جست‌وجوی استاد و پژوهشگر

• Experimental Economics
• Economic Cognition
• Neuroeconomics
• +۵ مورد دیگر

Sacha Bourgeois-Gironde is Professor of Economics and Cognitive Sciences at University Paris 2 (Sorbonne Universités) and affiliated with the Institut Jean Nicod Faculty located at Pavillon Jardin, 29 rue d'Ulm, Paris. His research spans multiple disciplines at the intersection of economics, cognitive science, and neuroscience, focusing on the psycho-biological bases of economic behaviors and cognition. He investigates the temporal and functional lag between the evolution of neurobiological mechanisms that supported adaptation to modern economic environments and the nature and demands of these environments. His primary research interests include experimental economics, economic cognition, neuroeconomics, decision theory, and money studies. Bourgeois-Gironde examines how recent formal advances in decision theory (such as incomplete preferences, second-order subjective probability, and temporal extension of static decision models under uncertainty) can inform psychology and inspire new experimental paradigms. His work also explores how limited cognitive systems adapt to complex decision environments and create social artifacts to overcome adaptive difficulties, with particular focus on money as a case study. Analysis of his recent publications reveals a strong interdisciplinary research program bridging economics, neuroscience, and cognitive psychology. His work consistently explores decision-making processes across species (including human and non-human primates), examining fundamental economic behaviors from both theoretical and experimental perspectives. Key thematic threads include the neural basis of economic decisions, the evolutionary foundations of economic behavior, the psychology of money, and the application of decision theory to complex social phenomena. Bourgeois-Gironde has contributed significantly to understanding interference between low-level cognitive processes (perception, number and magnitude processing) and decision-making, incomplete preferences and indecisiveness, decision-theoretical paradoxes in non-human subjects as biological markers of rationality, search-theoretical models of money emergence, and folk economic cognition related to cycles, crises, life-cycles, and existential anticipations. His research combines experimental, theoretical, and comparative approaches to address fundamental questions about economic behavior and cognition.

• Mathematics Education
• Elementary Mathematics Education
• Multiplicative Reasoning
• +۴ مورد دیگر

Bridget Broome serves as a Teaching Assistant Professor in the Department of Teaching, Learning & Educational Sciences at Oklahoma State University's College of Education. She began her academic career at OSU as a Teaching Instructor from August 2022 to June 2025 before advancing to her current position starting July 2025. Dr. Broome earned her M.Ed. from the University of Louisiana at Monroe and her B.S. from Louisiana State University System. She further specialized through a Mathematics Specialist certification from Oklahoma State University System. Her research focuses on multiplicative reasoning and mathematical fluency in elementary education, with particular emphasis on developing effective pedagogical strategies for teaching algebra concepts, rational numbers, and proportional reasoning. Dr. Broome's work bridges theoretical understanding with practical classroom applications to enhance mathematical thinking in primary and intermediate grade students. She investigates how manipulatives and game-based learning can facilitate the transition from numerical to algebraic thinking. Dr. Broome's scholarly contributions include her 2023 publication 'Crack the Code,' which presents an educational game for teaching algebraic generalizations through differentiated instruction. This work exemplifies her research trend of creating engaging, accessible mathematical experiences that accommodate diverse learning needs while addressing fundamental conceptual transitions in mathematics education. Dr. Broome actively contributes to the mathematics education community through peer review activities for the Research Council on Mathematics Learning and Investigations in Mathematics Learning journal. She maintains professional memberships in the National Council for Teachers of Mathematics, Psychology of Math Education - North American Chapter, and Research Council for Mathematics Learning. As an educator, Dr. Broome teaches numerous mathematics education courses including 'Teaching Algebra, Data and Probability Across the Elementary Curriculum,' 'Mathematics Education: Theory and Practice (Grade 1-4),' and 'Teaching Rational Number Concepts, Proportional Reasoning, and Classroom Interactions.' Her teaching emphasizes developmental levels in mathematics education, formative assessment strategies, and addressing common student misconceptions through evidence-based pedagogical approaches.

Pedro Freitas Mendesمشاهده پروفایل

استادیار

• Heterogeneous Catalysis
• Process Engineering
• Catalyst Characterization
• +۱۱ مورد دیگر

Pedro Freitas Mendes is an Assistant Professor in the Department of Chemical Engineering at Instituto Superior Técnico, University of Lisbon. His research focuses on heterogeneous catalysis, process engineering, and multi-scale modeling, with particular emphasis on sustainable hydrocarbon conversion processes and rational catalyst design. Dr. Mendes' scientific interests span several key areas in catalysis and chemical engineering: Heterogeneous catalysis and catalyst design Process engineering and sustainable hydrocarbon conversion Multi-scale modeling from catalyst to process level Reaction kinetics and microkinetic modeling Open Science initiatives in chemistry and chemical engineering His recent publications demonstrate a strong focus on oxidative coupling of methane (OCM), hydroconversion processes, and the development of data-driven approaches for catalyst design. The research spans fundamental kinetic studies to practical applications in sustainable chemical processes. A significant portion of his work addresses the challenges of bridging scales from catalyst properties to reactor and process design, with an increasing emphasis on open data and science initiatives in catalysis. Dr. Mendes is actively involved in collaborative research networks, including YEuCat (Young European Catalysis Network), and participates in initiatives aimed at transforming academic practices through Open Science and DORA (Declaration on Research Assessment) actions. As an experimentalist with strong modeling skills, Dr. Mendes combines catalyst synthesis, characterization, and testing with mathematical modeling to understand and design catalytic processes. His work on open data in catalysis represents a growing commitment to transparency and reproducibility in scientific research.

Arthur Paul Pedersenمشاهده پروفایل

استادیار

• Artificial Intelligence
• Cognitive Science
• Network Science
• +۱۳ مورد دیگر

Arthur Paul Pedersen is an Assistant Professor of Computer Science at The City College of New York (CCNY), part of the City University of New York (CUNY) system. He serves as Co-Director of the Intel Investigations Lab (i2Lab) and is faculty for both the M.S. Program in Cybersecurity and the M.S. Program in Data Science & Engineering. His work spans multiple disciplines through affiliations with the CUNY-CREST Institute. Ph.D. in Logic, Computation and Methodology from Carnegie Mellon University B.A. in Mathematics and B.A. in Philosophy from University of Wisconsin-Madison Dr. Pedersen's research focuses on decision and game theory, artificial intelligence, cognitive science, probability and statistics, network science, and logic and computation. He has strong interests in functional analysis, economics, measurement theory, and algebraic and topological systems. His work addresses problems in individual and collective judgment, inference, and decision making under uncertainty, particularly when dealing with incomplete or contradictory information, unresolved conflict, or limited cognitive resources. He emphasizes interdisciplinary approaches, noting that "real problems do not know disciplinary boundaries." His publication record shows a consistent trajectory exploring foundational issues in probability, decision theory, and logic, with recent work expanding into AI applications including deep learning frameworks for writer identification and non-Archimedean approaches to intelligence measurement. His research bridges theoretical mathematics with practical applications in intelligence analysis and cybersecurity. Dr. Pedersen actively contributes to the academic community through editorial board service for Minds and Machines, administration of Choice & Inference, and participation in graduate seminars at the CUNY Graduate Center on Logic, Games & Language and Philosophy, Logic & Games. As Co-Director of the Intel Investigations Lab (i2Lab), he leads research efforts focused on intelligence analysis building, network science applications, and decision-making under severe uncertainty. His work has attracted attention from government agencies, evidenced by his invitation to speak at the FBI's Counter Intelligence Division on "Strategic Transparency in Economies of Information Exchange."

• Mathematics Education
• Science Education
• Primary School Mathematics Teaching
• +۳ مورد دیگر

Dr. Esra MACİT serves as a Lecturer in the Department of Mathematics and Science Education at Hakkari University's Faculty of Education, specializing in primary mathematics teacher training and cognitive development in mathematical concepts. Her research focuses on: Mathematics Education Science Education Primary School Mathematics Teaching Fraction Concepts Gifted Education Teacher Training She investigates how students construct fraction concept images, teacher attitudes toward gifted education, and collaborative learning methodologies in middle school mathematics classrooms. Analysis of her 14 publications (2013-2021) reveals consistent emphasis on diagnostic assessment of fraction misconceptions among 6th graders, cross-institutional evaluation of mathematics education (high school/cram school/university), and teacher perspectives on feedback systems. Her work bridges cognitive theory with practical classroom applications in Turkish educational contexts. No scientific awards or student advising activities are documented in available institutional records. Similarly, no research laboratories, grant funding details, or collaborative teams are mentioned in her academic profile.

Anna Pansellمشاهده پروفایل

مدرس ارشد

• Mathematics Education
• Teacher Training
• Curriculum Theory
• +۳ مورد دیگر

Anna Pansell , Senior Lecturer at Stockholm University , specializes in mathematics teacher education and pedagogical practices. Affiliated with the Department of Teaching and Learning, she leads teacher training programs for grades 1-6 while directing studies in empirical research methods. Co-founder of research groups: LUGN : Focuses on pre-service mathematics teacher education across all grade levels SOCAME : Examines mathematics education through social, cultural, and political lenses Her research analyzes: Ecological frameworks for understanding contextual influences on teaching (ATD theory by Chevallard) Comparative analysis of classroom practices vs. textbook content Sociological dimensions of curriculum implementation Publications highlight: 2018 thesis tracing teacher-environment co-determination 2017 study on problem-solving instruction in weakly-framed curricula 2015 justification analysis in collaborative teaching contexts Current projects include: ReMath : Practice-based graduate teacher education TRACE : Investigating early career teacher identity formation

Andrei Carageaمشاهده پروفایل

پژوهشگر

• Gabor Analysis
• Exponential Bases
• Neural Networks
• +۴ مورد دیگر

Andrei Caragea is a Researcher at the Mathematical Institute for Machine Learning and Data Science (MIDS) within the Faculty of Mathematics and Geography at Katholische Universität Eichstätt-Ingolstadt . His work bridges Gabor analysis , exponential bases , and neural network approximation theory , with side interests in number theory and classical geometry . Education : PhD in Mathematics (2023), Katholische Universität Eichstätt-Ingolstadt Key Collaborators : Prof. Götz Pfander, Felix Voigtlaender, Friedrich Philipp, Dae Gwan Lee His research explores structural limitations in time-frequency representations (Balian-Low theorems for subspaces) and dimension-independent approximation capabilities of complex-valued neural networks. Recent work demonstrates how modReLU-activated networks can overcome the curse of dimensionality for Barron-class classifiers. Publication Trends (2019-2023): 50% focus on Gabor systems and time-frequency invariance 40% on neural network expressivity with complex-valued architectures 10% on exponential basis constructions in signal processing Research Grants : DFG Project (2019-2025): Sampling theory and bases from exponential functions DFG Project (2015-2022): Covariance matrix estimation under sparsity

Olly Steinthorsdottirمشاهده پروفایل

دانشیار

• Mathematics Education
• Gender Equity in Education
• Early Childhood Mathematics
• +۳ مورد دیگر

Olly Steinthorsdottir is an Associate Professor of Mathematics Education at the University of Northern Iowa, affiliated with the College of Humanities, Arts and Sciences and the Department of Mathematics. Her office is located in 336 Wright Hall, and she holds office hours during Fall 2025 on Tuesdays from 2:00-3:00 and Wednesdays from 1:00-2:00, or by appointment. Research Interests Gender equity in mathematics education Teaching and learning for understanding in whole numbers and rational numbers Pre-School through Middle School mathematics curriculum development

Kelly Brumbeloe Schweckمشاهده پروفایل

استادیار بالینی

• Special Education
• Developmental Disabilities
• Mathematics Education
• +۳ مورد دیگر

Kelly Brumbeloe Schweck is a Clinical Assistant Professor and Co-Program Director in the Department of Special Education, Rehabilitation, and Counseling at Auburn University's College of Education. She specializes in training educators to support students with developmental disabilities and learning challenges through innovative instructional strategies. Her research focuses on special education pedagogy, particularly mathematics instruction for neurodiverse learners and language development in preschoolers with developmental delays. Recent work explores virtual teaching tools and multisensory approaches to improve educational outcomes. Analysis of her publications reveals expertise in: Designing accessible writing instruction for college students with developmental disabilities Implementing CRA-I (Concrete-Representational-Abstract-Integrated) frameworks for teaching rational numbers Developing early math interventions for preschool populations Adapting language curricula for autism spectrum disorder As an advisor and field experience supervisor, she bridges academic training with practical implementation in special education settings. Her work emphasizes practical classroom applications rather than theoretical research.

Lauren Schillerمشاهده پروفایل

استادیار

• Mathematical Cognition
• Mathematics Education
• STEM Education
• +۳ مورد دیگر

Lauren Schiller serves as an Assistant Professor in the Department of Elementary and PE/Health Education at Kean University's College of Education, where she teaches courses EMSE2800 and EMSE3123 from her office in HH-405. Her educational foundation includes: B.S. in Special Education from Boston University (2009) M.Ed. in Mind, Brain, and Education from Harvard Graduate School of Education (2013) Ph.D. in Cognitive Science in Education from Columbia University (2020) Dr. Schiller's research investigates mathematical cognition with specific emphasis on children's understanding of rational number relations (fractions, decimals, percentages) and evidence-based interventions to strengthen conceptual mastery. Her interdisciplinary work bridges cognitive science, educational psychology, and neuroscience within STEM education contexts, focusing on how pedagogical approaches can optimize mathematical reasoning development in young learners.

Robert Stuart Sieglerمشاهده پروفایل

استاد

• Mathematical Development
• Cognitive Development
• Educational Psychology
• +۳ مورد دیگر

Robert Stuart Siegler is the Jacob H. Schiff Foundations Professor of Psychology and Education at Teachers College, Columbia University, affiliated with the Department of Human Development and the Cognitive Science in Education program. His research focuses on how children develop mathematical knowledge, particularly numerical understanding, fraction arithmetic, and the application of cognitive development theories to education. PhD in Clinical Psychology from Stony Brook University Research emphasizes cognitive development, mathematics learning, and educational interventions Director of the Siegler Center for Innovative Learning at Beijing Normal University (2012) Dr. Siegler’s work combines information processing and evolutionary theories to study strategy discovery and choice in mathematics learning. He has pioneered applications of numerical board games to improve mathematical understanding in low-income children and developed computational models of fraction arithmetic. His recent publications address rational number notation, textbook design, and cognitive biases in mathematical learning. Articles highlight his collaborations with researchers like David W. Braithwaite and J. McMullen, focusing on whole number bias, fraction magnitude knowledge, and decimal arithmetic. Awards include the 2022 G. Stanley Hall Award from the American Psychological Association, 2015 election to the Society of Experimental Psychologists, and the 2010 National Academy of Education induction. He served on the U.S. National Mathematics Advisory Panel (2006-2008) and contributed to federal educational practice guides. Dr. Siegler leads the Siegler Lab at Teachers College, which investigates mechanisms of mathematical knowledge acquisition. His research has been published in journals such as Journal of Educational Psychology , Developmental Science , and Psychological Review .

Clarissa Thompsonمشاهده پروفایل

استاد

• Cognitive Development
• Numerical Cognition
• Mathematical Learning
• +۳ مورد دیگر

Dr. Clarissa Thompson is Professor of Psychological Sciences at Kent State University, where she directs the Cognitive Development Lab. She earned her PhD from The Ohio State University and teaches courses in cognitive psychology and experimental methods. Her research investigates numerical cognition across development, including: how children represent and estimate numbers, factors influencing math anxiety, metacognitive monitoring during problem solving, and interventions to improve rational number understanding. The lab employs behavioral methods, eye-tracking, and cognitive modeling. Recent work examines visualization techniques for health risk communication, cross-notation number processing, and longitudinal predictors of math achievement. She serves on editorial boards and mentors doctoral students in cognitive/developmental psychology.

Jing Tianمشاهده پروفایل

استادیار

• Educational Psychology
• Mathematics Education
• Cognitive Development
• +۳ مورد دیگر

Jing Tian is an Assistant Professor of Psychology at Fordham University, where she holds an appointment in the Department of Psychology. Her research focuses on cognitive and educational psychology, particularly in mathematics learning and STEM education. Key areas of interest include spatial skills development, rational number notation systems, and the impact of educational materials on student achievement. She directs the CoDE (Cognition and Development in Education) Lab, investigating how cognitive processes and educational practices shape learning outcomes. Dr. Tian’s work addresses critical gaps in mathematics education, such as the gender disparity in STEM fields and the challenges students face with fractions and decimals. Her research employs experimental methods to evaluate textbook problem design, parental influence on learning strategies, and interventions to improve numerical understanding. Recent findings highlight the role of spatial skills in early STEM trajectories and the importance of bias-free educational resources. Professional contributions include affiliations with organizations advancing educational psychology and mathematics pedagogy. Her research has been published in top-tier journals, emphasizing practical implications for curriculum development and teaching methodologies.

Pooja Sidneyمشاهده پروفایل

دانشیار

• Mathematical Cognition
• Analogical Learning
• Concept Acquisition
• +۳ مورد دیگر

Pooja Sidney is Associate Professor and Developmental, Social, Health Area Coordinator in the Department of Psychology at the University of Kentucky. Her Cognition and Development Lab investigates mathematical learning processes, particularly analogical reasoning in fraction understanding and interventions to reduce health innumeracy. Research examines how analogies facilitate transfer between mathematical concepts, math attitude formation, and visual representations for health risk communication. Recent publications focus on college math identity development, pandemic risk perception, and rational number cognition. She teaches courses on cognitive development and mathematical learning.

Christy Sue Langleyمشاهده پروفایل

مدرس ارشد

• Mathematical Teacher Education
• Inquiry Based Learning
• Online Learning
• +۵ مورد دیگر

Christy Sue Langley is a Senior Lecturer at the University of Louisiana at Lafayette since 2008. She transitioned to full-time faculty in 2013. Her roles include teaching and curriculum development with a focus on mathematics education innovation. M.S. in Mathematics (2008), University of Louisiana at Lafayette B.S. in Mathematics (2004), Sam Houston State University A.S. in Mathematics (2001), Blinn College Her research interests span Mathematical Teacher Education, Inquiry-Based Learning, and technology integration in classrooms. She explores mathematics applications in games and has historical interests in graph theory and origami mathematics. Langley co-led a Department of Education grant to enhance rational number education for English Language Learners (ELLs), conducting summer camps for K-12 ELL students. Her sole listed publication addresses first-year quantitative reasoning course design. No scientific awards are listed. She has advised no named students and no lab affiliations are mentioned.