جست‌وجوی استاد و پژوهشگر

Ann LeSageمشاهده پروفایل

دانشیار

• Mathematics Education
• Educational Technology
• Teacher Professional Development
• +۳ مورد دیگر

Dr. Ann LeSage is an Associate Professor in the Faculty of Education at Ontario Tech University. Her research focuses on mathematics education, particularly the interplay between affect and cognition in teaching and learning mathematics from preschool through teacher professional development. She explores integrating technology such as mobile apps and video podcasts to enhance numeracy understanding and teacher training. Her work also extends to collaborative community-based research, including promoting healthy eating in children and addressing social competence in early childhood. Dr. LeSage teaches a range of courses, including curriculum studies in mathematics, STEM education, and research methods. She has authored or co-authored numerous publications on topics like at-risk students in mathematics, flipped classroom strategies, and the efficacy of educational technology tools. Research Highlights: Video podcasts for flipped classrooms, mobile apps for early numeracy, teacher efficacy. Awards: Best Practical Paper (2011) for work on pre-service teachers' rational number understanding. Her interdisciplinary collaborations involve academic researchers and community partners to address real-world educational challenges. She emphasizes pedagogical innovation and supports teacher development through digital tools and professional learning communities.

Edward A Gibsonمشاهده پروفایل

استاد

• Linguistics
• Cognitive Science
• Syntax
• +۴ مورد دیگر

Edward A. Gibson is a Professor in the Department of Brain and Cognitive Sciences at MIT, leading the Gibson Lab (TedLab). His research focuses on the structure of human language, the interplay between culture and cognition, and language learning/processing mechanisms. He employs behavioral experiments, corpus analyses, and neuroimaging techniques (fMRI/ERP) to investigate syntactic frameworks, information processing constraints, and cross-linguistic universals. Key research areas include dependency grammar syntax, the role of pragmatics/world knowledge in language processing, and the cultural evolution of color/concept systems. Notable work examines how language contact influences conceptual restructuring in bilingual populations and the cognitive underpinnings of spatial reference frames in Amazonian cultures. Publications from 2022-2025 explore rational inference models in aphasia, communication efficiency in legal texts, and the neural basis of syntactic parsing. His lab's work emphasizes Bayesian approaches to noisy-channel comprehension and the resource-rational optimization of linguistic structures. Labs/Teams: Gibson Lab (TedLab) at MIT's McGovern Institute/Picower Institute for Learning and Memory.

James Davenportمشاهده پروفایل

استاد

• Computer Algebra
• Symbolic Computation
• Cryptography
• +۵ مورد دیگر

James Davenport is the Hebron and Medlock Professor of Information Technology at the University of Bath's Department of Computer Science. He holds affiliations with institutions such as the International Centre for Higher Education Management (ICHEM), the Institute of Coding, and the UKRI CDT in Accountable, Responsible, and Transparent AI. His research focuses on computer algebra, cryptography, symbolic computation, and computational geometry, with notable contributions to cylindrical algebraic decomposition and quantifier elimination. He has led or collaborated on projects funded by EPSRC, EU Horizon 2020, and other bodies, addressing challenges in algorithmic complexity, cybersecurity education, and digital skills development. His research interests span computer science education, cybersecurity, and formal methods, with a strong emphasis on advancing symbolic computation techniques. Recent work includes improving cylindrical algebraic decomposition through machine learning and exploring frameworks for authentic assessment in computing education. He actively contributes to initiatives like the Institute of Coding to address the UK’s digital skills gap. Professor Davenport has been involved in 12 research projects, including the DEWCAD project targeting computational geometry challenges. His publications emphasize algorithmic innovation, educational frameworks, and interdisciplinary applications. While no specific awards are listed, his extensive contributions to the field underscore his academic impact. He supervises doctoral students and collaborates with global researchers, contributing to both theoretical advancements and practical applications in education and technology. His work bridges academic research and industry needs, particularly in cybersecurity and computational efficiency.

Steven Grossمشاهده پروفایل

استاد

• Philosophy of Language
• Philosophy of Mind
• Foundations of Mind-Brain Sciences
• +۳ مورد دیگر

Steven Gross is a Professor of Philosophy and Chair at Johns Hopkins University's William H. Miller III Department of Philosophy, part of the Krieger School of Arts & Sciences. He holds secondary appointments in Cognitive Science and Psychological and Brain Sciences and is affiliated with the Science of Learning Institute and the Foundations of Mind Group. Gross earned an AB and PhD from Harvard University, with prior teaching roles at University College London, University of Pennsylvania, and Georgetown University. He previously served as President of the Society for Philosophy and Psychology. His research focuses on philosophy of language, mind, and the foundations of mind-brain sciences. Key topics include semantic perception, the perception-cognition border, innateness, cognitive penetration, attention, and probabilistic models of perception. Gross has also contributed to debates on methodology in linguistics and contextual semantics. His affiliations reflect interdisciplinary engagement, bridging philosophy with cognitive science and neuroscience. Notably, he explores questions like the ethical implications of autonomy in procreation and the philosophical underpinnings of perception and consciousness.

Nathaniel Josephsمشاهده پروفایل

استادیار

• Networks
• Bayesian nonparametrics
• Causal inference
• +۴ مورد دیگر

Nathaniel Josephs is an Assistant Professor in the Department of Statistics at NC State University. His research focuses on networks, Bayesian nonparametrics, and causal inference, with applications spanning social science, materials science, and biostatistics. He holds a Ph.D. in Statistics from Boston University (2021). Education Ph.D. in Statistics, Boston University, 2021 Research Interests Josephs specializes in developing statistical methodologies for network data analysis, including Bayesian approaches for community detection, hypergraph models, and applications in epidemiology, sports analytics, and microbiome studies. His work bridges theoretical statistics with practical challenges in diverse fields such as OLED material prediction and oncology outcomes research. Publications Recent work includes advancements in network scale-up methodologies, hypergraph-based scoring systems, and Bayesian classification for microbiome data. His research demonstrates a strong emphasis on interdisciplinary applications, combining rigorous statistical frameworks with real-world problems in health sciences and engineering. Awards & Grants No awards or grants explicitly listed in available materials. Advising & Labs No advising information or lab affiliations specified in the provided text.

Daniel Huttoمشاهده پروفایل

استاد

• Philosophy of Mind
• Cognitive Science
• Enactivism
• +۱۳ مورد دیگر

Daniel Hutto is a Senior Professor and Head of the School of Liberal Arts at the University of Wollongong , Australia, within the Faculty of the Arts, Social Sciences and Humanities. He holds a D.Phil. from the University of York and is a leading figure in philosophy of mind and cognitive science. Education: B.A., Marist College M.Phil., St Andrews University D.Phil., University of York Daniel Hutto's research centers on radical enactivism, a non-representational approach to cognition, and the Narrative Practice Hypothesis (NPH), which argues that understanding reasons for actions is acquired culturally through narrative engagement. His work challenges mainstream cognitivist and representationalist views in cognitive science, advocating for embodied, embedded, and enactive models of mind. He has significantly contributed to debates on folk psychology, memory, perception, and the philosophy of psychiatry. His recent publications (2021–2025) explore radical enactivism’s applications in ethics (phronesis), education (the E-turn), memory, pretense, and perception. These works consistently critique predictive processing and representationalist models, promoting 4E (embodied, embedded, extended, enactive) alternatives. Scientific Awards: Honourable mention - 2013 PROSE Awards Choice Outstanding Academic Title Daniel Hutto is actively involved in academic service, including serving as a member of the ARC College of Experts (2016–2018), reviewing for over 30 journals (e.g., Mind , Philosophy of Science ), and assessing grants for international bodies (e.g., ERC, NSF, AHRC). He supervises Masters and PhD students and is affiliated with ORCID 0000-0002-3585-4618. His email is daniel_d_hutto@uow.edu.au . Labs and Research Groups: While not explicitly mentioned, his collaborative works with Erik Myin, Shaun Gallagher, and others suggest active participation in enactivist and cognitive science research networks. His focus on narrative practices implies interdisciplinary engagement with psychology, neuroscience, and education.

Trena L. Wilkersonمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Education
• Algebra Teacher Efficacy
• +۳ مورد دیگر

Dr. Trena L. Wilkerson serves as Professor and Department Chair in the Department of Curriculum & Instruction at Baylor University's School of Education. A nationally recognized leader in mathematics education, she completed her presidency of the National Council of Teachers of Mathematics (NCTM) in 2022 after a two-year term and continues to influence the field through editorial and leadership roles. Her academic foundation includes a Ph.D. in Curriculum & Instruction with mathematics focus from the University of Southern Mississippi (1994). Ph.D. in Curriculum & Instruction (Mathematics Focus), University of Southern Mississippi, 1994 Dr. Wilkerson's research investigates effective mathematics teaching practices and their impact on student learning. She specializes in algebra teacher efficacy measurement, professional development through lesson study, and early childhood rational number concept development. Her cross-university collaborations have produced validated instruments for assessing teacher efficacy, while her work with GEAR UP initiatives demonstrates practical applications of educational research in underserved communities. Current scholarship emphasizes equity-based mathematics teaching practices through global perspectives. Her distinguished contributions have earned significant recognition: Louise Hay Award for Contributions to Mathematics Education (2024, Association for Women in Mathematics) Prakken Professional Cooperation Award (2021, ITEEA) NCTM Publication Award for Outstanding Journal (2020) Distinguished Alumna of the Year Award (2019, Mississippi College) As director of the GEAR UP Math Initiative and co-principal investigator of the $11.3 million GEAR UP Waco grant (2006-2013), she led large-scale federal efforts preparing middle school students for higher education. She currently co-edits the online journal Statistics Teacher (American Statistical Association/NCTM) and previously edited the Texas Math Teacher (2017-2020), demonstrating sustained commitment to practitioner-focused knowledge dissemination. Her editorial leadership bridges research and classroom practice through accessible professional resources. Dr. Wilkerson's initiative leadership extends to collaborative projects like the cross-university algebra efficacy instrument development and lesson study implementations that connect teacher professional growth with student outcomes. Her work through the Association of Mathematics Teacher Educators and state organizations continues to shape mathematics education policy and practice nationally.

Jim Plumatمشاهده پروفایل

پژوهشگر

• Physics Education
• Cognitive Training
• Science Education
• +۲ مورد دیگر

Jim Plumat is a researcher at the Catholic University of Louvain with a focus on physics education and cognitive training. His work explores neurocognitive interventions to improve scientific reasoning and conceptual change in students. Key Research Areas: Physics education reform Executive function training Conceptual change theory Heuristic inhibition in learning Academic transition support Selected Projects: Neurocognitive training for higher education students Cognitive intervention in secondary school physics teaching Video-based physics instruction Support systems for university orientation Active in international physics education conferences and collaborative research networks, his work emphasizes practical applications of cognitive science to educational challenges.

• Mathematics Education
• Formative Assessment Systems
• STEM Education
• +۵ مورد دیگر

Leanne Ketterlin Geller is a Professor and Texas Instruments Endowed Chair in Education at Southern Methodist University (SMU). She directs the Research in Mathematics Education unit and focuses on developing formative assessment systems to support students with mathematics difficulties, particularly in K-8 settings. Her work spans national and international collaborations in STEM education and has received extensive funding from agencies like the U.S. Department of Education and the National Science Foundation. Her research emphasizes learning progressions , data-based individualization , and universal design in assessment. She has secured over $14 million in grants for scaling math interventions like Fraction Face-Off, aiming to improve algebra readiness through rational number instruction. Key Grants: $14 million (2025) for national scalability of Fraction Face-Off $8 million (2021) for replication studies of the same intervention $3.8 million (2023) for Promoting Algebra Readiness $3 million (2022) for Project STAIR 2.0 Dr. Ketterlin Geller collaborates with educators globally, contributing to educational policy , teacher training, and parent engagement programs. Her publications include frameworks for accessible assessment, cognitive diagnostic models, and strategies for improving math outcomes for students with disabilities.

Trung Tuyen Truongمشاهده پروفایل

استاد

• Several Complex Variables
• Dynamical Systems
• Algebraic Geometry
• +۷ مورد دیگر

Trung Tuyen Truong is a Professor of Mathematics at the University of Oslo, Faculty of Mathematics and Natural Sciences, Department of Mathematics, since September 2023. Previously, he served as an Associate Professor at the same institution from September 2017 to September 2023. His academic journey includes a PhD from Indiana University (2006-2012) under Professor Eric Bedford, followed by postdoctoral positions at Syracuse University (2012-2014), Korea Institute for Advanced Study (2014-2015), and The University of Adelaide (2015-2017). His research spans several complex variables, dynamical systems, and related topics in algebraic geometry. He is particularly interested in applying dynamical systems theory and computational techniques to solve both theoretical and practical problems. His work includes developing optimization algorithms, exploring connections between Weil's Riemann hypothesis and dynamical systems, and investigating the Jacobian conjecture. Truong has made significant contributions to optimization methods, particularly developing Backtracking Gradient Descent and Backtracking New Q-Newton's method, which have applications in deep learning and solving complex mathematical problems. His research has been supported by various grants including a Seed grant from UiO Growth House for developing AI tools for mathematical education, membership in MSCA-Cofund-DP for ERC funding PhD positions, and as Principal Investigator for the Young Research Talents grant from the Research Council of Norway. Truong is actively involved in developing software tools to help students learn mathematics and optimization, as well as creating efficient computational tools. His NUV Optimization solvers have demonstrated superior performance compared to established tools like Matlab and IPOPT in certain optimization problems. He is collaborating with AI companies and medical doctors to use AI for diagnosing from lung data measurements. His publications demonstrate expertise across pure mathematics, computational methods, and interdisciplinary applications, with recent work focusing on dynamical systems approaches to number theory problems and practical optimization algorithms.

• Teaching Mathematics
• Educational Sciences
• Situational Theory
• +۲ مورد دیگر

Claire Margolinas is a Lecturer at the National Higher Institute of Teacher Training and Education (INSPÉ) Clermont-Auvergne, University of Clermont Auvergne. Her research focuses on Teaching Mathematics , Educational Sciences , and the Situational Theory , examining processes of knowledge institutionalization and educational inequality in teaching practices. She has supervised theses on topics like student observation, mathematical communication, and enumeration challenges. Research Themes : Educational inequality, didactic situations, oral and written literacy, early number construction, and teacher practices. Recent Work : Publications in journals such as Practices: linguistics, literature, didactics , Caminhos da Educação Matemática em Revista , and Grand N , with a focus on linguistic literacy's impact on mathematical understanding, ordinal/rational number teaching, and multilingualism in education. Academic Leadership : Since 2017, she has served on the University Board of Directors and Office of the University of Clermont Auvergne. Contact : Claire.Margolinas@uca.fr

David Evansمشاهده پروفایل

دانشیار

• Computational Macroeconomics
• Dynamic Stochastic General Equilibrium (DSGE) Models
• Heterogeneous-Agent Models
• +۶ مورد دیگر

David Evans is an Associate Professor of Economics in the College of Arts and Sciences at the University of Oregon . He conducts research on computational macroeconomics, dynamic stochastic general-equilibrium (DSGE) modelling, and optimal fiscal and monetary policy, with a particular emphasis on economies populated by heterogeneous agents. Research Focus Professor Evans’s current agenda centres on developing numerical methods to approximate equilibria in DSGE models that feature large numbers of heterogeneous households or firms. His early applications address pressing questions in optimal fiscal policy—namely, how debt levels, labour-tax rates, and capital-tax rates should evolve over the business cycle and in the long run when inequality is explicitly taken into account. Additional collaborative work explores how fiscal-hedging motives should influence long-term debt structure and tax design. Publications Overview Between 2014 and 2023, Evans has produced a steady stream of articles that advance both theoretical and computational frontiers. Collectively, these works span four broad themes: (1) optimal taxation and public debt management under incomplete markets; (2) the macroeconomic implications of household heterogeneity and inequality; (3) bounded rationality and learning in macroeconomic settings; and (4) novel solution techniques—especially perturbation methods—for high-dimensional heterogeneous-agent models. Scientific Recognition No specific awards or honours are mentioned in the supplied text. Contact & Resources Office: 538 PLC, 1285 University of Oregon, Eugene OR 97103-1285 Phone: 541-346-3431 Email: devans@uoregon.edu Website: http://econevans.com/

• Mathematics Education
• Science Education
• Mathematical Reasoning
• +۴ مورد دیگر

Helena Johansson is an Associate Professor at Mid Sweden University's Department of Engineering, Mathematics and Science Education (IMD). Her research focuses on mathematics and science education, particularly in the interplay between semiotic resources, digital learning materials, and students' conceptual understanding. Her work examines mathematical reasoning requirements in physics contexts, the objectification of symbolic discourse in teaching, and the design of multimodal tasks. She actively investigates differences between secondary and tertiary education, aiming to bridge gaps in pedagogical approaches. Helena's recent publications emphasize digital textbooks, quiz-based formative assessments, and models for supporting teachers in achieving equitable mathematics instruction. She collaborates with researchers like Mats Österholm and Christer Kilhamn on these topics.

• Climate Change Education
• Science-Civic Engagement
• Informal Learning Environments
• +۴ مورد دیگر

Lynne Zummo is an Assistant Professor in the Department of Educational Psychology at the University of Utah , where she has been since 2020. She also serves as the Curator of Learning Sciences at the Natural History Museum of Utah , integrating research on climate change education and informal learning environments. Education : PhD (2020), MA (2015) from Stanford University; MS (2010) from Dartmouth College; BA (2006) from Middlebury College. Her research focuses on learning about contentious science issues (e.g., climate change) across formal and informal settings. Key areas include: Emotional and cognitive responses to climate change education Youth engagement in digital civic media and quantitative literacies Design of hopeful climate exhibits in museums Equitable STEM teacher training and curriculum development Recent publications analyze: 2025 : Daily wellbeing impacts of climate stressors; youth use of numbers in civic media; emotional regulation strategies in museums 2024 : Culturally grounded case design for teachers; shifting from climate literacy to climate agency 2023 : Science-civic practices in digital media; epistemic tool use in teacher training She has received the Early Career Research Award (2024) and leads grants from the National Science Foundation and Spencer Foundation to develop equitable STEM instruction and climate education frameworks. Lynne teaches preservice secondary science teachers and courses in 3D science instruction and graduate thesis supervision . Her work emphasizes science-embedded civic engagement , informal learning , and teacher expertise development through video annotation and collaborative discourse analysis.

Alena Espositoمشاهده پروفایل

دانشیار

• Cognitive Development
• Bilingual Education
• Educational Policy
• +۳ مورد دیگر

Dr. Alena Esposito is an Associate Professor of Psychology at Clark University, specializing in cognitive development and bilingual education. She holds a B.I.D. in Industrial Design from North Carolina State University, an M.A.T. in Elementary Education from East Carolina University, and a Ph.D. in Lifespan Developmental Psychology from North Carolina State University. Her postdoctoral research at Emory University focused on cognitive and academic outcomes in dual-language education. Dr. Esposito’s research investigates malleable factors influencing learning, particularly for emerging bilingual students. Her work examines how dual-language education impacts cognitive and academic outcomes, with a focus on memory integration, semantic memory across languages, and knowledge base development. She also explores strategies to improve educational policy and practice for bilingual learners. Her recent studies include investigations into self-derivation of knowledge through memory integration, executive functions in bilingual education, and the role of presentation formats (e.g., audio, visual) in learning. Current lab projects include studies on fraction understanding in children, adult learning mechanisms, and the intersection of identity and academic achievement among Asian students. Grants: National Science Foundation (2024–2028): Examining factors supporting bilingual classrooms Institute of Education Sciences (2019): STEM education and cognitive development Spencer Foundation: Bilingual education and language practices Dr. Esposito teaches courses on cognition and lifespan development. Her lab collaborates with schools to design interventions that enhance learning outcomes for diverse populations.