جست‌وجوی استاد و پژوهشگر

Nesrin Cengiz-Phillipsمشاهده پروفایل

دانشیار

• Mathematics Education
• Teaching Practices in Mathematics
• Students' Learning with Understanding
• +۶ مورد دیگر

Nesrin Cengiz-Phillips is an Associate Professor of Mathematics Education in the Department of Mathematics and Statistics at the University of Michigan-Dearborn, within the College of Arts, Sciences, and Letters. She teaches mathematics content and methods courses for pre-service teachers and graduate courses for education students in the College of Education, Health, and Human Services (CEHSS). She also advises students in the Master of Arts in Education with Mathematics Leadership endorsement program. Dr. Cengiz-Phillips holds a PhD and Master’s in Mathematics Education from Western Michigan University and has been a faculty member at UM-Dearborn since September 2007. She integrates teaching and research, using her own and colleagues' classrooms as sites for improving teacher education and student understanding of mathematics. Her research centers on how students make sense of mathematics, emphasizing equitable and inclusive classroom environments where all thinking is valued. She investigates productive teaching practices, students’ conceptual learning, and ways to enhance mathematical reasoning, particularly in elementary and middle school contexts. Her work supports the development of deep understanding through discussion, representation, and problem-solving. The available publications, spanning 2009–2011, reveal a consistent focus on enhancing mathematical thinking. Key themes include whole-group discussion strategies, student-generated representations, and conceptual understanding of fractions and decimals. Her research promotes active, student-centered pedagogy in mathematics education. She has published in respected journals such as Journal of Mathematics Teacher Education , Teaching Children Mathematics , and Mathematics Teaching in the Middle School . Dr. Cengiz-Phillips collaborates with colleagues to improve teacher preparation and enjoys working directly with K–12 students and teachers in Michigan. She is committed to the belief that all individuals can understand mathematics when provided with appropriate opportunities and supportive learning environments.

Gunnhild Saksvik-Raanesمشاهده پروفایل

دانشیار

• Mathematics Education
• Early Childhood Education
• Formative Assessment
• +۳ مورد دیگر

Gunnhild Saksvik-Raanes is an Associate Professor in the Mathematics Department at the Institute of Natural Sciences, Mathematics, and Social Sciences , Diakonhjemmet University College. Her work focuses on early childhood mathematics education, particularly transitions from kindergarten to school, number understanding, formative assessment, and math difficulties. Education: 2011: General Teacher Education (Norwegian, Mathematics, Special Education) at HiST 2013: Master’s in Special Education (Math Difficulties) at NTNU 2023: Higher Education Pedagogy at DMMH 2024: Doctorate in Mathematics Didactics (Educational Science) at NTNU Her research emphasizes digital assessment tools for evaluating number sense in young children and improving formative assessment strategies during the critical transition from kindergarten to school. She has developed frameworks for designing and validating digital tasks to address math difficulties and enhance learning analytics. Recent publications highlight her contributions to early numeracy assessment , including the design of adaptive digital tools and analysis of cognitive factors influencing task difficulty. Her work bridges educational technology with practical pedagogical interventions. She teaches courses in Language, Text, and Mathematics across bachelor’s, profile, and specialization programs, integrating her expertise in mathematics education and special education.

• Mathematics Education
• Primary School Mathematics
• Cognitive Flexibility
• +۳ مورد دیگر

Prof. Dr. Elisabeth Rathgeb-Schnierer is a faculty member at the University of Kassel, specializing in the didactics of mathematics with a focus on primary school education. Her research examines cognitive flexibility in mental arithmetic, differentiated instruction for heterogeneous learning groups, and the development of mathematical reasoning in early education. Her work emphasizes open learning opportunities, diagnostic teaching strategies, and practical implementations of mathematical concepts in primary classrooms. She has co-developed educational frameworks for arithmetic reasoning and number sense training through collaborative projects like PRIMA. Key research areas include: Cognitive flexibility in arithmetic Heterogeneous learning group dynamics Diagnostic teaching methods Mathematical games for transition education

Stein Arnold Berggrenمشاهده پروفایل

دانشیار

• Mathematics Education
• Teacher Education
• Primary School Education
• +۳ مورد دیگر

Stein Arnold Berggren is an Associate Professor in the Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies at Østfold University College's Faculty of Education. He has been employed at the institution since 2013, bringing extensive experience from high school teaching to his current role in teacher education. His educational background includes: Cand. Scient (Major) in Applied Mathematics from Luleå University of Technology Practical Pedagogical Education (PPU) Berggren specializes in mathematics education for primary school teacher training (grades 1-7), with particular expertise in interdisciplinary approaches and beginner's training. He is renowned for his work with the Storyline teaching method, which integrates narrative structures into educational practice to create engaging, interdisciplinary learning experiences. His research bridges mathematics education with language development, creative arts, and digital tools, developing holistic approaches to teacher preparation. He has published extensively on making mathematics accessible through storytelling and real-world applications, with a strong focus on the youngest learners. His recent publications (2023-2025) demonstrate a clear evolution toward integrating sustainability into mathematics education, incorporating digital innovation in teaching practices, and applying narrative methods to complex contemporary topics including AI literacy. This work maintains a strong mathematical foundation while addressing 21st century educational challenges through the distinctive Storyline approach. His significant research contributions include: Cross-curricular teaching and learning for the 21st century skills Didactics in Mathematics, Science and Technology (DiMaNaTe) Creativity, art and innovation in education, practice and research Current projects focus on language use in mathematics education and innovations in teacher education environments. His collaborative work with colleagues like Pål Espen Olvik Jom, Ragnhild Louise Næsje, and Kristine Høeg Karlsen reflects his commitment to interdisciplinary approaches in both research and teaching practice. Berggren maintains an active presence in Norwegian educational discourse through publications in academic journals and professional venues, consistently bridging theoretical research with practical classroom applications to improve mathematics education for young learners and their teachers.

Keith Willisonمشاهده پروفایل

استاد

• Biochemistry
• Cell Biology
• Medicinal Chemistry
• +۵ مورد دیگر

Professor Keith Willison is a Professor of Chemical Biology at the Department of Chemistry, Imperial College London, part of the Faculty of Natural Sciences. He has held academic positions including Weston Visiting Professor at the Weizmann Institute of Science and Scientist/Team Leader at the Institute of Cancer Research. His research focuses on eukaryotic protein folding, single molecule approaches to protein dynamics, and interdisciplinary chemical biology. He co-founded the Centre for Doctoral Training in Chemical Biology and the Institute of Chemical Biology, training over 250 PhD students in Chemical Biology. His work integrates physics, mathematics, and engineering to address biological problems such as cancer drug discovery and artificial cell design. Education: PhD in Biochemistry, University of Cambridge (1975–1978) BSc (Hons) in Biochemistry, University of Sussex (1972–1975) Research Interests: His lab explores protein dynamics, single molecule proteomics, and clinical applications of microfluidic technologies like the MAC chip. Key areas include quantifying protein copy numbers in single cells, studying molecular noise in signaling networks, and developing label-free detection methods for clinical diagnostics. Articles Overview: Recent work spans copper homeostasis in neurodegeneration, COPD biomarker detection via microfluidics, and malaria parasite proteome analysis. His contributions highlight advancements in single-cell and single-molecule methodologies. Awards & Grants: Funding from EPSRC, Cancer Research UK, and the British Heart Foundation supports his research. He leads interdisciplinary teams and oversees training programs in Chemical Biology. Labs & Teams: Active in the Institute of Chemical Biology and Molecular Sciences Research Hub, focusing on translational research and technology development for clinical applications.

Nathalie Sinclairمشاهده پروفایل

استاد

• Mathematics Education
• Embodied Cognition
• Aesthetic in Mathematics
• +۵ مورد دیگر

Dr. Nathalie Sinclair is a Professor in the Faculty of Education at Simon Fraser University (SFU), recognized as a Distinguished SFU Professor. Her work focuses on the interplay of embodied cognition, aesthetics, and digital technologies in mathematics education, with notable research areas including the role of dynamic geometry software, Indigenous mathematics (e.g., Tla'amin stone fish traps), and early childhood spatial reasoning. Research Highlights: Development of TouchCounts , a multitouch digital tool for number learning. Investigation of gestural communication and tangible mathematics learning. Exploration of the aesthetic dimensions of mathematical thinking and teacher education. Awards & Recognition: 2019 Svend Pedersen Lecture Award 2017 Royal Society of Canada Membership 2014 SFU Excellence in Graduate Supervision Award Her publications span over 100 books, chapters, and articles, emphasizing the transformative potential of technology in mathematics education and the integration of body-based, sensory experiences in learning. She has supervised numerous graduate students and contributed to international curriculum development initiatives, including the Mathematics Teacher in the Digital Era project.

• Neuroscience
• Cognitive Neuroscience
• Animal Behavior
• +۳ مورد دیگر

Elena Lorenzi is an Assistant Professor at the Center for Mind/Brain Sciences (CIMeC) at the University of Trento . Her research focuses on neuroscience , cognitive development , and animal behavior , utilizing domestic chicks as a model system to study innate brain mechanisms . Department: Center for Mind/Brain Sciences (CIMeC) University: University of Trento Email: elena.lorenzi@unitn.it Her work explores brain lateralization , numerical cognition , and social behavior in avian species. Using techniques like fMRI and Manganese-enhanced MRI , she investigates neural activation patterns , memory formation , and biological motion processing in newborn chicks. Research spans comparative neurobiology , developmental neuroscience , and animal cognition . Recent publications examine innate number sense , transmembrane water dynamics in brain metabolism, and neural substrates of social predispositions in avians. Her studies often intersect neuroimaging with behavioral analysis to uncover evolutionary conserved cognitive mechanisms . She collaborates with researchers like Giorgio Vallortigara , Anastasia Morandi Raikova , and Uwe Mayer . Current projects involve chick embryo models , neural activation mapping , and quantitative perception studies in non-mammalian species.

Helena P. Osanaمشاهده پروفایل

استاد

• Mathematical Cognition
• Mathematics Education
• Instructional Factors
• +۶ مورد دیگر

Helena P. Osana is a Professor in the Department of Education at Concordia University and currently serves as a Visiting Professor at the University of Wisconsin-Madison while on sabbatical. She holds the Concordia University Research Chair in Mathematical Cognition and Instruction and focuses on children’s mathematical thinking, instructional interventions, and professional development for teachers. Ph.D. in Educational Psychology (University of Wisconsin-Madison, 1998) M.A. in Mathematics and Science Education (University of British Columbia, 1989) B.Sc. in Mathematics and Statistics (McGill University, 1986) Her research explores how children interpret mathematical representations (e.g., manipulatives, diagrams) and how instructional strategies can enhance conceptual understanding in areas like fractions, place value, and number sense. She emphasizes the role of analogical reasoning, symbolization, and the integration of conceptual and procedural knowledge in learning mathematics. The trends in her recent publications highlight empirical studies on manipulatives, contextual effects on problem-solving, dual representation, and relational thinking in elementary and secondary students. Her work often involves classroom-based interventions and collaborations with teachers to bridge cognitive theory and pedagogical practice. Scientific Awards and Grants : Concordia University Research Chair in Mathematical Cognition and Instruction SSHRC Grant: Fostering conceptual understanding of number and place value with manipulatives SSHRC Grant: Instructional factors affecting integrated mathematical knowledge in second-graders SSHRC Grant: Improving children’s understanding of mathematical equivalence Dr. Osana advises graduate students in the Department of Education and leads the Mathematics Teaching and Learning Lab (MTLL) , which investigates classroom-based strategies to support children’s mathematical thinking from preschool to eighth grade. Her findings inform professional development programs for teachers, particularly in early mathematics education.

• Mathematics Education
• Computer Science Education
• Early Childhood Education
• +۵ مورد دیگر

Jessica Shumway is an Associate Professor at the Emma Eccles Jones College of Education and Human Services at Utah State University, affiliated with the School of Teacher Education & Leadership . Her research focuses on integrating mathematics and computer science in early childhood education, leveraging coding toys and digital technology to enhance computational thinking and mathematical reasoning. Her work emphasizes expansive framing corporeal comfort in STEM norming "novelty" in elementary CS robotics-based learning spatial and numerical literacy . Recent publications highlight trends in cross-curricular teaching , digital tool design , and formative assessment for computational thinking. While no explicit awards or student advising details are listed, her research addresses pedagogical gaps in technology-supported K-12 mathematics and coding instruction.

• Computer Systems
• Network Applications
• Protocols
• +۳ مورد دیگر

Voravit Tanyingyong is a Lecturer at Kungliga Tekniska Högskolan (KTH Royal Institute of Technology) working in the Division of Communication Systems within the School of Electrical Engineering and Computer Science. He has been working at KTH since 2003, demonstrating a long-standing commitment to the institution. His contact information includes telephone number +46 8 790 42 08 and email voravit@kth.se, with his office located at Malvinas Väg 10. Dr. Tanyingyong received his PhD in Information and Communication Technology from KTH in 2021, with his doctoral thesis titled "Performance, Availability, and Scalability in Open Networking Platforms for Internet Services." Prior to that, he completed his Licentiate thesis at KTH in 2014 titled "Performance and Reliability in Open Router Platforms for Software-Defined Networking," establishing a strong foundation in networking research. Dr. Tanyingyong's research interests span computer systems, network applications, protocols, architectures, and the Internet of Things (IoT). His work demonstrates a consistent focus on practical implementations of networking technologies with applications in various domains including environmental monitoring, healthcare, and smart grids. His research bridges theoretical networking concepts with real-world implementations, particularly in the area of IoT systems where he has developed testbeds for air quality monitoring and smart grid applications. A significant portion of his work addresses performance, reliability, and scalability challenges in modern networking environments. Analysis of Dr. Tanyingyong's publication history reveals a clear evolution in his research focus. Early work centered on router/server performance and OpenFlow switching, reflecting the emergence of Software-Defined Networking. More recently, his research has shifted toward IoT applications, with publications on scalable IoT sensing systems, air quality monitoring, and IoT for smart DC grids. His work consistently addresses practical implementation challenges while maintaining theoretical rigor, with a particular emphasis on system performance, reliability, and scalability. The interdisciplinary nature of his research connects computer networking with environmental science, healthcare, and energy systems. Advanced Internetworking (IK2215) - Teacher Internet of Things (IK1332) - Teacher Networks and Communication (IK1203) - Teacher Ethics and Sustainable Development for Engineers (II2210) - Course Responsible Projects and Project Methods (II1302) - Course Responsible Multiple degree projects as examiner across Computer Engineering, Computer Science and Electrical Engineering specializations Dr. Tanyingyong has established himself as a dedicated educator who bridges theoretical networking concepts with practical implementations. His teaching portfolio reflects his research expertise while covering essential networking fundamentals and emerging IoT technologies. As course responsible for Ethics and Sustainable Development for Engineers, he demonstrates commitment to broader engineering principles beyond technical skills.

• Mathematics Education
• Early Childhood Mathematics
• Teacher Education
• +۴ مورد دیگر

Jill Cheeseman serves as an Adjunct Senior Lecturer in Monash University's School of Curriculum Teaching & Inclusive Education, leveraging extensive prior experience as a primary school teacher and teacher-educator across Australia and internationally. Her academic role centers on mathematics education with specialization in early childhood learning environments and teacher-student interaction dynamics. Her research investigates how children develop mathematical understanding and how educators can effectively challenge learners' thinking through cognitively demanding tasks. Key focus areas include multiplicative reasoning, mass measurement concepts, teacher leadership in mathematics, and strategies for maintaining student persistence during challenging activities. This work builds on her foundational PhD research examining teacher behaviors that stimulate deep mathematical engagement in young children. Analysis of her recent publications (2020-2025) reveals consistent emphasis on teacher leadership practices, early division concepts, and task design principles that promote equitable mathematical participation. Her collaborative approach integrates classroom-based research with international partnerships to address persistent challenges in mathematics education. Scientific recognition includes: MERGA Research Award (2011) for the Early Numeracy Research Project team She has secured significant research funding including an ARC Discovery grant (2011-2014) on teacher expectations and student persistence, and current projects investigating early mass concepts. These initiatives involve collaborations with leading researchers like Peter Sullivan, Doug Clarke, and Jim Middleton across Australian and U.S. institutions. Dr. Cheeseman's work manifests through active classroom engagement in Monash courses (EDF1307, EDF3301, EDF2323, EDF6402) and ongoing contributions to the Mathematics Education Research Group of Australasia, maintaining strong connections between research, teacher education, and classroom practice.

• Reading Development
• Developmental Dyslexia
• Numerical Cognition
• +۴ مورد دیگر

Landerl Karin is a full Professor at the Institute of Psychology , Faculty of Natural Sciences, University of Graz. Her research focuses on reading development , dyslexia , numerical cognition , and cross-linguistic educational psychology , particularly in Germanic languages. She has served as associate editor and editorial board member for prominent journals like Scientific Studies of Reading and Reading and Writing (2008–2021). Her recent work investigates the interplay between reading, arithmetic, and cognitive skills , with genome-wide studies on reading/language-related genetic variation. Email: karin.landerl@uni-graz.at Research Networks: Brain and behavior, BioHealth, Complexity of Life

Nicholas Johnsonمشاهده پروفایل

دانشیار

• Mathematics Education
• Early Childhood Learning
• Classroom Interactions
• +۲ مورد دیگر

Nicholas Johnson is an Associate Professor in the School of Teacher Education at San Diego State University. His research examines mathematics learning in early childhood, teacher-student interactions, and strategies to recognize children's mathematical strengths. He holds a Ph.D. in Education from UCLA and has a background as an elementary teacher and instructional coach. His research interests include: Mathematics Education : Developing equitable teaching practices for young learners. Cognitive Development : Studying how children understand mathematical concepts. Classroom Interactions : Analyzing discourse to position students as capable problem-solvers. Dr. Johnson leads NSF-funded projects such as CAREER: Investigating Young Children's Opportunities to Learn Mathematics and collaborates on national initiatives like the DREME Network. His publications emphasize practical strategies for educators, with recent work exploring collective problem-solving and teacher noticing. Awards: National Academy of Education / Spencer Dissertation Fellowship (2019) He maintains active collaborations with institutions like UCLA and foundations including Heising-Simons, focusing on teacher education resources and classroom observation frameworks.

Archie Singh Khumanمشاهده پروفایل

مدرس ارشد

• Artificial Intelligence
• Computational Intelligence
• Machine Learning
• +۵ مورد دیگر

Dr. Archie Singh Khuman serves as Associate Head of Education and Senior Lecturer at De Montfort University's School of Computer Science and Informatics. An award-winning academic and proud DMU alumnus (BSc 2009, MSc 2011, PhD 2017), he specializes in Artificial Intelligence, Computational Intelligence, and Uncertainty Modelling with extensive leadership in curriculum development and Universal Design for Learning. His educational background demonstrates deep institutional commitment: PhD in Computer Science (2017, De Montfort University) MSc in Intelligent Systems (2011, De Montfort University) BSc (Hons) in Computer Science (2009, De Montfort University) Dr. Khuman's research pioneers hybrid uncertainty frameworks, notably the R-fuzzy grey analysis framework (RfGAf), bridging Grey Theory, Fuzzy Logic, and Rough Sets. His work focuses on quantifying perception-based uncertainty for applications in healthcare diagnostics, robotic swarm intelligence, and risk assessment systems, emphasizing real-world implementation through industry partnerships. His publication trajectory reveals increasing interdisciplinary convergence, particularly in healthcare AI applications since 2021. Recent outputs integrate Grey-Fuzzy methodologies for medical diagnostics (diabetes, heart disease), sentiment analysis of pandemic communications, and adaptive systems in automotive/industrial contexts, demonstrating strong translation from theoretical foundations to societal impact. Major recognitions include: Five consecutive Students' Choice Teaching Awards (2018-2024) De Montfort Teacher Fellowship (2022) Senior Fellow of the Higher Education Academy (2022) Leverhulme Trust-funded international Grey Systems network (£124,997) Best Paper Award at Grey Systems and Uncertainty Analysis (2016) As academic lead for the Data Analytics Project, he mentored students in developing machine learning solutions that generated £2.5m savings for retail partners. His grant portfolio includes Royal Society funding for IoT-based scheduling (£12,000) and leadership of the Race Equality Network. Current initiatives focus on transnational education partnerships and SI-PASS peer learning programs. Dr. Khuman co-leads DMU's Institute of Artificial Intelligence research group and serves as School Governor for Inglehurst Junior School, maintaining active collaborations with institutions in China, Canada, Romania, and Spain through the International Network on Grey Systems.