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Advisors – InforMath


Judit Hersko

Judit Hersko, M.F.A.
Associate Professor, San Marcos State University, School of Arts

Judit Hersko is an installation artist who received her Master of Fine Arts degree from The School of The Art Institute of Chicago in 1989. Since then her work has been featured in numerous (over 45) exhibitions in the United States and Europe. In 1991, she was a visiting artist at the Women’s Museum in Bonn, Germany and in 1997 she represented her native Hungary at the Venice Biennale. Her work has been shown in Germany, Austria, Hungary, Spain, and in many cities around the United States including Chicago, New York, Los Angeles and San Diego. In 1995, she received an Artslink Collaborative Grant and in 1998/99 she won a California Arts Council Visual Arts Fellowship in Sculpture. In 2005 and 2006 she was invited as a fellow to the Lucas Artists Residency Program at Montalvo. She has several pieces in museum collections, for example, at The Museum of Contemporary Art, Ludwig Museum in Budapest. Her work has been the subject of many publications including articles in Sculpture Magazine and Art in America. She is an Associate Professor in the School of Arts at California State University San Marcos where she initiated the art and science project in 2004. Her collaborations with scientists have resulted in exhibitions that visualize science and climate change through art such as “Shifting Baselines” that was selected for the exhibition “Weather Report: Art and Climate Change” curated by Lucy Lippard at the Boulder Museum of Contemporary Art (fall 2007). “Shifting Baselines” was also named one of the top 10 exhibitions of the year 2006 in the San Diego area by Union Tribune art critic Robert Pincus.  Hersko travelled to Antarctica as the recipient of the National Science Foundation Antarctic Artists and Writers Grant (2008/09).

Kathleen Heid

Kathleen Heid
Distinguished Professor of Mathematics Education, Penn State

Dr. Heid is co-PI of the Mid-Atlantic Center for Mathematics Teaching and Learning, one of the first Centers for Learning and Teaching funded by the National Science Foundation. She is Editor of the Journal for Research in Mathematics Education. Dr. Heid has served on the Board of Governors for the Mathematical Association of America and on the Board of Directors for the National Council of Teachers of Mathematics. She was co-director, with Dr. Rose Mary Zbiek, of the NSF-funded CAS-Intensive Mathematics curriculum project. She has co-edited, with Dr. Glendon Blume, internationally authored volumes on Research on Technology and the Teaching and Learning of Mathematics. Dr. Heid’s research interests center on the mathematical understandings needed by secondary mathematics teachers, on mathematical thinking, on the impact of technology on the teaching and learning of mathematics, and on the creation and investigation of technology-intensive mathematics curricula.

Rogers Hall

Rogers Hall
Professor and Chair, Dept. of Teaching & Learning, Vanderbilt University

Rogers Hall’s research concerns the learning and teaching of mathematics, both as a school topic and as a resource for modeling and inference in scientific inquiry, studies of learning in and out of school, comparative studies of mathematical activity in school and work settings, and (most generally) the organization and development of representational practices in technical and scientific work. Hall completed his Ph.D. in Information and Computer Science at the University of California, Irvine, then taught for ten years at UC Berkeley before joining the Vanderbilt faculty. He has been a fellow at the Center for Advanced Study in Behavioral Sciences (Stanford University, 2007-2008), the UC Humanities Research Institute (2001), and the Max Planck Institute for the History of Science (1999). He has also been a NAE/Spencer Foundation and McDonnell foundation postdoctoral fellow (1996-1997).  Selected publications include “Talk and conceptual change at work” (Mind, Culture and Activity, 19, 2012, with I. Horn), “Modalities of engagement in mathematical activity and learning (Journal of the Learning Sciences, 21, 2012, with R. Nemirovsky), “Conducting vide research in the learning sciences” (Journal of the Learning Sciences, 19, 2010, with S. Derry and colleagues), “How does cognition get distributed? Case studies of making concepts general in technical and scientific work” (In M. Banich & D. Caccamise (Eds.), Generalization of knowledge: Multidisciplinary perspectives, Psychology Press, 2010, with K. Wieckert and K. Wright), “Conceptual learning” (In T. Good (Ed.), 21st century education: A reference handbook, 2008, Sage, with J. Greeno), and “Expanding the disciplinary expertise of the middle school mathematics classroom” (Journal of the Learning Sciences, 17(3), 2008, with S. Jurow and J. Ma).

Jay Lemke

Jay Lemke
Senior Research Scientist
Adjunct Professor of Communication at the University of California, San Diego, in the Laboratory for Comparative Human Cognition

He was previously Professor at the University of Michigan, working in the Ph.D. programs in Science Education, Learning Technologies, and Literacy Language and Culture, and Professor and founding Executive Officer of the Ph.D. Program in Urban Education at the City University of New York. His research interests span all these fields and work in social theory and social semiotics, discourse analysis, video analysis, multimedia studies, games research, and most recently Design Research and the role of feeling in making meaning.

J. Newlin

J. Shipley Newlin
Program Director, Physical Sciences, Engineering, and Mathematics, Science Museum of Minnesota

J. has 40 years experience in museum education and exhibit development. His career has included tenures at the Franklin Institute in Philadelphia (1973-1983) and the New York Hall of Science (1984-1986). At the Science Museum, J. was the project director for the development of the Experiment Gallery and for the series of eleven acclaimed “Experiment Benches” funded by the National Science Foundation’s Informal Science Education program in the early ’90s. He has led the development of such projects as Atmospheric Explorations, Handling Calculus, Wild Music, and Math Moves! J. is a product of the “Great Books Program” at St. John’s College, Annapolis, MD and continues pursuing a broad interest in the history and philosophy of science, mathematics, literature, and music.

Mary Elizabeth de Freitas
Associate Professor, Adelphi University

Elizabeth de Freitas is an Associate Professor at Adelphi University in the Ruth S. Ammon School of Education, cross-appointed to the Adolescent Education Program and the Educational Technology Program. Her research spans the field of education and social inquiry, with particular focus on the role of theory and philosophy in research design and methodology. She has published extensively on cultural studies of mathematics and mathematics education, with recent interest in new materialist approaches to the study of teaching and learning. She is co-author of the book “Mathematics and the Body: Material Entanglements in the Classroom” (Cambridge University Press, 2014) and co-editor of the book “Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education” (Springer Verlag, 2008). She is an Associate Editor of the journal “Educational Studies in Mathematics”. She has published over 50 articles and chapters on a range of educational topics such as teacher identity, narrative inquiry, museum pedagogies, classroom discourse, social semiotics, school architecture, critical pedagogy, curriculum studies and research methods. Recent publications include How Theories of Perception Deploy the Line: Reconfiguring Students’ Bodies through Topo-philosophy (Educational Theory, 2014), The Mathematical Event: Mapping the Axiomatic and Problematic in School Mathematics (Studies in Philosophy and Education, 2013), and The Classroom as Rhizome: New Strategies for Diagramming Knotted Interactions (Qualitative Inquiry, 2012).


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