جست‌وجوی استاد و پژوهشگر

Monika Nedaمشاهده پروفایل

استاد

• Computational Fluid Dynamics
• Turbulence
• Numerical Methods for Partial Differential Equations
• +۴ مورد دیگر

Monika Neda is a Professor in the Department of Mathematical Sciences and Associate Dean for Research at the University of Nevada, Las Vegas (UNLV). She holds a Ph.D. in Mathematics from the University of Pittsburgh (2007) and a B.S. in Mechanical Engineering from the Technical Faculty Mihajlo Pupin in Serbia (2001). Her research focuses on theoretical and computational fluid dynamics, turbulence modeling, and numerical methods for partial differential equations, with particular emphasis on Navier-Stokes equations and sensitivity analysis. Her work explores model derivation, numerical stability, finite element error estimates, and computational simulations of fluid flow problems. She also investigates educational strategies to improve STEM students' foundational math skills through game-based and activity-based instruction. Neda is affiliated with UNLV's Center for Applied Math & Statistics and has contributed to interdisciplinary projects involving engineering education and photovoltaic panel efficiency. Recent research trends highlight advancements in stabilization techniques for fluid models (e.g., time relaxation, deconvolution operators) and innovative pedagogical approaches leveraging technology platforms like Canvas. Her publications span computational mathematics, turbulence closure models, and education-focused interventions. Neda's academic leadership includes roles in curriculum development and institutional research, reflecting her dual commitment to scholarship and academic administration.

Christopher Hlasمشاهده پروفایل

استاد

• Mathematics Education
• Teaching through Problem Solving
• Student Motivation in Mathematics
• +۷ مورد دیگر

Dr. Christopher S. Hlas is a Professor of Mathematics Education at the University of Wisconsin-Eau Claire within the College of Arts and Sciences Department of Mathematics. With a doctorate from the University of Iowa, he specializes in mathematics pedagogy, technology integration, and cross-disciplinary connections between math and foreign languages. Ph.D. in Mathematics Education (University of Iowa, 2005) B.S. in Mathematics and Computer Science (University of Iowa, 2001) His research focuses on teaching through problem solving , student motivation , and technology-enhanced mathematics instruction . He has developed innovative formative assessment probes and conducted extensive studies on homework design, flow theory, and creativity in K-12 education through grants like the ESEA Title II Mathematics and Science Partnerships. His work spans curriculum development, professional development for teachers, and mathematical modeling. Recent publications highlight his exploration of creativity assessment in language education and the application of game mechanics to classroom engagement. He serves as an AP Calculus Reader and Table Leader, while maintaining active roles in the Wisconsin Mathematics Council and National Council of Teachers of Mathematics. Bilingual education initiatives GeoGebra integration in geometry instruction Formative assessment frameworks Game-based learning strategies Scientific Awards CARE Award (2015) ACTFL Research Priority Grant (2010) Multiple teaching scholarships UWEC student-nominated award (2007) Outstanding teaching assistant recognition (2004) Mentoring over a dozen student research projects and securing more than $4 million in federal and state grant funding, Dr. Hlas has supervised numerous collaborative research initiatives. He maintains open-source educational tools like interactive Pascal's Triangle and rational functions resources at math.hlasnet.com while serving on multiple university committees and grant review panels.

Olga Gkiokaمشاهده پروفایل

استادیار

• Physics Education
• Laboratory Instruction
• Assessment Practices
• +۱ مورد دیگر

Olga Gkioka is an Assistant Professor of Physics Education at Boğaziçi University. Her research focuses on improving physics laboratory instruction and developing assessment practices for science education. She investigates teaching strategies for experimental physics and prepares pre-service teachers for effective laboratory teaching. Research examines: Assessment methods in physics investigations Teacher training for laboratory instruction Student reasoning in experimental physics Integration of mathematics in physics education Publications address tensions between formative and summative assessment approaches and develop frameworks for evaluating experimental evidence in science contexts.

Mary Ann Huntleyمشاهده پروفایل

مدرس ارشد

• Applied Mathematics
• Mathematics Education
• Curriculum Analysis
• +۳ مورد دیگر

Mary Ann Huntley is a Senior Lecturer in the Department of Mathematics at Cornell University, affiliated with the College of Arts and Sciences. She holds a Ph.D. from the University of Maryland, College Park (1997). Her research focuses on mathematics curriculum analysis, particularly examining the algebra strand in middle/high school textbooks and curriculum implementation. She has led NSF-funded research (Award #090131) and co-edits the Research in Mathematics Education book series with Denisse Thompson and Christine Suurtamm. Huntley has collaborated with educators internationally, publishing on comparative curriculum studies and teacher professional development. She teaches courses such as MATH 1110 (Calculus I), MATH 4980 (Special Study for Mathematics Teaching), and MATH 5080 (Special Study for Teachers), bridging academic research and pedagogical practice. Her work emphasizes curriculum design, fidelity of implementation, and teacher training. Notable contributions include analyzing textbook content across different educational systems and developing tools to assess curriculum enactment. Huntley actively engages in outreach programs like the Family Mathematics Program and has contributed to initiatives promoting mathematics awareness among K-12 students. She has advised on mathematics pathways for undergraduates and collaborates with institutions to enhance mathematics education globally. Education: Ph.D. in Mathematics Education (1997), University of Maryland, College Park Key Roles: NSF Grant Principal Investigator, Co-Editor of Book Series, Mathematics Curriculum Researcher Teaching Focus: Undergraduate mathematics, teacher training programs, and special studies for educators Current Offerings: Courses in Spring/Fall 2025 include Calculus I and specialized teacher training modules Huntley’s research bridges theoretical curriculum frameworks with practical classroom implementation, emphasizing the importance of aligning educational materials with pedagogical goals. Her interdisciplinary approach addresses both local and global challenges in mathematics education.

Juan Abellóمشاهده پروفایل

دانشیار

• Engineering Education
• Student Wellness
• Academic Buoyancy
• +۲ مورد دیگر

Juan Abelló is an Associate Professor of Teaching in the Department of Mechanical Engineering at the University of British Columbia's Faculty of Applied Science. He serves as Program Chair for the Applied Science stream at Vantage College, UBC's first-year program integrating English language support with engineering content. With industry experience and a Cornell PhD, he brings practical applications to student learning through active methodologies. His educational background includes: B.S. from Cornell University M.S. from Cornell University Ph.D. from Cornell University He is a Professional Engineer (P.Eng.) and member of CEEA and Tau Beta Pi (TBP). Dr. Abelló's research centers on engineering education innovation, with emphasis on systemic functional linguistics in design pedagogy, academic buoyancy, and student wellness. His work investigates motivation in engineering career choice and integrates mental health literacy into technical curricula. Earlier research focused on rotorcraft aerodynamics and aeroacoustics, particularly blade-vortex interaction noise reduction through wake displacement modifications. Analysis of his 15 most recent publications (2018-2024) reveals a decisive shift from aerospace engineering to educational scholarship. Recent work dominates in engineering education (93% of publications), with concentrated focus on student wellness interventions, academic buoyancy metrics, and active learning techniques like self-paced modules and role-playing exercises. Only historical publications (pre-2018) address rotorcraft noise reduction. His scientific recognition includes: Killam Teaching Prize, University of British Columbia (2022) As Educational Leadership team member, Dr. Abelló transformed second-year engineering software instruction into self-paced modules with classroom support, enabling personalized learning while maintaining instructor accessibility. He pioneered embedding mental health literacy components into Mech 2 and Vantage College courses, conducting longitudinal studies on academic buoyancy. His grant-supported work focuses on evidence-based curriculum development, student wellness integration, and open educational resources, with findings presented at CEEA and ASEE conferences. He collaborates with the Mechanical Engineering Educational Leadership team and Vantage College faculty on initiatives including the Applied Science stream curriculum, wellness-integrated pedagogy, and mental health literacy frameworks for engineering students.

Roni Ellingtonمشاهده پروفایل

دانشیار

• Experiences of High Achieving Mathematics Students
• STEM Education
• Mathematics Curriculum
• +۳ مورد دیگر

Dr. Roni Ellington is an Associate Professor of Mathematics Education at Morgan State University, affiliated with the Department of Advanced Studies, Leadership, and Policy. She holds a B.S. and M.S. in Mathematics from Morgan State University and a Ph.D. in Mathematics Education from the University of Maryland. Her research focuses on STEM education, particularly addressing equity and inclusion for minority students through transformative frameworks and culturally responsive teaching. She has led NSF-funded projects, including SEMINAL and the Maryland Collaborative for Research in Urban STEM Education. Dr. Ellington is also a co-founder of the Transforming STEM Network and Evoklife, organizations promoting inclusive STEM education and corporate well-being initiatives. Her research interests emphasize high-achieving mathematics students, teacher professional development, and curriculum design. She has authored over 30 publications, including book chapters on equity in STEM education and a co-authored book on parental advocacy for African American students' success. Her work has been recognized through awards such as the 2020 Diversity Recognition Award and featured at conferences like AERA and NCTM. Grants: Principal Investigator on NSF grants totaling nearly $5 million, including SEMINAL and the Bessie Coleman Project. Key Projects: SEMINAL (Culturally Responsive Teaching in Pre-calculus), Maryland Collaborative for Urban STEM Education. Dr. Ellington’s advocacy extends to corporate diversity initiatives through Evoklife, blending STEM education with holistic well-being strategies. She remains a sought-after speaker on transforming STEM ecosystems to prioritize inclusivity and equity.

Kristina Juterمشاهده پروفایل

استاد

• Mathematics Education
• Physics Education
• Teacher Education
• +۳ مورد دیگر

Kristina Juter is a Professor in the Department of Mathematics at the Faculty of Sciences, Lund University. Her academic work focuses on the didactics of mathematics with interdisciplinary connections to physics education and innovative pedagogical approaches. Her research centers on conceptual learning in mathematics, particularly examining how students perceive mathematical concepts and how mathematics functions within physics instruction at upper secondary level. Juter investigates mathematics teacher education frameworks and explores unconventional methods like fiction-based pedagogy to enhance science and mathematics learning. Her work employs empirical classroom studies to analyze reasoning patterns and conceptual development. Recent publications (2022-2024) demonstrate consistent focus on mathematics-physics interdisciplinary connections, digital learning environments for young students, and pre-service teacher development. These studies reveal methodological rigor through case studies, classroom observations, and analysis of argumentation skills, with strong emphasis on practical classroom applications rather than purely theoretical frameworks. Juter actively supervises research projects including Pre-service teachers' use of frameworks in degree theses (2024-2025), Impact of bridge courses on mathematics learning (2022-2023), and Mathematics in physics teacher education (2022-2024). She collaborates extensively with researchers like Örjan Hansson, Anders Redfors, and Ulrika Eriksson on interdisciplinary STEM education initiatives. Her professional activities include regular presentations at major conferences such as the Nordic Conference on Mathematics Education (NORMA), where she contributes to workshops on in-service teacher training and physics-mathematics integration. Juter maintains active engagement with both academic research communities and classroom practitioners through these collaborative projects and professional development initiatives.

Kedar Nepalمشاهده پروفایل

دانشیار

• Mathematics Education
• Self-Assessment
• Self-Regulated Learning
• +۳ مورد دیگر

Dr. Kedar Nepal serves as Associate Professor of Mathematics in Mercer University's College of Liberal Arts and Sciences, specializing in undergraduate mathematics education since joining the faculty in 2014. His instructional portfolio includes calculus sequences, differential equations, probability, statistics, and advanced mathematics transition courses. His academic credentials feature: Ph.D. in Mathematics (specialization: Undergraduate Mathematics Education) from Oklahoma State University M.S. in Applied Mathematics from Oklahoma State University M.S. in Pure Mathematics from Tribhuvan University, Kathmandu, Nepal B.S. in Mathematics from Tribhuvan University, Kathmandu, Nepal Dr. Nepal's research investigates self-regulated learning mechanisms in undergraduate mathematics, with emphasis on self-assessment accuracy, metacognitive monitoring, and problem-solving execution. His work examines how students evaluate their mathematical competence and implement learning strategies, particularly in foundational courses. Current projects explore digital learning tools' impact on calculus comprehension and pre-K educational content development. His publication history (2014-2020) reveals consistent focus on self-regulation in mathematics education, with recurring themes in assessment literacy, problem-solving barriers, and instructor development. Key contributions analyze web-based homework efficacy, self-assessment/performance correlations, and cognitive obstacles in mathematical reasoning. Dr. Nepal maintains active engagement with collegiate mathematics education communities through conference presentations and collaborative research. Outside academia, he pursues travel, college football, and developing multimedia learning resources for early childhood education.

• Geometry Education
• Digital Technologies in Mathematics Education
• Professional Development of Mathematics Teachers

Jarmila Robová is an Associate Professor at the Department of Mathematics Didactics , affiliated with the Faculty of Mathematics and Physics at Charles University in Prague. Her work focuses on enhancing mathematics education through digital technologies and geometric conceptual understanding. Role: Associate Professor University: Charles University School: Faculty of Mathematics and Physics Department: Department of Mathematics Didactics Email: Jarmila.Robova@mff.cuni.cz Office: Karlín Campus, Room K456 Her research interests include: Geometry Education Digital Technologies in Mathematics Education Professional Development of Mathematics Teachers Recent publications highlight the integration of GeoGebra, analysis of geometric misconceptions, and technology-driven pedagogical strategies. She has supervised numerous theses on topics like digital tools in geometry, financial literacy, and innovative teaching methods. Current supervised works explore areas such as: ICT integration in secondary education Web applications for calculus and algebra Student conceptual knowledge in geometry

Ian Thackerمشاهده پروفایل

دانشیار

• STEM Education
• Educational Psychology
• Conceptual Change
• +۷ مورد دیگر

Dr. Ian Thacker is an Associate Professor of Educational Psychology at the University of Texas at San Antonio, focusing on STEM education, teacher bias, and conceptual change. His research explores mathematical skills in science learning, technology-enhanced STEM pedagogy, and systemic disparities in STEM education linked to gender and race. Education: B.A. in Mathematics & Physics, University of Colorado at Boulder (2005) M.A. in Science and Mathematics Education, University of California at Berkeley (2010) M.S. in Statistics, University of Southern California (2018) Ph.D. in Urban Education Policy, University of Southern California (2020) His research spans data literacy for climate change education, implicit bias in teachers, and technology-driven learning. Recent publications emphasize climate change pedagogy, equity in STEM, and teacher dispositions. Funded by NSF, Gates, SSHRC, and internal awards, his work addresses systemic barriers in education. Scientific Awards: 2020 USC Ph.D. Achievement Award 2020 USC Student Recognition Award: The Order of Arête Dr. Thacker has received grants from the National Science Foundation, Gates Foundation, SSHRC, and APA Division 15. His media contributions include USA Today and The Conversation, discussing STEM equity and climate change education.

Amber Mellonمشاهده پروفایل

مدرس ارشد

• Financial Literacy
• Mathematics Education
• Personal Finance
• +۱ مورد دیگر

Amber Mellon is a Senior Lecturer in the Department of Mathematical Sciences at Appalachian State University. She holds both a B.S. and M.A. from the same institution. Her teaching focuses on integrating financial literacy into mathematics curricula, particularly in Pre-Calculus courses. Outside academia, she serves as faculty advisor for Phi Mu - Lambda Beta and actively participates in community initiatives like MathCounts and Girl Scouts. Education: B.S., Appalachian State University M.A., Appalachian State University Research interests emphasize practical applications of mathematics through personal finance education. Her outreach efforts extend to workshops in Watauga County, promoting financial awareness. Community involvement includes leadership roles in student organizations and STEM-related youth programs.

Chuck Lindseyمشاهده پروفایل

دانشیار

• History of Mathematics
• Mathematics Education
• Stochastic Integration
• +۳ مورد دیگر

Chuck Lindsey is an Associate Professor in the Department of Mathematics at Florida Gulf Coast University (FGCU), part of the College of Arts & Sciences. He holds a Ph.D., M.S., and B.S. in Mathematics from the University of Florida (1983–1988). His research focuses on the early and medieval history of mathematics, stochastic integration, and mathematics education. He has presented at numerous conferences, including talks on ancient numerical systems, Euclid’s Elements, and Mesoamerican calculating tools. Dr. Lindsey has authored publications on historical mathematics courses, educational software reliability, and interdisciplinary online learning strategies. He received the Florida Section MAA Distinguished Service Award in 1997. His teaching spans history of mathematics (undergraduate and graduate levels), probability, and real analysis. He has held leadership roles in the Mathematical Association of America, including President of the Florida Section (2001–02, 2010–11) and Treasurer of the Philosophy of Mathematics SIGMAA (2002–2007).

Kate Raymondمشاهده پروفایل

استادیار

• Mathematics Education
• Social Justice in Education
• Teacher Advocacy
• +۳ مورد دیگر

Kate Raymond, Ph.D., is an Assistant Professor in the Department of Instructional Leadership and Academic Curriculum (specializing in Mathematics Education) at the University of Oklahoma’s Jeannine Rainbolt College of Education. Her research focuses on leveraging mathematics education to empower students and teachers through democratic practices, addressing issues of equity and social justice. Dr. Raymond is actively involved in programs like OU’s FAST (Faster Academic Success for Teachers) initiative, which supports emergency-certified educators. Her work emphasizes the intersection of mathematics education with broader societal challenges, advocating for curricula that connect mathematical concepts to real-world issues. She explores how teachers can use reflective practices and technology integration to adapt to evolving educational demands, such as during the pandemic’s shift to remote learning. Key professional contributions include studies on teacher advocacy, role models in education, and the sociotechnical dimensions of engineering education. Her research has been published in peer-reviewed journals, addressing topics ranging from TPACK development in secondary mathematics to the role of metacognition in classroom communication. Dr. Raymond’s academic affiliations include the Center for Educational Development and Research (CEDaR) and the K20 Center, where she collaborates on initiatives to improve teacher preparation and educational equity. Though no formal awards are listed, her scholarly output reflects sustained engagement with critical issues in mathematics education and teacher development.

Abraham Ayeboمشاهده پروفایل

دانشیار

• Mathematics Education
• Student Attitudes in Mathematics
• Teaching Methods in Higher Education
• +۳ مورد دیگر

Abraham Ayebo is an Associate Professor at the University of Minnesota Rochester, where he focuses on mathematics education. His research explores student attitudes, teaching methods, and interdisciplinary approaches to learning mathematics. B.Sc. in Mathematics, Kwame Nkrumah University of Science and Technology, Ghana M.S. in Mathematics, University of Nevada Reno Ph.D. in Mathematics Education, University of Nevada Reno Dr. Ayebo’s work emphasizes the intersection of educational technology, cross-cultural pedagogy, and student engagement. He investigates factors influencing academic performance, such as pre-calculus preparation and gender dynamics, and advocates for innovative strategies like poetry integration and real-world applications to enhance learning. His recent publications span topics including calculus students’ beliefs, classroom management techniques, and the role of personal learning devices. Articles from 2010 to 2025 highlight trends in gifted education, health science mathematics, and longitudinal analysis of teaching methodologies. Dr. Ayebo’s lab at 318 Commons in Rochester, MN, serves as a hub for his research and mentorship initiatives. He can be contacted via email at aayebo@r.umn.edu .

• Mathematics Education
• Teacher Professional Development
• Equitable Learning Opportunities
• +۳ مورد دیگر

Tracy Dobie is an Associate Professor in the Department of Educational Psychology at the University of Utah's College of Education. Her academic journey began with a B.A. in Psychology from Princeton University, followed by a Ph.D. in Learning Sciences from Northwestern University. Dr. Dobie holds significant appointments including membership on the Utah State Board of Education Mathematics Standards Writing Committee and the American Educational Research Association Division 1c Program Committee. Her educational background includes: B.A. in Psychology from Princeton University Ph.D. in Learning Sciences from Northwestern University Dr. Dobie's research focuses on student engagement, equitable learning opportunities, and teacher professional development in K-8 mathematics education. She explores what makes mathematics learning useful and meaningful for students, how to connect classroom learning with out-of-school experiences, the affordances and constraints of digital platforms for teacher professional development, and how to encourage productive discourse in teacher learning communities. Her work is deeply informed by sociocultural theory and examines how students conceptualize the usefulness of mathematics in their lives. Analysis of Dr. Dobie's recent publications reveals a strong focus on teacher noticing practices, language development in mathematics education, trust in teacher-student relationships, and culturally grounded pedagogy. Her research consistently addresses equity issues in mathematics education and examines how to support teachers in implementing equitable practices. The interdisciplinary nature of her work bridges educational psychology, mathematics education, and teacher development. Her scientific recognition includes: Outstanding Reviewer Award from the Special Interest Group for Research in Mathematics Education, American Educational Research Association (2019) Service, Teaching, and Research (STaR) Fellow from the Association of Mathematics Teacher Educators (2019) Dr. Dobie actively mentors graduate students through thesis research in both Master's and Ph.D. programs while teaching courses including Elementary Math Methods, Foundations of Learning, and Research Methods in Learning Sciences. She has secured significant external funding for her research, including grants focused on centering humanity in mathematics education and developing case-based scenarios for equitable mathematics instruction. Her community engagement extends to partnerships with the Boys & Girls Club and University Neighborhood Partners, demonstrating her commitment to connecting academic work with community needs.