Megan Wawro is a Professor in the Department of Mathematics at Virginia Tech in Blacksburg, Virginia. Her research interests are in undergraduate mathematics education. In addition to IOLA, her research program includes investigating student understanding in linear algebra, as well as student reasoning about linear algebra in quantum mechanics and quantum information science. She earned a Ph.D. in Mathematics and Science Education from UC San Diego / San Diego State University, an M.A. in Mathematics from Miami University, and a B.A. in Mathematics from Cedarville University. Prior to her graduate work, she was a high school mathematics teacher in both Ohio and Switzerland.
Wawro was the lead PI on both the original 2012 IOLA grant and the 2019 IOLA grant.
Michelle Zandieh is a Professor in the Faculty of Sciences and Mathematics in the College of Integrative Sciences and Arts at Arizona State University. She received undergraduate degrees in mathematics and geology at Northwestern University, a master's degree in mathematics, and a Ph.D. in mathematics at Oregon State University. Her research focuses on the learning and teaching of undergraduate mathematics, with a focus on student reasoning in courses such as calculus, linear algebra, geometry and transition to proof. She is interested in student cognition in the context of digital learning games and applets, and how students realize concepts through metaphor.
Zandieh was a PI on both the original 2012 IOLA grant and the 2019 IOLA grant.
Christine Andrews-Larson is an Associate Professor of mathematics education at Florida State University. Her research focuses on student reasoning and the development of instructional supports that provide multiple avenues for student learning and success, particularly in the area of undergraduate linear algebra. She earned her undergraduate and master's degrees in mathematics from the University of Kansas, and her Ph.D. in mathematics education and learning sciences from Indiana University.
Andrews-Larson was senior personnel on the original 2012 IOLA grant and a PI on the 2019 IOLA grant.
David Plaxco is a Lecturer in the Mathematics Department at the University of Georgia. David earned his master's and Ph.D. from Virginia Tech, held a post-doc at the University of Oklahoma, and was an associate professor at Clayton State University before moving to UGA. He is interested in how undergraduate students develop notions of mathematical proof - specifically, how their understanding of concepts informs their proof activity and argumentation in the classroom. He is also interested in helping preservice teachers learn about how students think and learn to identify and adopt more effective ways to help students learn. David likes geometry, algebra (abstract, linear, you name it!), complex analysis, logic, puzzles, games, and game design.
Plaxco was a graduate student researcher on the 2012 IOLA grant and a PI on the 2019 IOLA grant.
Chris Rasmussen is a Professor of Mathematics Education in the Department of Mathematics and Statistics at San Diego State University. He received an undergraduate degree in mechanical engineering, a master's degree in mathematics, and his Ph.D. in mathematics education at the University of Maryland. His research investigates inquiry-oriented approaches to the learning and teaching of undergraduate mathematics. His research program also seeks to better understand departmental practices to improve student success in the introductory mathematics courses required of all STEM majors and the process of departmental and institutional change to improve these courses.
Rasmussen was a PI on the original 2012 IOLA grant and on the advisory board for the 2019 IOLA grant.
Zac Bettersworth is an Assistant Professor in the Department of Mathematics at Western Kentucky University in Bowling Green, KY. He received a Ph.D. in Mathematics Education at Arizona State University, an M.S. in Mathematics at Western Kentucky University, and a B.S. in Mathematics and Physics from Georgetown College. His research focuses on the teaching and learning of undergraduate mathematics, with a focus on student reasoning in courses such as multivariable calculus and linear algebra. He is also interested in student thinking elicited by digital activities.
Bettersworth was a graduate student researcher on the 2019 IOLA grant.
Minah Kim is an Assistant Professor in the Department of Mathematics and Statistics at Northern Arizona University in Flagstaff, Arizona. She earned a B.S. in Mathematics Education at Yeungnam University, South Korea, and taught 7th to 9th grade mathematics in Yeongjong Middle School in South Korea for 5 years. Then, she earned an M.S. in Mathematics and a Ph.D. in Mathematics Education at Florida State University. Broadly, she has been engaging in teaching and research on undergraduate mathematics education and mathematics teacher education. Her work includes social network analysis of students, equity, and engagement of instructors in Inquiry-Oriented Linear Algebra.
Kim was a graduate student researcher on the 2019 IOLA grant.
Inyoung Lee is an Assistant Professor in the Department of Mathematics at Utah Valley University. Inyoung received a Ph.D. in Mathematics Education and an M.S. in Statistics from Arizona State University. Her research explores how students think and make progress, as well as what instructional designs support student learning in undergraduate mathematical and statistical courses, including calculus, linear algebra, and statistics.
Lee was a graduate student researcher on the 2019 IOLA grant.
Matthew Mauntel is an Assistant Professor at Tarleton State University in Stephenville, TX. He received his Ph.D. in Curriculum and Instruction with a focus on Mathematics Education from Florida State University and B.S. in Mathematics and Philosophy from the University of Notre Dame. His research focuses on exploring student reasoning in linear algebra and the design, development, and implementation of technology for the classroom. This includes game-based learning and the integration of Artificial Intelligence.
Mauntel was a graduate student researcher on the 2019 IOLA grant.
Jessica Smith is an Assistant Professor in the Department of Mathematics at Utah Valley University in Orem, Utah. She received undergraduate degrees in mathematics and mathematics education at University of Georgia, received a PhD in curriculum and instruction – mathematics from Florida State University, and held a postdoctoral position at Vanderbilt University. Her research interests include exploring student reasoning in various mathematics courses, especially linear algebra, and the ways this reasoning can be leveraged to further students’ understandings of concepts. She is also interested in exploring student discourse and participation in mathematical discussions.
Smith was a graduate student researcher on the 2019 IOLA grant.
Kathy Czeranko is an instructor in the College of Integrative Sciences and Arts at Arizona State University. Her academic experiences include service as an adjunct professor of mathematics with the Chandler-Gilbert Community College and as a full-time math teacher with Hamilton High School. She has bachelor's and master's degrees in electrical engineering from George Mason University and has worked as an RF Design Engineer and Analyst with Raytheon and as an RF Analyst with Science Applications International Corporation. She currently teaches student-centered courses in linear algebra, differential equations and multivariable calculus.
Czeranko was a project team member on the original 2012 IOLA grant.
Hayley Milbourne joined the faculty at the University of San Diego in 2019 and is currently the director of the USD Mathematics Learning Center. She received a Ph.D. in Mathematics and Science Education from University of California San Diego / San Diego State University, a M.S. in Applied Mathematics from the University of Arizona, and a B.S. in Scientific Computation from the University of California San Diego. Dr. Milbourne’s work studies changes in understanding of teaching practice as people engage with one another and professional development. Her work has mainly focused on graduate teaching assistants and has recently moved toward undergraduate tutoring centers.
Milbourne was a graduate student researcher on the original 2012 IOLA grant.
The original website development team was composed of three Virginia Tech Computer Science students who completed the website as part of their Senior portfolios. The team members were (pictured, left to right) Bill Lucy, Tommy Walton, and Ethan Francis.
We also wish to thank Nicholas Robbins for his help in updating the website with the 2019 grant products.
Thank you to many others who have contributed to IOLA over the years, such as Josh Doss, Sue Hagen, Sarah Kerrigan, Laurent Le, Matt Park, Isis Quinlan, Gavin Sabine, and Mark Watford.
Thank you to national advisory board members Adi Adiredja, David Kung, Andrew Izsak, Sean Larsen, Judi McDonald, Chris Rasmussen, Sepideh Stewart, David Strong, and John Sutton.
Finally, this work would not have been possible without many participating instructors who lended us their time and feedback, as well as the hundreds of students in IOLA classes -- it was a privilege to be part of your mathematical learning.
