Function Alumns 
grad year 

José Gutiérrez  Post doctoral scholar
University of Wisconsin, Madison 
2015 
Heejeong Kim  Research assistant professor
University of Nebraska, Lincoln 
2015 
Nicole Louie
University of Texas at El Paso 
2015 
Sarah Menanix

2015 
Kim Seashore  Professor of mathematics
San Francisco State University 
2015 
Aditya Adiredja  Post doctoral scholar
Oregon State University 
2014 
Focuses on students' intuitive knowledge in postsecondary mathematics. Aims to understand students' intuitive knowledge to find ways to leverage it in instruction. Investigating analogies or helpful ideas that help students learn a particular topic in undergraduate mathematics is one approach to the problem.
The motivation for the research focus is to find ways to increase access into higher mathematics for students who historically have been marginalized. He worked for the Professional Development Program (also known as the Emerging Scholars Program, Treisman, 1985) during my time at UC Berkeley, who serves predominantly students of color. More broadly, He is also interested in learning about these students' experiences in learning mathematics. 

Abraham Arcavi  Incumbent of the Lester B. Pearson Professorial Chair, Department of Science Teaching, The Weizmann Institute of Science abraham.arcavi<at>weizmann.ac.il 
Postdoc
19861988 
Prof. Arcavi's aim is to make an ongoing impact on math students and educators by creating more userfriendly teaching methods that are comprehensible and applicable to a broad base the student population. At present, Prof. Arcavi is launching an innovative Resource Center for Mathematics Teaching at the service of mathematics educators and teachers. The Center will offer, among many other resources, videotaped math lessons that will serve as examples for Israeli math teachers. 

Julia Aguirre
University of Washington, Tacoma 
2003 
Reform mathematics, teacher and
departmental decisionmaking. 

Lauren BarthCohen
University of Maine, Center for Research in STEM Education(postdoc)  lauren <dot> barthcohen <at> maine <dot> edu 

How students and teachers engage in scientific practices including explanations, argumentation, and modeling; Conceptual change in science; Physics education; Qualitative analysis methods including videoanalysis, microgenetic analysis, case studies, and theory development. 

Danielle Champney
Cal Poly  dchampne <at> calpoly <dot> edu 
2013 
Undergraduate calculus and differential equations 

Ming Ming Chiu
Buffalo  http://www.gse.buffalo.edu/faculty/viewfaculty.asp?id=135

1996 
Statistical Discourse Analysis,
Inequality effects on both rich and poor, Largescale International
Comparison, and Corruption. 

Tracy Craig
University of Cape Town  Tracy.Craig<at>uct.ac.za

Visiting Scholar 2003 
language and mathematics; using
writing in tertiary mathematics to facilitate learning; teaching
engineering mathematics as participation in the engineering
community 

Vinci Daro
Independent Researcher 
Postdoc 20112012 
Student agency and identity processes in Middle and High School mathematics classrooms, Formative assessment 

Darrell Earnest
University of Massachusetts Amherst  dearnest<at>educ.umass.edu 
2012 
Elementary mathematics education; teacher education and professional development; cognitive development; curriculum design; mathematical representations; sociocultural theories of learning 

Ann Ryu Edwards
University of Maryland, College Park  aedwards<at>umd.edu 
2006 
Mathematics teacher practice,
learning and development; Mathematical cognition and learning;
Social/interactional processes of cognition and learning;
Equity in mathematics education. 

Lina Haldar 
2014 


Victoria Hand
University of Colorado, Boulder  victoria.hand<at>colorado.edu 
Postdoc
20022004 
Dr. Hand is interested in the
development of opportunities to learn mathematics in classrooms
with students from a range of backgrounds. She is concerned
with issues of equity and power, and how broader sociopolitical
structures and hierarchies play out in classroom life. Her
research examines classroom activity at multiple levels to
understand how the teacher and students negotiate particular
discourse practices that support mathematical engagement or
resistance in momenttomoment interaction, and over time.


Ilana (Lani) Horn
University of Washington  lanihorn<at>u.washington.edu 
2002 
teacher community, teachers' informal learning,
equitable teaching practices, secondary mathematics education 

Andrew Izsák
San Diego State University 
1999 
The psychology of mathematical
thinking, teachers' and students' understanding and use of
representations, the development of mathematical knowledge
in and out of classrooms. 

Mara Landers
Los Medanos College  mlanders<at>losmedanos.edu 
2007 
identity development and meaning making in
the context of mathematics homework as a social practice
equity and reform mathematics at the community college
level 

Rosa Lee
Impact Academy rosaglee<at>gmail.com 

Mariana Levin
Michigan State University (postdoc)  mlevin<at>msu.edu 
2011 

Katherine Lewis
University of Washington 
2011 
Mathematics Learning Disabilities 

Colleen Lewis
Harvey Mudd College  colleen<at>cs.hmc.edu 
2012 
Computer science education, attitudes toward and experiences with computer science 

Angie Little
Education Consulting  Chicago  angie<dot>little<at>gmail<dot>com 
2014 
Angie consults primarily on NSF grants to support university STEM educators and researchers in envisioning and starting up new educational programs and research projects. 

Joanne Lobato
San Diego State University  lobato<at>math.sdsu.edu 
1996 
transfer, algebraic reasoning, and learning
theories 

Joanna MamonaDowns
University of Patras, Greece
 mamona<at>upatras.gr 
Sabbatical
20012002 
Advanced Mathematical Thinking
/ Problem Solving. 

Danny Bernard Martin
University of Illinois at
Chicago 
1997 
Diversity and Mathematics Education 

Luciano Meira
Universidade Federal de Pernambuco,
Recife, Brazil 
1992 
Cognitive Development, Culture
and Cognition, Mathematics and Science Education. 

Judit Moschkovich
University of California,
Santa Cruz  jmoschko<at>ucsc.edu 
1992 
Vygotskian approaches to the
study of mathematical thinking and learning, mathematical
discourse(s), language and learning mathematics, bilingual
mathematics learners. 

Andrea Negrete 
2014


Manya Raman (Sundström)
Umeå University  manya.sundstrom<at>educ.umu.se 
2002

nature of mathematics, proof,
gender 

Daniel Reinholz
Postdoc at University of Colorado, Boulder  daniel<dot>reinholz<at>colorado.edu 
2014

Explanation and reflection; peer review and peer feedback; formative assessment; designbased research; equity, diversity, and inclusion in STEM 

Sarah Elise Salazar
California College Preparatory
Academy  sarahlovesmath<at>gmail.com 
MA  2006

Teaching and learning in the
algebra classroom. Teacher resource development. Curriculum
and assessment development. 

Adrienne Schmeling
Göttingen University
 adrienne.schmeling<at>psych.unigoettingen.de 
visiting student 2007

I am a member of the graduate
group "successful matching of school learning determinants"
at Göttingen University, hope to finish my thesis at
the beginning of next year. 

Annie Selden
New Mexico State University
 aselden<at>math.nmsu.edu 
Visting Scholar 1993 
Current interests: proof, reasoning
and problem solving, definition, logic, undergraduate math
ed 

John Selden
New Mexico State University
 jselden<at>math.nmsu.edu 
Visting Scholar 1993 
proof, mathematical reasoning
and problem solving, definition, logic, undergraduate math
ed, procedural knowledge 

Niral Shah
UC Berkeley  niral<at>berkeley<dot>edu 
2013 
Issues of equity in STEM education 

Miriam Gamoran Sherin
Northwestern University 
msherin<at>northwestern.edu 
1997 
mathematics teaching and learning,
teacher cognition, role of video in teacher learning 

Natasha Speer
University of Maine 
2001 
Undergraduate mathematics teachers,
teachers' beliefs and knowledge of student thinking, mathematics
graduate student professional development 

Andreas J. Stylianides
University of Cambridge, England
 as899<at>cam.ac.uk 
postdoc 20052006 
Mathematical reasoning, proof, task design and implementation, teachers'
subjectmatter knowledge. 

Rozy (Brar) Vig
Harvard University  rozy_vig<at>gse.harvard.edu 
2011 
Mathematics learning and teaching: cognition, learning, and development, algebraic reasoning, representations, problem solving, and designbased research methods (from lab to classrooms) 

Joseph F. Wagner
Xavier University 
2003

Mathematics cognition and instruction;
knowledge transfer and analogical reasoning; probability and
statistics education; conceptual change; teacher knowledge
and practices in the implementation of studentcentered mathematics
curricula; undergraduate mathematics education. 

Dan Zimmerman
Retired coordinator for MACSME program 
2014

Taught math grades 789 in Oakland for 17 years. Interested in student thinking and teacher development. 

Bert Zwaneveld
Emeritus professor professionalisation of teachers of Mathematics of Computer Science Open Universiteit of the Netherlands, dept: LOOK (former Ruud de Moor Centre); since 2011 also an external member of the Freudenthal Institue in Utrecht, the Netherlands; G [dot] Zwaneveld [at] uu [dot] nl 

Mathematical Modeling; Bachelor and Master Research of future Math Teachers; Threshold Concepts in Computer Science. 