جست‌وجوی استاد و پژوهشگر

Brian Conradمشاهده پروفایل

استاد

• Number Theory
• Arithmetic Geometry
• Algebraic Geometry
• +۳ مورد دیگر

Brian Conrad is a Professor of Mathematics at Stanford University, specializing in number theory and arithmetic geometry. He holds a position in the Department of Mathematics and has contributed extensively to algebraic geometry, algebraic number theory, and representation theory. His research encompasses foundational work on reductive groups, pseudo-reductive groups, and their applications in arithmetic contexts. Dr. Conrad is an editor for the Journal of the AMS, Algebra and Number Theory, and IMRN. He has organized numerous learning seminars, including those on étale cohomology and the BSD conjecture, and has taught advanced courses on algebraic geometry, class field theory, and modular forms. His work bridges classical algebraic geometry with modern arithmetic applications, emphasizing foundational proofs and geometric intuition. His editorial roles and seminar leadership reflect his commitment to advancing mathematical exposition and education. Education details are not explicitly provided in the texts, but his academic trajectory includes significant contributions to the field through publications and mentorship. Dr. Conrad's research has led to advancements in areas such as the classification of algebraic groups, étale cohomology, and the arithmetic of elliptic curves. His collaborative work with mathematicians like Chai, Oort, and Prasad has produced influential monographs, including Pseudo-reductive Groups and Complex Multiplication and Lifting Problems .

John Voightمشاهده پروفایل

استاد

• Arithmetic Algebraic Geometry
• Number Theory
• Cryptography
• +۴ مورد دیگر

John Voight is a Professor of Mathematics at the University of Sydney, affiliated with the School of Mathematics and Statistics. He holds a Ph.D. from UC Berkeley (2005) and has held academic positions at the University of Sydney, University of Minnesota, University of Vermont, and Dartmouth College. His research focuses on arithmetic algebraic geometry, number theory, and computational aspects of these fields, including modular forms, elliptic curves, and quaternion algebras. Education: Ph.D. in Mathematics, UC Berkeley (2005); earlier studies include a focus on classical piano and liberal arts at Gonzaga University. Professional trajectory includes postdoctoral roles at the University of Sydney and University of Minnesota, followed by faculty appointments at the University of Vermont (2006–2013) and Dartmouth College (2013–present). Research Interests: Arithmetic algebraic geometry: modular curves, Shimura varieties, moduli spaces, and algorithmic methods Number theory: algebraic number theory, quadratic forms, cryptography, and coding theory Computational mathematics: modular forms, quaternion algebras, and database construction (e.g., LMFDB) Publications and Recognition: Over 90 peer-reviewed articles, including contributions to Contemp. Math. , Math. Comp. , and Res. Number Theory . Recipient of the Selfridge Prize in Number Theory and recognized for teaching excellence at Dartmouth. Leads projects on Hilbert modular forms and paramodular abelian surfaces. Teaching and Mentorship: Emphasizes student-centered learning and the integration of liberal arts with STEM. Advises students on topics ranging from elliptic curves to cryptography. Active in curriculum design and promoting computational tools in mathematics education. Labs/Teams: Collaborates with the L-Functions and Modular Forms Database (LMFDB) project, contributing to computational frameworks for algebraic geometry and number theory.

Florian Strunkمشاهده پروفایل

استاد

• Algebraic Geometry
• Arithmetic Geometry
• Homotopy Theory
• +۳ مورد دیگر

Florian Strunk is a Professor in the Department of Mathematics at the University of Regensburg, working within the Faculty of Mathematics. His office is located in room M219 (phone: +49 941 943 2768) and his contact email is florian.strunk@ur.de. Dr. Strunk's research spans several interconnected areas of modern mathematics, with primary focus on Algebraic Geometry, Arithmetic Geometry, and Homotopy Theory. He has developed specialized expertise in Algebraic K-Theory, Motivic Homotopy Theory, and Derived Algebraic Geometry. His scholarly work bridges classical algebraic geometry with contemporary homotopy-theoretic methodologies, advancing our understanding of structural properties of algebraic varieties and schemes. His publication record demonstrates consistent contributions to Algebraic K-Theory and motivic homotopy theory, with significant work on descent properties, connectivity in motivic contexts, and algebraic cycles. His collaborative research with prominent mathematicians like Moritz Kerz and Georg Tamme has appeared in top-tier journals including Inventiones Mathematicae and Compositio Mathematica. As an educator, Dr. Strunk teaches across the mathematics curriculum, from foundational undergraduate courses to advanced graduate seminars. His teaching portfolio includes Algebraic Geometry I and II, Mathematics of Machine Learning, Introduction to Quantum Computing Mathematics, and specialized seminars on Algebraic K-Theory. He has developed comprehensive lecture notes for several courses, reflecting his commitment to effective pedagogy.

• Mathematics Education
• Geometry
• Pedagogy
• +۲ مورد دیگر

Michael Weiss is a Lecturer in the Department of Mathematics at the University of Michigan. He teaches foundational courses such as Linear Algebra (MATH 217) and Explorations in Euclidean Geometry (MATH 431). His office is located in East Hall (Room 1868) at 530 Church Street, Ann Arbor, MI. Current Courses: MATH 217-004 (Linear Algebra), MATH 217-011 (Linear Algebra), MATH 431-001 (Explorations in Euclidean Geometry) Weiss’s research focuses on mathematics education, particularly on pedagogical strategies for teaching geometry and mathematical reasoning. His work explores the use of visual representations, interactive technologies, and narrative tools (e.g., comics) to enhance learning and teacher development. He emphasizes the role of theory-building in secondary geometry instruction and investigates how students translate abstract mathematical concepts into concrete reasoning. His publications highlight interdisciplinary approaches to education, integrating technology (e.g., animated stories, voice assistants) with traditional teaching methods. Keywords across his work include Mathematics Education , Geometry , Interactive Media , Visual Learning , and Teacher Training . Contact: mweiss@umich.edu

• Control Technology
• Distributed Optimization
• Machine Learning
• +۴ مورد دیگر

Mikael Johansson is a Professor at Kungliga Tekniska Högskolan (KTH), specializing in Control Technology . He teaches and coordinates courses such as Distributed Optimization (FEL3311) and various advanced-level degree projects in computer science, electrical engineering, and systems engineering. His research spans Control Systems , Machine Learning , and Optimization , with a focus on asynchronous algorithms, federated learning, and applications in energy systems and construction. His work includes 15 recent publications on topics like neural networks, distributed optimization, and battery technology. Notable areas of contribution are in asynchronous learning, federated learning with privacy constraints, and quasi-Newton methods for optimization. His research bridges theoretical advancements with practical applications in urban design, healthcare, and autonomous systems.

Juanita Duque-Roseroمشاهده پروفایل

عضو هیئت علمی

• Computational Number Theory
• Arithmetic Geometry
• Modular Curves
• +۴ مورد دیگر

Juanita Duque-Rosero is a Research Assistant Professor at Boston University, specializing in computational number theory and arithmetic geometry. She collaborates with Jennifer Balakrishnan on explicit Chabauty methods and triangular modular curves. Her research focuses on rational points on curves, modular curves, and p-adic heights. Education: PhD from Dartmouth College (2023, advised by John Voight), Masters from Colorado State University (2019, advised by Rachel Pries), and undergraduate degree from Universidad de los Andes. Research interests include arithmetic properties of curves, geometric quadratic Chabauty, and computational aspects of modular forms. She has contributed to databases of Hilbert modular surfaces and studies of Artin-Schreier curves. Her recent articles explore invariants of curves, p-adic heights, and geometric methods in number theory. Talks include presentations at CIRM, IPAM, and Texas A&M. Teaching includes courses like Modern Algebra and Graph Theory at Boston University, and calculus courses at Dartmouth and Colorado State. She mentors students in algebraic geometry and number theory through directed reading programs. She advocates for equitable mathematics education through Federico Ardila’s axioms and participates in outreach activities. A creative hobby is mathematical origami, leading a club at Colorado State University.

Andrew Izsakمشاهده پروفایل

استاد

• Mathematics Education
• Multiplicative Reasoning
• Psychology of Mathematical Thinking
• +۴ مورد دیگر

Andrew Izsak is a Professor of Mathematics and Chair of the Education Department at Tufts University's School of Arts and Sciences. He holds a PhD in Science and Mathematics Education from UC Berkeley (1999), an MEd from Harvard (1993), an SM in Mathematics from MIT (1992), and a BA in Mathematics from UC Berkeley (1987). His research focuses on the psychology of mathematical thinking, particularly how teachers and students reason about multiplicative concepts like fractions, proportional relationships, and linear equations. He emphasizes the role of inscriptions (e.g., diagrams) in supporting quantitative reasoning. His work integrates psychometric modeling to assess teacher knowledge and student learning. Notably, he co-leads the Teachers’ Multiplicative Reasoning Research Group with Dr. Sybilla Beckmann, exploring how teachers’ reasoning about multiplication and fractions informs their understanding of proportional relationships. This group also investigates the utility of number lines and strip diagrams in teaching these concepts. Their psychometric studies, using diagnostic classification models, reveal distinct profiles of teachers’ fraction arithmetic reasoning skills nationally. Dr. Izsak has developed innovative mathematics courses and contributed to curricula emphasizing conceptual coherence. His research bridges cognitive science and education, addressing how foundational mathematical concepts evolve from elementary to middle school. His grants and collaborations focus on improving teacher education and student learning outcomes through structured pedagogical approaches. Key areas of exploration include the ‘multiple batches’ and ‘variable parts’ perspectives on proportional relationships, aiming to make linear equations and algebraic reasoning more accessible. His interdisciplinary work highlights the interplay between measurement, multiplicative reasoning, and educational assessment design.

Jake Levinsonمشاهده پروفایل

استادیار

• Algebraic Geometry
• Algebraic Combinatorics
• Moduli Spaces
• +۵ مورد دیگر

Jake Levinson is an Assistant Professor in the Department of Mathematics and Statistics at Université de Montréal. His research focuses on algebraic geometry and algebraic combinatorics, with particular interests in moduli spaces, Schubert calculus, toric varieties, and equivariant free resolutions. He previously held positions at Simon Fraser University (2020–2023), the University of Washington (2017–2020), and completed a postdoctoral fellowship at LaCIM (UQAM). His Ph.D. from the University of Michigan (2017) was advised by David Speyer. Research Interests: - Algebraic Geometry: Moduli spaces, Schubert calculus, toric varieties, homological algebra. - Algebraic Combinatorics: Crystal graphs, Young tableaux, representation theory, combinatorial aspects of algebraic geometry. - Recent work includes studies on Schubert curves, Springer fibers, and applications of algebraic methods to problems in combinatorics and theoretical computer science. Teaching: - Taught MAT 6620 (Algebraic Geometry: Schemes) at Université de Montréal (Winter 2024). - Previously taught courses on intersection theory, representation theory, and Lean formal proof systems. Key Contributions: - Developed combinatorial models for Schubert curves using crystals and tableaux. - Contributed to Boij-Söderberg theory for Grassmannians and studies of class groups in algebraic geometry. - Collaborated on projects linking algebraic geometry to neural networks and random matrix theory.

Elizabeth Spelkeمشاهده پروفایل

استاد

• Cognitive Development
• Infant Cognition
• Core Knowledge
• +۷ مورد دیگر

Elizabeth Spelke is the Marshall L. Berkman Professor of Psychology at Harvard University and an investigator at the NSF-MIT Center for Brains, Minds and Machines. She leads the Spelke Lab, which conducts behavioral research on infants and preschool children to understand the origins of uniquely human cognitive capacities such as formal mathematics, symbolic representation, and object taxonomy. Education: B.A. in Social Relations from Radcliffe College (1971), Ph.D. in Psychology from Cornell University (1978). Professional Experience: Faculty positions at the University of Pennsylvania, Cornell University, MIT, and Harvard University since 2001. Her research focuses on core knowledge systems in infancy, including understanding of objects, actions, people, places, number, and geometry. She collaborates with computational cognitive scientists to model infant cognition and with economists to apply findings to educational interventions. Her work integrates developmental, comparative, and cross-cultural perspectives. Her recent publications span topics such as early math learning, social evaluation in toddlers, goal inference, and the interplay between language and conceptual development. Trends in her recent work include experimental field studies, interdisciplinary collaborations, and theoretical synthesis of core knowledge frameworks. National Academy of Sciences (USA), 1999 American Academy of Arts and Sciences, 1997 National Academy of Sciences Prize in Psychological and Cognitive Sciences, 2014 C.L. de Carvalho-Heineken Prize for Cognitive Sciences, 2016 George A. Miller Prize, Cognitive Neuroscience Society, 2018 Mentor Awards from APS and APA, 2021 Spelke has mentored numerous researchers and collaborated widely across disciplines. Her lab’s work is supported by major grants from the NSF and other institutions. She has pioneered the use of behavioral methods to study infant cognition and has been instrumental in translating cognitive science into educational practice. She directs the Spelke Lab at Harvard, which investigates core cognitive systems through behavioral experiments with infants and young children. The lab explores how innate knowledge structures interact with experience to produce complex human cognition.

Andreas Obersteinerمشاهده پروفایل

استاد

• Mathematics Education
• Cognitive Psychology
• Teacher Diagnostic Competence
• +۳ مورد دیگر

Prof. Dr. Andreas Obersteiner serves as Professor of Mathematics Education at the Technical University of Munich (TUM), School of Social Sciences and Technology, Department of Educational Sciences since April 2021. He leads the Chair of Mathematics Education and holds the position of Academic Program Director for the Professional Profile 'Natural Science Education – Teaching at Gymnasium' since 2022. His research centers on mathematical cognition, teacher development, and fraction learning, with significant contributions to understanding cognitive biases in numerical processing. Education Background 1. Staatsexamen for Teaching at Gymnasium (1999-2004) 2. Staatsexamen (2005-2007) PhD in Educational Sciences, TUM School of Education (2012) Habilitation, TUM School of Education (2018) Research Focus Prof. Obersteiner's work investigates mathematical cognition with emphasis on mental number representation and the natural number bias in fraction comparison. His research employs eye-tracking methodology to analyze cognitive processes in students and teachers. He develops interventions to enhance teacher diagnostic competence and mathematical learning, particularly through projects like FractAl and FracVisET that address fraction understanding. His interdisciplinary approach bridges educational psychology, cognitive science, and mathematics education. Publication Trends His recent publications (2023-2025) demonstrate consistent focus on fraction cognition, natural number bias mitigation, and teacher assessment competencies. He frequently employs mixed-methods approaches combining eye-tracking, verbal reports, and experimental interventions. Publication venues include top-tier journals like Learning and Instruction and Educational Studies in Mathematics , reflecting his impact on both theoretical and practical aspects of mathematics education. Scientific Recognition Alexander von Humboldt Fellowship (2017-2018) Academic Leadership Prof. Obersteiner supervises doctoral candidates including Dr. Sarah Huber and leads multiple funded projects (ALICE, DigiProMIN, COSIMA). As Academic Program Director, he shapes teacher education curricula. His editorial roles include Associate Editor for the Journal of Numerical Cognition (2020-2024) and coordination of EARLI's Special Interest Group 'Conceptual Change' (2019-2023). Research Infrastructure He directs the Chair of Mathematics Education at TUM, which operates within the Department of Educational Sciences and collaborates with TUM Referenzgymnasien schools. His team conducts experimental research using eye-tracking labs and digital simulations for teacher training, supported by current projects including RocketTutor and SHARP.

• American Studies
• Native American subjectivity
• Identity
• +۱۳ مورد دیگر

Ana Maria Costa Lopes is a Professor at the Polytechnic Institute of Viseu's School of Education (Escola Superior de Educação de Viseu), where she has been serving as a Coordinating Professor since 2020. She holds leadership positions in the Foreign Languages Department and has previously served as Coordinator of the Foreign Languages Department, Vice-President of the Technical Scientific Council, and Secretary of the Scientific Council. Her educational background includes a PhD in Letters with specialization in American Studies from the University of Beira Interior (2009), a Master's in Anglo-Portuguese Studies from NOVA University Lisbon (1995), and a Bachelor's in Modern Languages and Literatures with a focus on English and German Studies from the University of Coimbra (1981). She is fluent in English (C2 level) and has basic proficiency in French, German, and Italian. Her research spans multiple areas within Humanities, with particular focus on American Studies, Native American subjectivity, identity, oral tradition, subjective space, colonial and post-colonial spaces, borders, geocriticism, heterotopia, translation, imagination/representation, space studies, finitude, and travel literature. Her work demonstrates strong interdisciplinary connections between literature, cultural studies, spatial theory, and language education. Her recent publications reveal a growing interest in the intersection of language education, digital technologies, and pedagogical innovation, with numerous studies on foreign language learning in higher education, multimodal creativity, and storytelling as pedagogical tools. She has also maintained her foundational research in American literature, particularly focusing on spatial representation and identity formation. Active participant in multiple research projects including HARVEST (2023-2024), APSASeG (2022-2024), and others focused on language education and pedagogical innovation Regular member of academic committees including scientific and organizational committees for conferences on language teaching and literary studies Active participant in recruitment and evaluation juries for academic positions Her academic leadership extends to supervising master's theses and participating in examination committees both in Portugal and internationally, including at the Federal University of Goiás in Brazil.

• Numerical Analysis
• Uncertainty Quantification
• Inverse Problems
• +۳ مورد دیگر

Oliver G. Ernst is a Professor of Numerical Analysis at Technische Universität Chemnitz . His research focuses on Numerical Analysis , Uncertainty Quantification , and Inverse Problems , with applications in Thermo-Hydro-Mechanical (THM) processes , Electromagnetics , and Stochastic Partial Differential Equations . He is associated with the Numerical Analysis group at TU Chemnitz. Key Research Areas : Efficient numerical methods for PDEs Krylov subspace techniques Stochastic finite element methods Multi-physics modeling Geoscientific applications Recent Publications (2025-2010): THM simulations under uncertainty Neural network PDE solvers Bayesian inversion frameworks Rational Krylov algorithms Deflated restarting strategies Collaborations : TU Bergakademie Freiberg University of Manchester Technical University of Munich University of Maryland University of Geneva Software Development : Contributor to OpenGeoSys platform Developer of FEMALY MATLAB library Academic Recognition : h-index 32, i10-index 66, with over 4423 citations since 2020.

• Polymer Chemistry
• Energy Storage
• Organic Electronics
• +۴ مورد دیگر

Kenichi Oyaizu is a Professor in the Department of Applied Chemistry at the Faculty of Science and Engineering, Waseda University, Tokyo. His research spans polymer chemistry, energy storage, and materials science, with a focus on functional polymers for batteries, hydrogen storage, and high refractive index applications. He maintains active collaborations across academia and industry. Professor Oyaizu's research centers on designing polymers with tailored redox properties for energy storage systems, including organic radical batteries and hydrogen carriers. He pioneers high refractive index materials through molecular engineering of hydrogen-bonded networks and sulfur-rich frameworks. His group integrates machine learning with experimental synthesis, utilizing lossless data platforms for materials discovery and optimization in electrochemistry and optical applications. Analysis of his 15 most recent publications (2020-2025) reveals three dominant research trajectories: (1) High-refractive-index polymers leveraging hydrogen bonding and sulfur incorporation for optical devices, (2) Energy storage systems using redox-active polymers for batteries and hydrogen carriers, and (3) Materials informatics approaches applying generative models and quantum-inspired algorithms to accelerate polymer design. These streams demonstrate consistent innovation in structure-property relationships for functional materials. No scientific awards or major honors are documented in the provided materials. Professor Oyaizu leads an active research group mentoring graduate students and postdoctoral researchers in polymer synthesis and characterization. His work receives funding from Japanese national agencies supporting sustainable energy materials and advanced polymer research, though specific grant details are not disclosed in the source text. Current projects emphasize machine learning-driven development of solid-state electrolytes and hydrogen storage polymers. His laboratory operates within Waseda University's advanced materials infrastructure, utilizing specialized facilities for polymer synthesis, electrochemical testing, and optical characterization. The team collaborates with international researchers on battery technologies and participates in university-industry consortia focused on sustainable materials development, with recent projects highlighted in Waseda University News and EurekAlert!.

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.

David Braithwaiteمشاهده پروفایل

دانشیار

• Mathematical Cognition
• Logical Reasoning
• Cognitive Development
• +۳ مورد دیگر

David Braithwaite is an Associate Professor at The Florida State University , affiliated with the Department of Psychology . He directs the Queen of the Sciences Lab , focusing on mathematical and logical reasoning, learning, and development through behavioral studies and computational modeling. His research explores key areas including rational number knowledge , mathematical explanations , executive function in math problem-solving , and cross-notation understanding of fractions and decimals . He emphasizes improving educational practices by addressing cognitive processes in arithmetic learning. Recent publications highlight his Unified Model of Arithmetic (UMA) , investigations into individual differences in rational number processing , and analyses of notation affordances across cultures . His work also addresses causally ambiguous statistical language and its impact on research interpretation. Dr. Braithwaite mentors graduate and undergraduate researchers in cognitive development studies and recruits actively for his lab. He previously held postdoctoral positions at Carnegie Mellon University and earned his Ph.D. from Indiana University in 2014.