Using Pop Culture in Teaching Mathematics Professors and Supervisors

Justin Harveyمشاهده پروفایل

مدرس

University of Technology SydneyAustralia

Justin Harvey is a Lecturer at the University of Technology Sydney (UTS) within the Faculty of Design, Architecture and Building, specializing in Media Arts and Production. He is an active member of the Creative Practice Research Group and serves on the Faculty Board and Faculty Research Committee. Harvey holds a PhD in Media Art & Design from the University of New South Wales and a Bachelor of Arts in Communication (Media Arts & Production) with First Class Honors from UTS. Harvey's research interests focus on creative uses of generative Artificial Intelligence, experimental approaches to media art making, and creative practice led research. His artistic practice spans moving image, installation, and virtual reality experiences, with a particular fascination for human-machine interaction and the creative potentials of digital technologies. He explores glitch aesthetics, digital video feedback, and imagery generated using diffusion models, often collaborating with AI systems in unexpected ways. Harvey has exhibited his work internationally at venues including VIVID Sydney, ISEA (International Symposium on Electronic Art) in Vancouver, Hong Kong, and South Korea. His 2023 collaboration with generative AI, Unprompted Studies 1-3 , was a finalist in the Fisher's Ghost Art Award. In 2024, he was selected as a Scholar in the Sydney Powerhouse Museum's Research Scholars Program for the "Knit Forward" project, which reimagines historical garments using generative AI and seamless knitwear technology. His research on creative applications of GenAI directly informs his teaching in Experimental Media and Creative Project Development. Harvey has extensive studio-based teaching experience since 2010, covering subjects such as Situated Media Installation Studio, Drama Production, and Experimental Media. Fisher's Ghost Art Award (2023 finalist) Powerhouse Museum Scholars Program funding (2024) UTS ECR Capability Development Initiative funding (2024) FASS ECR Funding (2024) Harvey supervises PhD and Masters of Research students in creative practice research and has mentored hundreds of students through capstone projects in drama, documentary, animation, and media arts installation. His current research projects include collaborations with Dr. Doris Li on reimagining historical garments using AI, and exploring the intersection of Surrealist techniques with generative AI in works like Oneironaut , exhibited at VIVID Sydney 2025.

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Darin Haytonمشاهده پروفایل

دانشیار

Haverford CollegeUnited States

Darin Hayton is an Associate Professor of History at Haverford College, specializing in the history of the sciences of the stars and mathematical sciences in pre-modern Europe and Byzantium. His research examines the intersection of science, politics, and courtly culture. Education: Ph.D. in History and Philosophy of Science, University of Notre Dame M.A. in History, C.S.U. Long Beach B.Sc. in Chemistry, C.S.U. Long Beach Research Interests: Professor Hayton investigates how rulers like Emperor Maximilian I employed astrology as a political tool and how Byzantine scholars like Nikephorus Gregoras revived mathematical sciences in Constantinople. His work also explores the cultural and pedagogical dimensions of astrology, astrolabes, and early scientific instruments. Teaching: He offers courses such as Introduction to the History of Science , History of the Scientific Revolution , and Science of the Stars before the Telescope , blending mathematical astronomy with cultural contexts. Key Publications: The Crown and the Cosmos. Astrology and the Politics of Maximilian I (University of Pittsburgh Press, 2015) Recent articles on Byzantine astrolabes, comets in Renaissance Hungary, and astrology in 1970s counterculture. Affiliations: Member of the Editorial Board for Lever Press, an open-access scholarly press.

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Wona Leeمشاهده پروفایل

مدرس

University of California , Santa Barbara (UCSB)United States

Wona Lee is a dedicated Lecturer and Program Coordinator of Korean Language at the University of California, Santa Barbara (UCSB). She earned her Ph.D. from UCSB’s Gevirtz Graduate School of Education in 2018, with a focus on bilingual education dynamics in Korean/English immersion classrooms. Her academic journey includes a Master of Arts in TESOL/Applied Linguistics from San Diego State University (2010) and an Advanced Certificate in TESL/TEFL. Her research interests bridge Korean-English bilingualism, translanguaging pedagogy, and sociocultural linguistics. She teaches Korean language courses at UCSB, emphasizing cultural literacy alongside linguistic proficiency. Prior to UCSB, she taught at Palomar College, San Diego State University, and La Sierra University, and participated in the Sogang Korean Immersion Program in Seoul. Her work explores translanguaging practices in multilingual communities, raciolinguistic dynamics in education, and language’s role in STEM instruction within bilingual contexts. While no formal awards are listed, her contributions to Korean language education and bilingual pedagogy are notable.

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Randa Elbihمشاهده پروفایل

دانشیار

University of Saint JosephUnited States

Randa Elbih is an Associate Professor of Education at the University of Saint Joseph, affiliated with the School of Arts, Sciences, Business, and Education. She joined USJ in 2017 and holds a Ph.D. from the University of New Mexico, alongside an M.A. and B.A. from the University of New Mexico and Helwan University respectively. Her work focuses on critical pedagogy, teacher preparation, and addressing systemic inequities in education. Dr. Elbih is particularly noted for her research on Islamophobia in educational contexts, post-9/11 experiences of Muslim youth, and interdisciplinary approaches to STEM/social studies integration. Her educational background includes advanced degrees in education and interdisciplinary studies, reflecting her commitment to bridging theory and practice. Key research areas include curriculum critique, educator solidarity in addressing 'wicked problems,' and leveraging historical frameworks like Ibn Khaldun's 'asabiyah' to analyze educational inequality. She has also published extensively on textbook analysis, media representation of marginalized groups, and pedagogical strategies for fostering global citizenship. In recent work, Dr. Elbih explores how educators can counter cultural misrepresentations through innovative lesson design, such as using the Pyramids of Giza to teach STEM integration. Her forthcoming edited book further advances collaborative pedagogical approaches. While no formal awards are listed, her publications reflect sustained engagement with pressing educational and societal challenges. She advises no listed students but contributes to teacher training programs through curriculum development and professional development initiatives. Randa's work is characterized by a blend of scholarly rigor and practical application, addressing topics ranging from refugee integration post-pandemic to the dialectics of democratic education. Her research consistently emphasizes the role of educators in shaping equitable, inclusive learning environments that confront historical and contemporary societal fractures.

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Carsten Magnusمشاهده پروفایل

مدرس

ETH ZurichSwitzerland

Dr. Carsten Magnus is a Lecturer at the Department of Biosystems Science and Engineering (D-BSSE) at ETH Zurich , Switzerland, with affiliations to the Computational Evolution group in Basel since 2015. His work bridges mathematics and theoretical biology to explore HIV dynamics, antibody neutralization, and viral evolution. Education includes a Mathematics degree from Münster, Germany, followed by a PhD in Theoretical Biology at ETH Zurich (2007–2010) under Roland Regoes. He conducted postdoctoral research at ETH Zurich, Oxford (with Angela McLean), and Zurich (with Alexandra Trkola), supported by Swiss National Science Foundation (SNF) and Deutsche Forschungsgemeinschaft (DFG) grants. His research interests focus on HIV-1 antibody interactions, phylodynamic modeling, and mathematical frameworks for viral entry and immune escape. He extends phylodynamic tools to study within-host HIV diversification and applies stoichiometric analysis to quantify neutralization thresholds. Article trends highlight computational approaches to viral evolution (HIV, Zika, influenza), antibody efficacy, and host adaptation. Key themes include phylodynamics , immunology , mathematical biology , and bioinformatics with subfields like HIV transmission , BEAST software , and antiviral kinetics . Scientific awards include the Flash poster award for innovative science communication using pop culture references (e.g., Minions characters) in virology education. He actively mentors and collaborates on master’s/PhD projects, emphasizing interdisciplinary research. Laboratory : Computational Evolution group at D-BSSE, Basel, Switzerland, where he develops models for HIV dynamics and phylodynamic inference tools.

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Maria Simonssonمشاهده پروفایل

عضو هیئت علمی

Linköping UniversitySweden

Maria Simonsson is the Deputy Dean and Senior Associate Professor at the Department of Behavioural Sciences and Learning (IBL) within the Faculty of Educational Sciences at Linköping University. She is affiliated with the Division of Learning, Aesthetics, Natural Science (LEN). Her work focuses on early childhood education, preschool pedagogy, and multilingualism. Key research areas include didactic practices in preschool, the role of guided play in immigrant children’s development, and the integration of visual and literary resources in education. Her research explores themes like professional read-aloud practices, cultural mediation through picture books, and the interplay between play, language, and learning. She has contributed to action research projects on multilingualism and led studies on preschool teachers’ reasoning about educational interventions. Her work bridges theory and practice, emphasizing inclusive pedagogy and the socialization processes of young children. Maria actively participates in academic networks, such as the WERA Task Force on Extended Education, and contributes to international conferences like PATT (Pupils’ Attitudes Toward Technology). She collaborates on projects addressing transitions in early schooling and the role of special needs assistants in Swedish schools. Her publications span peer-reviewed journals, conference papers, and book chapters, reflecting a commitment to advancing understanding of preschool education’s cultural, linguistic, and pedagogical dimensions. She is also involved in organizing academic events, such as the 2025 WERA conference in Norrköping, which highlights her leadership in educational research.

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Ilona Cwielongمشاهده پروفایل

استاد

RWTH Aachen UniversityGermany

Dr. Ilona Cwielong is a Professor in the Department of Computer Science at RWTH Aachen University within the Faculty of Mathematics, Computer Science and Natural Sciences. She leads the Teaching and Research Area for Learning Technologies (Informatik 9), focusing on digital media's role in educational transformation and learning processes. Her research centers on educational technology and digital learning, with particular emphasis on YouTube-based explanatory videos for student performance optimization, data literacy in scientific contexts, and digital competence frameworks. She investigates recognition dynamics in digital spaces—especially among children—and explores human-algorithm interactions in creative processes. Her work bridges computer science, pedagogy, and social sciences to address media socialization and digital identity formation. Analysis of her publications (2013-2021) reveals consistent focus on digital learning environments, with increasing attention to learning analytics, interdisciplinary competence models, and ethical implications of digital media. Key trends include the integration of explanatory video platforms into school contexts, transformation of recognition processes in digital spaces, and development of the Aachen Digital Competence Model. Dr. Cwielong directs the Learning Technologies research group at RWTH Aachen, which develops and evaluates innovative educational technologies through interdisciplinary collaboration between computer scientists, educators, and social scientists.

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Jennifer Edelmanمشاهده پروفایل

دانشیار

University of West GeorgiaUnited States

Dr. Jennifer Edelman is an Associate Professor in the Early Childhood through Secondary Education department at the University of West Georgia's College of Education. She also serves as the Director of Data, Assessment, and Institutional Research for the College of Education. Education: B.A. in Spanish, Willamette University (1998) M.Ed. in Teaching and Teacher Education, University of Arizona (2003) Ph.D. in Curriculum and Instruction: Mathematics Education, University of Wyoming (2014) Dr. Edelman specializes in mathematics education, focusing on how teachers utilize curricular materials like manipulatives, lesson plans, and children's literature to enhance instruction. Her research emphasizes teacher learning, data-driven strategies for diverse learners, and the integration of literacy in mathematics classrooms. Her recent publications explore topics in mathematics curriculum design, STEM education, and the use of popular culture and literature to teach mathematical concepts. She has also contributed foundational work in animal behavior ecology from earlier research.

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Marina Milner-Bolotinمشاهده پروفایل

استاد

University of British ColumbiaCanada

Marina Milner-Bolotin is a Professor at the University of British Columbia (UBC) Faculty of Education , specifically within the Department of Curriculum & Pedagogy . She has held faculty positions at UBC since 2009, previously serving at Ryerson University (2007-2009) and UBC Faculty of Science (2004-2007). Her research spans STEM education , educational technologies , physics pedagogy , and teacher professional development , with a focus on inquiry-based and technology-enhanced learning. Her work integrates science outreach through initiatives like the UBC Physics Olympics (20+ years) and the Family Math and Science Day (since 2010). She explores artificial intelligence in education, cross-cultural teacher development (e.g., Bangladesh, Nepal), and digital tools such as Phyphox and PhET simulations. Recent studies include analyzing adolescent wellbeing using PISA data and collaborative problem-solving metrics. She leads online graduate programs for science teachers and has presented at international venues like the Beijing Science Festival . Her research trends emphasize creative pedagogy , technology integration , and global partnerships to address equity in STEM. Despite no formal awards listed, her outreach and publications highlight her impact on teacher education and public science engagement.

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Raquel Salmeronمشاهده پروفایل

مدرس

University of Southern QueenslandAustralia

Dr Raquel Salmeron is a Lecturer (Pathways) at UniSQ College, University of Southern Queensland, and an Adjunct Researcher at the Centre for Astrophysics. She holds a BAeroEng from IUPFAN, an MBA from IESA, and a PhD in Astrophysics from the University of Sydney. Her research spans astrophysical modelling of protostellar disks, magnetically-driven turbulence, and academic numeracy frameworks. She teaches mathematics and physics courses, focusing on enhancing student success in STEM fields. Her expertise includes Young stellar objects Magnetic activity of stars Protoplanetary disks Academic numeracy frameworks and contributes to inclusive education initiatives. She developed the Academic Numeracies Framework to improve student confidence in using mathematics at university level. Her articles explore both astrophysical processes (e.g., disk winds, star formation mechanisms) and educational strategies (e.g., numeracy integration in curricula). Recent work emphasizes applying generative AI to enhance numeracy education and addressing mathematics anxiety through structured frameworks. Professional memberships include the Association for Academic Language and Learning (AALL), National Association of Enabling Educators of Australia (NAEEA), and the Adults Learning Mathematics (ALM) International Research Forum. She has led projects in aviation analytics, assessing air traffic management performance, and currently focuses on STEM pedagogy and numeracy support in tertiary education.

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Sarah S. Kingمشاهده پروفایل

مدرس

Christopher Newport UniversityUnited States

Sarah S. King is a Lecturer of Economics at Christopher Newport University, affiliated with the Center for Education Research and Policy and the 2024-25 Tidewater Faculty Fellowship. She holds a Ph.D. and M.A. in Economics from Georgia State University (Andrew Young School of Policy Studies) and a B.A. in Economics and Mathematics from Mercer University. Education: Ph.D. in Economics (Georgia State University), M.A. in Economics (Georgia State University), B.A. in Economics and Mathematics (Mercer University) Her research focuses on education policy, equity in education, teacher labor markets, and economics pedagogy. She employs experimental methods to analyze virtual learning outcomes and innovative teaching strategies using pop culture references like Taylor Swift’s lyrics. Scientific awards include the Outstanding Oral Presentation award at the 2022 GSU Graduate Conference . She has presented at the 2024 Symposium on Economics Teaching and the 2023 Association for Education Finance and Policy Annual Meeting. Her recent publications examine pandemic-era education shifts and pop-culture-based teaching tools. Contact: sarah.king@cnu.edu | Website | Twitter

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Robert B Gardnerمشاهده پروفایل

استاد

East Tennessee State UniversityUnited States

Robert B Gardner is a Professor in the Department of Mathematics and Statistics at East Tennessee State University's School of Science, Engineering, and Math. He serves as the Mathematics and Statistics Undergraduate Research Honors Program Coordinator and is actively involved in both research and innovative teaching methods. Dr. Gardner's research focuses on real analysis, wavelets, and Markov-Bernstein inequalities for polynomials. His scholarly work includes co-authoring significant texts such as Real Analysis with an Introduction to Wavelets (2005) and Extremal Problems and Inequalities of Markov-Bernstein Type for Algebraic Polynomials (2022). He has also co-edited Logic, Probability and Science (2000) with Niall Shanks. Known for his creative teaching approaches, Dr. Gardner developed the S.H.E.M.P. Seminar (Seminar on the History and Exploration of Math Problems), which uses references to the Three Stooges to make mathematics more engaging. His teaching resources include 'Dr. Bob's Online University' with video lectures and extensive course materials available on his website. Dr. Gardner maintains active involvement in undergraduate education through the Mathematics and Statistics Undergraduate Research Honors Program. His website shows ongoing activities through 2025, including celebrations of his vintage Volkswagen vehicles, indicating his continued active engagement with students and the academic community.

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John N A Brownمشاهده پروفایل

مدرس

Robert Gordon UniversityUnited Kingdom

Dr. John N A Brown is a Lecturer in the School of Computing, Engineering & Technology at Robert Gordon University (RGU), where he leads the H.F. G.U.I.L.D. research group (Human Factors of Gameplay, Usability, Interaction, Learning, and Design). With seven university degrees including three PhDs, he is a Senior Fellow of the Higher Education Academy (SFHEA). Before joining RGU, he worked as a consulting researcher for major tech companies including Google, Facebook, LinkedIn, and Amazon. Dr. Brown's research spans Human-Computer Interaction, User Experience Design, Anthropology-Based Computing, and Calm Computing. He has developed new models of human cognition and interaction, using motion capture to study physiological strain of HCI, and both EEG and Anthropological methods to improve interaction with smart environments. His work focuses on how humans and tools co-adapt and co-evolve to shape society, technology, and the world. His recent publications show a strong focus on AI in education, computing pedagogy, and the philosophical aspects of technology education. The research trends indicate growing interest in ethical implications of AI, competency versus understanding in learning, and innovative assessment methods. Senior Fellow of the Higher Education Academy (SFHEA) Author of three books with Springer Contributor to Bloomsbury Encyclopaedia of Design and Salem Encyclopedia of Mathematics and Society Regular presenter at international conferences across four continents Dr. Brown serves as lead supervisor for three PhD students and co-supervisor for one additional student. He has established the S.O.C.R.A.T.E.S. workshop series for early-career researchers and the P.L.A.T.O. seminar series that connects professionals from various fields with RGU. His teaching includes modules on AI, Data and Society; User Centred Design; and Human Computer Interaction, each tracing technology's evolution from pre-historical to modern times. His H.F. G.U.I.L.D. research group focuses on interdisciplinary approaches to understanding and improving human interaction with technology, particularly in gaming, smart environments, and AI systems. The group explores how to make technology more intuitive, less intrusive, and better aligned with human cognitive and physiological processes.

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