Functions Alumns
Below you can find a list of individuals who have participated in the Functions research group in the past. Contact details and current research interests are included.

Function Alumns grad year

José Gutiérrez - Post doctoral scholar
University of Wisconsin, Madison


Hee-jeong Kim - Research assistant professor
University of Nebraska, Lincoln


Nicole Louie
University of Texas at El Paso


Sarah Menanix


Kim Seashore - Professor of mathematics
San Francisco State University


Aditya Adiredja - Post doctoral scholar
Oregon State University


Focuses on students' intuitive knowledge in post-secondary 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>

Prof. Arcavi's aim is to make an ongoing impact on math students and educators by creating more user-friendly 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
Reform mathematics, teacher and departmental decision-making.
Lauren Barth-Cohen
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 video-analysis, microgenetic analysis, case studies, and theory development.

Danielle Champney
Cal Poly - dchampne <at> calpoly <dot> edu

Undergraduate calculus and differential equations

Ming Ming Chiu
Buffalo -

Statistical Discourse Analysis, Inequality effects on both rich and poor, Large-scale International Comparison, and Corruption.
Tracy Craig
University of Cape Town - Tracy.Craig<at>
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 2011-2012
Student agency and identity processes in Middle and High School mathematics classrooms, Formative assessment
Darrell Earnest
University of Massachusetts Amherst - dearnest<at>
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>
Mathematics teacher practice, learning and development; Mathematical cognition and learning; Social/interactional processes of cognition and learning; Equity in mathematics education.
Lina Haldar


Victoria Hand
University of Colorado, Boulder - victoria.hand<at>


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 moment-to-moment interaction, and over time.
Ilana (Lani) Horn
University of Washington - lanihorn<at>
teacher community, teachers' informal learning, equitable teaching practices, secondary mathematics education
Andrew Izsák
San Diego State University
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>

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>
Mariana Levin
Michigan State University (postdoc) - mlevin<at>
Katherine Lewis
University of Washington
Mathematics Learning Disabilities
Colleen Lewis
Harvey Mudd College - colleen<at>
Computer science education, attitudes toward and experiences with computer science
Angie Little
Education Consulting - Chicago - angie<dot>little<at>gmail<dot>com
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>
transfer, algebraic reasoning, and learning theories

Joanna Mamona-Downs
University of Patras, Greece - mamona<at>


Advanced Mathematical Thinking / Problem Solving.

Danny Bernard Martin
University of Illinois at Chicago


Diversity and Mathematics Education

Luciano Meira
Universidade Federal de Pernambuco, Recife, Brazil

Cognitive Development, Culture and Cognition, Mathematics and Science Education.

Judit Moschkovich
University of California, Santa Cruz - jmoschko<at>

Vygotskian approaches to the study of mathematical thinking and learning, mathematical discourse(s), language and learning mathematics, bilingual mathematics learners.

Andrea Negrete



Manya Raman (Sundström)
Umeå University - manya.sundstrom<at>


nature of mathematics, proof, gender

Daniel Reinholz
Post-doc at University of Colorado, Boulder - daniel<dot>reinholz<at>


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

Sarah Elise Salazar
California College Preparatory Academy - sarahlovesmath<at>

MA - 2006

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

Adrienne Schmeling
Göttingen University - adrienne.schmeling<at>

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>

Visting Scholar
Current interests: proof, reasoning and problem solving, definition, logic, undergraduate math ed

John Selden
New Mexico State University - jselden<at>

Visting Scholar
proof, mathematical reasoning and problem solving, definition, logic, undergraduate math ed, procedural knowledge
Niral Shah
UC Berkeley - niral<at>berkeley<dot>edu
Issues of equity in STEM education

Miriam Gamoran Sherin
Northwestern University - msherin<at>

mathematics teaching and learning, teacher cognition, role of video in teacher learning

Natasha Speer
University of Maine

Undergraduate mathematics teachers, teachers' beliefs and knowledge of student thinking, mathematics graduate student professional development

Andreas J. Stylianides
University of Cambridge, England - as899<at>

postdoc 2005-2006
Mathematical reasoning, proof, task design and implementation, teachers' subject-matter knowledge.
Rozy (Brar) Vig
Harvard University - rozy_vig<at>
Mathematics learning and teaching: cognition, learning, and development, algebraic reasoning, representations, problem solving, and design-based research methods (from lab to classrooms)

Joseph F. Wagner
Xavier University


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

Dan Zimmerman
Retired coordinator for MACSME program


Taught math grades 7-8-9 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.