• Welcome Drs. Gregory Ongie and Cheng-Han Yu!

    The department extends a warm welcome to Drs. Gregory Ongie and Cheng-Han Yu, who are joining our department faculty as Assistant Professors in Fall 2020.

    Dr. Gregory completed his Ph.D. degree in Applied Mathematical and Computational Sciences from the University of Iowa and served as a post-doctoral fellow at the University of Michigan and the University of Chicago. His research interests include machine learning, inverse problem, and imaging.

    Dr. Yu received his Ph.D. degree in Statistics and Applied Mathematics from the University of California, Santa Cruz, and served as a post-doctoral fellow at Rice University. His research interests include Bayesian spatial-temporal modeling, variable selection, and imaging.

    We welcome you both to the Marquette Community!
  • Dr. Jung receives NSF Award

    Mathematical modeling is an important competency advocated for by national standards. However, there has been limited effort to outline experiences for preservice teachers and how to integrate them into existing programs. The “Collaborative Research: Developing and Exploring Mathematical Modeling Curricula for Preservice K-8 Teachers” project aims to address this need through the design, enactment, and refinement of mathematical modeling modules for preservice teachers. This three-year project will involve Montana State University (PI: Dr. Megan Wickstrom) and Marquette University (PI: Dr. Hyunyi Jung) and will use design-theory methodology to examine: 1) how teacher educators can support preservice teachers’ understanding of the attributes of mathematical modeling; 2) how preservice teachers’ understanding of modeling develops across modules; and 3) factors that support preservice teachers’ motivation to engage in mathematical modeling and its related practices. Through dissemination of the modules, mathematics teacher educators will have visible resources to aid in integrating mathematical modeling into a range of existing courses, including mathematical modeling courses, preservice teacher methods courses, and undergraduate mathematics courses for teachers. Total amount: $299,646; Amount for which directly responsible: $140,212.
  • Dr. Hamilton receives NIH Award

    Dr. Sarah Hamilton, as sole PI, was awarded a Trailblazer R21 grant for her project entitled “Direct 3D Reconstruction Methods for Electrical Impedance Tomography for Stroke Imaging” from the National Institute Of Biomedical Imaging And Bioengineering of the NIH under Award Number R21EB028064, March 2019 – December 2021. The proposed project addresses the important problem of early, fast, portable stroke classification with Electrical Impedance Tomography (EIT, a non-invasive, non-ionizing, imaging modality) with the goal of reducing treatment delays thus leading to improved patient outcomes. Existing image reconstruction algorithms for EIT are not robust to practical partial boundary data inherent to stroke imaging. Robust D-bar methods, aided with a priori information from anatomical atlases and deep learning methods, will be developed in 3D to address the stroke classification and monitoring tasks from practical EIT data. Direct costs $400,000; Indirect costs $202,568; Total: $602,568.
  • Dr. Magiera receives NSF Award

    Dr. Marta Magiera received an Early Career Development award from the National Science Foundation for her project entitled "CAREER: L-MAP: Pre-service Middle School Teachers' Knowledge of Mathematical Argumentation and Proving." This five-year, $791,854 project will examine how middle school pre-service teachers' knowledge of mathematical argumentation and proving develops in teacher preparation programs.

    About the award and Dr. Magiera's Project

    The National Science Foundation CAREER is a very prestigious award. According to the National Science Foundation, “The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations.”

    Project abstract:

    The field of mathematics teacher education needs a strong understanding of pre-service teachers' knowledge about the practice of mathematical argumentation and proof, including the development of this knowledge, to effectively move pre-service teachers toward a more sophisticated understanding and enactment of this practice with their own students. The integrated research and educational activities will contribute to the knowledge base teacher education programs need to effectively prepare middle school teachers for meeting the challenges of how to make reasoning and proof an integral aspect of instructional practice. The research results have the potential to guide teacher educators and educational researchers concerned with strengthening pre-service teachers' ability to make reasoning and proving an integral aspect of school mathematics. Consequently, pre-service teachers will be better equipped to develop mathematical reasoning skills in their future students and to support their students in learning mathematics with understanding. Given this country's growing need for a competent STEM workforce, helping all students learn mathematics in a way that supports deeper understanding is a priority. Additionally, the support of early CAREER scholars in mathematics education will add to the capacity of the country to address issues in mathematics education in the future.

    The objective of this program of research is to examine how middle school pre-service teachers' knowledge of mathematical argumentation and proving develops in teacher preparation programs. The project explores the research question: What conceptions of mathematical reasoning and proving do middle school pre-serves teachers hold in situations that foster reasoning about change, proportionality, and proportional relationships, as they enter their mathematics course sequence in their teacher preparation program, and how do these conceptions evolve throughout the program? This development will be studied along three dimensions