جست‌وجوی استاد و پژوهشگر

Cosette Crisanمشاهده پروفایل

دانشیار

• Mathematics Education
• Curriculum Development
• Teacher Education
• +۳ مورد دیگر

Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.

Johanna Heitzerمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Training and Professional Development
• Curriculum Development
• +۷ مورد دیگر

Prof. Dr. Johanna Heitzer is a University Professor for Mathematics Education at RWTH Aachen University since 2011. She leads the Teaching and Research Area of Mathematics Education within the university's mathematics department. Her office is located in Room 352 of the Kreuzherrenstraße 2 building in Aachen. She serves as co-editor of the journal 'mathematik lehren,' co-author of the 'Mathematics - New Ways' textbook series, and holds numerous committee positions including membership in the Faculty Advisory Board and Structural Commission of the Center Council. 1989: High school diploma 1989-1994: Mathematics and Physics Teacher Training at RWTH Aachen 1994-1996: Traineeship at Aachen Teacher Training College 1997: Research assistant at University of Münster 1998-2007: Mathematics and Physics teacher at Korschenbroich Gymnasium 2007-2010: Scientific assistant and doctorate at RWTH Aachen 2011-present: University Professor at RWTH Aachen Professor Heitzer's research focuses on the training and further education of mathematics teachers, development of contemporary teaching materials, applied and interdisciplinary mathematics, and the transition from school to university. Her work emphasizes concept formation, linguistic communication in mathematics, and the historical development of mathematical ideas as teaching resources. She investigates mathematics-specific learning and cognitive processes through multiple research projects including the Aachen school-university project iMPACt. Her recent scholarly output demonstrates a strong trend toward integrating digital technologies in mathematics education, particularly 3D printing and e-learning tools. She has increasingly focused on the social relevance of mathematics, exploring concepts of fairness, sustainability, and citizen empowerment through mathematical modeling. Her work bridges theoretical mathematics education with practical classroom applications, maintaining a strong connection to both historical perspectives and contemporary educational challenges. Special prize from Sparkasse Bad Hersfeld-Rotenburg for best mathematics Abitur (1989) Borchers Plaque for doctoral examinations passed with distinction (2011) DMV honor as Mathemaker of the Month (2013) Brigitte Gilles Prize 2013 for the MINT-L4 Center Professor Heitzer has supervised numerous doctoral students, serving as primary or secondary advisor for at least nine PhD dissertations between 2016-2021. Her research projects include the School-University Project MathePlus Aachen (iMPACt), e-Learning 'Mathematics for Civil Engineers,' and the development of mathematics items for StudiChecks NRW. She has secured funding through the Quality Initiative for Teacher Education (both phases) and participates in the ComeIn project focused on digitalization in teacher training. Her grants consistently emphasize practical applications of mathematics education research with direct impact on classroom practice. As a founding member of the MINT-L4@RWTH center and initiator of the working group Mathematical Education for Sustainable Development, Professor Heitzer has established significant collaborative structures. She participates in the Subject Didactics Forum at the Teacher Training Center of RWTH Aachen and has served in leadership roles including Chair of the Center Council (2014-2016) and Board member of the Teacher Training Center (2014-2017). Her work connects with national and international networks through her membership in the Society for Mathematics Education (GDM), the German Association for Mathematics and Science Education (MNU), and the German Mathematical Society (DMV).

Jürg Kramerمشاهده پروفایل

استاد

• Arakelov Geometry
• Automorphic Forms
• Modular Forms
• +۵ مورد دیگر

Prof. Jürg Kramer is a Professor of Mathematics at Humboldt University of Berlin, affiliated with the Faculty of Mathematics and Natural Sciences and the Institute of Mathematics. His research focuses on Arakelov geometry, automorphic forms (particularly modular forms), and their intersections. Notable contributions include advancements in arithmetic intersection theory with logarithmic singularities and sup-norm bounds for modular forms. He is also deeply engaged in mathematics education, leading initiatives for teacher training and promoting mathematical talent through networks like the Berlin School Mathematics Network. Active in academic service, he served as EMS Education Committee Chair (2017–2022) and President of the German Mathematical Society (2013/14). His work bridges pure mathematics with pedagogical innovation, emphasizing public understanding through popular science publications. Research: Arakelov geometry, modular forms, L-functions, hyperbolic geometry methods Education: Teacher training programs, math talent promotion, textbook authorship Affiliations: Leibniz Institute for Science and Mathematics Education (IPN), EMS, Deutsche Akademie der Technikwissenschaften Key educational contributions include Felix-Klein teacher training programs and co-authoring standards for mathematics teacher education. His publications span advanced mathematical research and accessible expositions on topics like Fermat’s Last Theorem and Riemann Hypothesis.

Jürgen Richter-Gebertمشاهده پروفایل

استاد

• Geometry
• Visualization
• Computer Science
• +۷ مورد دیگر

Professor Jürgen Richter-Gebert is a full professor of Geometry and Visualization at the Technical University of Munich (TUM), working within the TUM School of Computation, Information and Technology. Born in 1963, he has been at TUM since 2001, following positions at ETH Zurich (1997-2001) and TU Berlin (1994-1997). His educational background includes studies at TU Darmstadt (1983-1988) and dual PhDs from TU Darmstadt and KTH Stockholm (1991-1992). Richter-Gebert's research spans combinatorial and computer-oriented geometry, with particular expertise in polytope theory and mathematical visualization software. He develops processes for the automatic generation of geometric problem solutions and is actively involved in raising the public profile of mathematics. Richter-Gebert's publications and research focus on the intersection of mathematics and computer science, with particular emphasis on projective geometry, dynamic geometry, polytope theory, and combinatorial geometry. His work demonstrates how mathematical structures can be made accessible through computerized interactive visualizations. His most notable publications include "Perspectives on Projective Geometry" (2011) and "Geometriekalküle" (2009), along with numerous papers on dynamic geometry systems. Ars Legendi Prize for excellent university teaching (2011) Karl Max von Bauernfeind Medal of the TUM (2010) MedidaPrix - media didactic university prize (2008) EASA - European Academic Software Award (2000) Communicator Preis for science communication (2021) As founder and director of the ix-quadrat mathematics exhibition at the Garching Campus, Richter-Gebert has made significant contributions to mathematics education and outreach. He has developed influential mathematical visualization tools including Cinderella, CindyJS, and iOrnament, which have received multiple awards for educational software excellence. His research group focuses on mathematical foundations, authoring systems, and mathematical visualizations with applications in education and public scenarios.

Lena Wesselمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Training
• Language Development in Education
• +۴ مورد دیگر

Prof. Dr. Lena Wessel is a Mathematics Education faculty member at the Department of Mathematics Didactics, Faculty of Electrical Engineering, Computer Science and Mathematics, University of Paderborn. She leads teacher training programs and participates in university governance as elected Faculty Council member. Research Focus: Her work centers on comprehension-oriented mathematics instruction at secondary/vocational levels, emphasizing language development, continuity in curriculum design (spiral principle), and digital mathematics tools. As DZLM network partner, she develops professional development programs for secondary educators. LiaNMU project (scalar products, plane reflections) VioLa project (digital discussion formats) LLV.HD project (cross-university learning networks) Key Contributions: She has coordinated major projects like MESUT (language-supported fraction understanding) and LaMaVoC (language in vocational mathematics). Her 2024 publications analyze language-integrated pedagogy and algebraic concept unification in teacher training.

• Mathematics Education
• History of Mathematics
• Semiotic Mediation
• +۵ مورد دیگر

Michela Maschietto is a Full Professor at the Department of Education and Human Sciences, University of Modena and Reggio Emilia, with a focus on mathematics education methodology and historical mathematical artifacts. She previously held positions at the Mathematics campus and leads the Laboratory of Mathematical Machines. Research Interests: Her work bridges physical and digital tools in mathematics education, emphasizing semiotic mediation, argumentation development, and historical instrument reconstruction for pedagogical purposes. She explores geometric-mechanical artifacts for calculus concepts and investigates connections between spatial/geometrical knowledge. 2025 study on geometry education trends using didactic tetrahedron model 2024 research on physical-digital tool integration for argumentative skill development 2023 projects involving tactile calculus devices and conic section machines Teaching Activities: She designs mandatory laboratory components for primary education students, covering national guidelines, semiotic mediation theory, and historical artifacts like abacuses and programmable robots. Her courses emphasize problem-solving, geometric visualization, and standardized assessment analysis. Laboratory Involvement: As head of the Mathematical Machines Laboratory, she organizes exhibitions and workshops using reconstructed historical instruments for mathematics popularization. This includes collaborations with international researchers on topics like the Pythagorean theorem and conic sections.

Wolfgang Schneiderمشاهده پروفایل

استاد

• Mathematics Education
• University Mathematics Didactics
• Algebra
• +۲ مورد دیگر

Prof. Dr. Wolfgang Schneider is an Honorary Professor of Mathematics Didactics at the University of Augsburg, affiliated with the Faculty of Mathematics, Natural Sciences and Technology and the Institute of Mathematics. His work focuses on the didactics of mathematics, particularly the transition from school to university mathematics education, and algebra with emphasis on ring and module theory. Dr. Schneider's primary research interests lie in two main areas: university mathematics didactics (with special focus on the transition from school to university) and algebra (particularly the theory of rings and modules). His work bridges educational theory with practical classroom applications, developing approaches to help students navigate the challenging transition between secondary and tertiary mathematics education. In algebra, he has made contributions to ring theory, module theory, and related algebraic structures. Analysis of Dr. Schneider's publications reveals a consistent focus on mathematics education and algebra. His work spans from theoretical explorations in ring and module theory to practical applications in mathematics teaching. A significant portion of his research addresses the challenges students face when transitioning from school to university mathematics, with numerous publications focusing on geometry education, problem-solving techniques, and the use of technology in mathematics instruction. His research demonstrates a commitment to improving mathematics education through both theoretical insights and practical teaching methods. Dr. Schneider holds several notable professional memberships: Member of the Society for Mathematics Education since 1996 Founding member of the Caratheodory Society since 1999 Member of the Mathematical Association of America since 2008 Offered membership in the American Mathematical Society in 2011 Dr. Schneider actively participates in teaching and academic guidance at the University of Augsburg. He teaches courses such as "Analysis III and Number Theory/Algebra for secondary school teachers," "Linear Algebra 1," and leads a research group. His teaching approach emphasizes the connection between theoretical mathematics and practical pedagogy, particularly focusing on the transition challenges students face when moving from school to university mathematics. While specific grant information is not provided in the available materials, his extensive publication record and professional activities suggest sustained research engagement. Dr. Schneider is part of the Didactics of Mathematics team at the University of Augsburg, working alongside colleagues including Prof. Dr. Reinhard Oldenburg, Prof. Dr. Hans-Georg Weigand, and Dr. Renate Motzer. This collaborative environment supports research in mathematics education, teacher training, and the development of innovative teaching approaches for both school and university settings.

Patricio G. Herbstمشاهده پروفایل

استاد

• Mathematics Education
• Geometry Education
• Teacher Professional Development
• +۳ مورد دیگر

Patricio G. Herbst is a Professor in the Marsal Family School of Education and the Department of Mathematics at the University of Michigan. He holds dual roles as a professor of education and mathematics, bridging both the College of Literature, Science, and the Arts and the School of Education. His research focuses on understanding the professional work of mathematics teachers and university instructors, with an emphasis on teacher knowledge, decision-making, and the design of online learning environments. Key areas of interest include geometry education, mathematical proof, and the development of technologies such as Anotemos and LessonDepict for learning from video and storyboarding. Herbst has led numerous grants and projects, including 'GRIP: Mathematics Grasping the Rationality of Instructional Practice,' which explores geometry teaching and teacher training. He has also contributed to initiatives like the 'LessonSketch' platform and 'GeT Support' for teacher professional development. His work spans international collaborations and curriculum development efforts in secondary mathematics education. Herbst’s research publications emphasize the integration of theoretical frameworks with practical classroom applications, particularly in geometry instruction and teacher cognition. His book, *The Learning and Teaching of Geometry in Secondary Schools: A Modeling Perspective*, underscores his commitment to advancing pedagogical models in mathematics education. He is affiliated with the GRIP lab, a research group dedicated to studying geometry, reasoning, and instructional practices. His contributions to mathematics education include designing interventions, analyzing teacher rationality, and advancing the use of multimedia tools in teacher training.

• Higher Education Didactics
• Mathematics Education
• Digital Learning Tools
• +۳ مورد دیگر

Eva Glasmachers is a Lecturer and Managing Director of the Faculty of Mathematics at Ruhr University Bochum. She holds a PhD in Differential Geometry (2010) and has been actively involved in academic leadership since 2008. Her roles include student advising, curriculum development, and managing faculty operations. Her research focuses on university-level mathematics education, emphasizing interactive teaching methods, digital learning tools (e.g., STACK), and student motivation strategies. She leads projects like VORsprung for digital study preparation and trains tutorial group instructors. She is a founding member of HDM@RUB (Center for Higher Mathematics Education) and serves on the Ruhr University Senate and the Excellence Network for Teaching. Notable publications include works on gamification in education, adaptive learning systems, and dropout prevention strategies. She collaborates extensively with educational technology centers and contributes to national didactics conferences.

• Perception Engineering
• Extended Reality
• Virtual Reality
• +۷ مورد دیگر

Mark Bo Jensen is an Assistant Professor (Tenure track) at the Department of Engineering Technology and Didactics, Energy Technology and Computer Science at the Technical University of Denmark (DTU). His work bridges engineering and cognitive sciences through the emerging field of Perception Engineering. His research focuses on Extended Reality (XR) and Virtual Reality (VR) technologies to model and understand human perception and cognition. With over 10 years of expertise in real-time computer graphics, he develops immersive systems for applications in data visualization, medical testing, and geometric morphometrics. His recent publications highlight a strong trend in leveraging VR for precise human interaction tasks, such as anatomical landmark annotation and visual field testing, as well as advancing rendering techniques using diffusion models and mesh optimization. This reflects a multidisciplinary approach combining computer science, perception, and real-world applications. He has contributed to multiple research projects, including AL-EYE: The Visual Aid and Virtual Reality-Based Visualization of Geometric Data, where he served both as a PhD student and a project participant. These projects emphasize VR-based tools for data understanding and visualization. Assistant Professor (Tenure track), DTU PhD in Virtual Reality-Based Visualization of Geometric Data, completed June 2023 Project participant in AL-EYE: The Visual Aid (2025) While no formal advisees are listed, his role as a faculty member suggests future student supervision. He has collaborated extensively with researchers such as Jeppe R. Frisvad, Jakob Andreas Bærentzen, and Vedrana A. Dahl.

Violetta Lonatiمشاهده پروفایل

استادیار

• Formal Languages and Automata
• Computer Science Education
• Theoretical Computer Science
• +۲ مورد دیگر

Violetta Lonati is an Assistant Professor at the University of Milan 's Department of Computer Science since 2005. Her research spans Formal Languages and Automata (operator precedence languages, Wang automata, tiling systems) and Computer Science Education . She co-authored over 15 publications in theoretical computer science and education, focusing on 2D language recognition, logic characterization of automata, and pattern statistics in stochastic models. Education : PhD in Computer Science (2005) and Laurea in Mathematics (2001) from University of Milan Research Groups : ALaDDIn Lab for Didactics and Dissemination of Informatics, Bebras International Initiative Her work on Wang automata established their equivalence to tiling systems while introducing deterministic variants. In education, she designed workshops for schools and contributed to Italy's national computing curriculum proposal (2019). She held leadership roles at ACM ITiCSE (WG5 leader 2022), served as Associate Program Chair (2019-2022), and reviewed for top venues like ICER and SIGCSE TS. She received Google CS[4]HS and Informatics Europe awards for her educational contributions. Key Publications (2017-2001): Input-driven locally parsable languages (TCS 2017) Operator precedence logic characterization (SICOMP 2015) Snake-deterministic tiling systems (MFCS 2009) Graph fibrations and PageRank (RAIRO 2006) Pattern statistics in rational models (STACS 2005) Scientific awards include Google CS[4]HS (2011, 2017, 2019) and the Informatics Europe Best Practices in Education (2016). As part of ALaDDIn, she developed teacher training programs and graduate courses on computing education. Her teaching experience covers Algorithms & Data Structures (2013-2023), Computer Science Teaching (2014-2023), and courses for Biotechnology and Geological Sciences programs (2005-2007).

Maria Csernochمشاهده پروفایل

دانشیار

• Didactics of Informatics
• Computational Thinking
• Knowledge Transfer
• +۳ مورد دیگر

Maria Csernoch is an Associate Professor at the Faculty of Informatics, University of Debrecen, Hungary. Education: Teacher degree in mathematics, descriptive geometry, informatics and English Bachelor of Science in software engineering and lean management Doctor of Philosophy in mathematics and computer sciences Dr. habil. degree in applied linguistics Research Interests: Dr. Csernoch specializes in the didactics of Informatics, focusing on developing computational thinking skills through innovative pedagogical approaches. Her work emphasizes knowledge-transfer mechanisms, cross-disciplinary digital subject integration, sustainable digital practices, and lean methodologies in computing education to optimize resource efficiency while maintaining pedagogical rigor. Professional Service: She serves as an Editorial Board Member for PeerJ Computer Science.

• Mathematics Education
• Educational Sciences
• Technology in Education
• +۳ مورد دیگر

António Augusto Gaspar Ribeiro serves as Professor at the Polytechnic Institute of Viseu's School of Education, where he has maintained continuous academic service since 1986, progressing from Assistant to current Professor Coordenador rank. His scholarly identity centers on Mathematics Education with specialized expertise in geometry pedagogy and educational technology integration across primary and teacher education contexts. His academic formation includes: Doctorate in Didactics of Mathematics (2005, University of Aveiro) Doctorate in Didactics (2005, University of Aveiro) Master's in Mathematics Teaching Methodology (1995, University of Lisbon) Licenciatura in Mathematics Teaching/Nature Sciences (1987, Polytechnic Institute of Viseu) Ribeiro's research program demonstrates sustained innovation in mathematics education, particularly through dynamic geometry environments like Cabri-Géomètre for primary classrooms. His work bridges theoretical frameworks with practical applications, examining teacher cognition, curriculum implementation challenges, and technology-enhanced learning. Recent scholarship shows expanded focus on interdisciplinary approaches in higher education and the pedagogical potential of humor in mathematics instruction. Analysis of his 25+ publications reveals evolving thematic trajectories: early work (2002-2006) established foundations in geometry education and technology integration; mid-career research (2009-2014) addressed curriculum reform and teacher development; current output (2017-2021) emphasizes interdisciplinary collaboration, early childhood mathematics, and socio-emotional dimensions of learning. His scientific recognition includes: 1º Concurso Nacional de Software Educacional - PUZZLE (1993) 1º Concurso Nacional de Software Educacional - JornalHist (1993) Ribeiro has supervised eight master's theses in Educational Sciences, primarily focusing on geometry education, technology integration, and teacher cognition. He leads the SmartCityKidsLab initiative (2019-present) and previously coordinated the PRINT interdisciplinary project (2017-2018) with Brazilian partners. His research portfolio includes four funded projects through the Center for Research in Education, Technologies and Health. As an institutional leader, he serves on the School of Education's Scientific Council and has held multiple governance roles including Pedagogical Council Secretary (1996-1998) and Vice-President of the School Board (2000-2002). His professional engagement extends to the Association of Mathematics Teachers and international collaborations with Brazilian institutions.

• History of Mathematics
• Algebraic Structures
• Geometric Resolution
• +۴ مورد دیگر

Cinzia Cerroni is a Full Professor at the University of Palermo , affiliated with the Department of Mathematics and Computer Science under the School of Basic and Applied Sciences . She serves as Delegate for the Coordination of the University Orientation and Tutoring Center (COT) since November 4, 2021, and holds regular office hours in Room 105 of her department. Research focuses on the history of mathematics , algebraic structures , and mathematical education Key contributions to cryptographic history , non-Archimedean geometries , and gender representation in STEM Active in teacher collaboration projects and interdisciplinary education Her 15 recent publications span topics from tessellations and bicomplex numbers to wartime impacts on mathematical collaboration and educational methodologies. Subfields include group theory , historical algorithms , geometric patterns , and cryptographic theory . Contact: cinzia.cerroni@unipa.it | Phone: +3909123891092

Marie-Christine von der Bankمشاهده پروفایل

استاد

• Mathematics Education
• Fundamental Ideas in Mathematics
• Non-cognitive Goals of Mathematics Instruction
• +۴ مورد دیگر

Marie-Christine von der Bank is an außerplanmäßige Professorin Lehre (extraordinary professor for teaching) at Saarland University, appointed in 2024. She works within the Department of Mathematics and its Didactics in the Faculty of Mathematics. Her academic journey includes completing her doctorate in 2016 with a dissertation on fundamental ideas of mathematics and their practical application in teaching, followed by progressive academic appointments leading to her current professorship. Her research centers on fundamental ideas in mathematics education, particularly exploring non-cognitive goals of instruction and historical perspectives in mathematics teaching. She has developed a constructive subject didactics approach focused on making mathematical concepts accessible in everyday classroom settings. Her work bridges theoretical frameworks with practical classroom applications, especially in areas like functional relationships, measurement, and number concepts. Analysis of her recent publications reveals a strong emphasis on affective aspects of mathematics learning, with increasing attention to emotions, joy, and motivation in mathematical instruction. Her research spans both theoretical investigations of fundamental mathematical ideas and practical applications in classroom settings, with particular focus on fractions, functions, geometry, and historical approaches to mathematical concepts. Preis für die beste Lehre in der Fachrichtung Mathematik der UdS (2018) Member of the editorial board of mathematik lehren since 2022 Subject Specialist Mathematics of the MNU Saarland Regional Association since 2022 Deputy member of the Center for Teacher Education at Saarland University since 2021/22 Professor von der Bank maintains an active teaching schedule at both university and school levels. She has been teaching mathematics didactics courses at Saarland University since 2011, with recent focus on constructive subject didactics for measurement/number concepts and functional relationships. Simultaneously, she serves as Head of the Mathematics Conference at the Robert-Schuman-Gymnasium in Saarlouis since 2019, demonstrating her commitment to bridging school and university mathematics education.