasizes learning progressions , data-based individualization , and universal design in assessment. She has secured over $14 million in grants for scaling math interventions like Fraction Face-Off, aiming to improve algebra readiness through rational number instruction. Key Grants: $14 million (2025) for national scalability of Fraction Face-Off $8 million (2021) for replication studies of the same intervention $3.8 million (2023) for Promoting Algebra Readiness $3 million (2022) for Project STAIR 2.0 Dr. Ketterlin Geller collaborates with educators globally, contributing to educational policy , teacher training, and parent engagement programs. Her publications include frameworks for accessible assessment, cognitive diagnostic models, and strategies for improving math outcomes for students with disabilities.
Jian-Ping Wang is a Distinguished McKnight University Professor and holds the Robert F. Hartmann Chair in the Department of Electrical and Computer Engineering at the University of Minnesota's College of Science and Engineering. His research group, the Nanomagnetism and Quantum Spintronics Lab (Nanospin), is actively engaged in cutting-edge research at the intersection of nanomagnetism, spintronics, and biomedical applications. Professor Wang's research interests span a broad spectrum of nanomagnetic and quantum spintronic phenomena. His work focuses on developing novel magnetic materials with extremely high magnetic anisotropy, giant saturation magnetization, high spin polarization ratio, and large spin-orbit torque. His group investigates applications of these materials in next-generation information storage and computing, biomedical technologies including disease early detection and neuron stimulation, and green energy solutions. Specific research programs include studying L1 0 -FePd materials for scalable spintronics, developing synthetic antiferromagnetic magnetic tunnel junctions, and exploring voltage control of magnetic properties for energy-efficient devices. Analysis of Professor Wang's recent publications reveals a strong emphasis on spin-orbit torque phenomena, voltage-controlled magnetism, and biomedical applications of magnetic nanoparticles. His work bridges fundamental physics with practical applications, particularly in developing energy-efficient spintronic memory and logic devices, magnetic particle imaging for biomedical diagnostics, and micromagnetic neurostimulation technologies. The research shows increasing interdisciplinary collaboration, particularly with neuroscience and biomedical engineering fields. Distinguished McKnight University Professor Robert F. Hartmann Chair NSF Graduate Research Fellowship (awarded to student Onri Jay Benally) Professor Wang has successfully advised numerous PhD students including Dr. Renata Saha (thesis on micromagnetic neurostimulation), Dr. Deyuan Lyu (thesis on advanced perpendicular magnetic tunnel junctions), and Dr. Jianxin Zhu (thesis on molecular dynamics simulation of magnetic thin films). His research is supported by substantial funding from multiple sources including the National Science Foundation, Department of Energy, Western Digital Corporation, and SRC, INC. Current projects include Minnealloy (Critical-Material-Free High-power High-Frequency Transformers), NSF-MeitY: Energy-efficient quantum materials based magnetic tunnel junctions, and Ni 4 W for Energy-Efficient, Field-Free and Ultra-Fast Switching SOT MRAM. Professor Wang leads the Nanomagnetism and Quantum Spintronics Lab (Nanospin), which is affiliated with multiple research centers including the C-SPIN Center, SMART Center, Spin Valley, and Minnesota NeuroSpin Initiative. His lab maintains strong collaborations across disciplines, particularly with neuroscience researchers for developing magnetic neurostimulation technologies and with materials scientists for developing novel magnetic materials. The research group actively participates in the broader spintronics community through these centers and initiatives.
