Matt Thomas recieved his PhD in Mathematics at the University of Arizona in 2013, and is currently an Assistant Professor in the Department of Mathemaics at Ithaca College. His research focuses on measuring students' understanding of concepts in calculus, as well as the roles of computation within mathematics and the learning of mathematics, and using computational tools to analyze free response questions in mathematics.
Jason Martin received his Ph.D. in undergraduate mathematics education from the University of Oklahoma and subsequently worked as a Postdoctoral Scholar at Arizona State University under Project Pathways (NSF award number 0412537) for two years. During his time at Arizona State, Dr. Martin began focusing his research efforts on calculus curriculum design and development. In addition, Dr. Martin served as the Calculus Coordinator at Oklahoma State University for one year. Currently he is Calculus Coordinator and Associate Professor at the University of Central Arkansas. Over the years, Dr. Martin has researched student understanding calculus concepts defined in terms of limit, quantitative reasoning and modeling, how students come to understand formal definitions for limit concepts, and the effect of interactive dynamic images on student understanding. Prior to this grant, Dr. Martin served as Co-PI on another NSF funded calculus curriculum development project (Project CLEAR Calculus, DUE #1245021 and DUE #1245178).
Michael Tallman received his B.Sc. and M.A. in mathematics from the University of Northern Colorado and he received his Ph.D. in mathematics education from Arizona State University. He is currently the Calculus Coordinator and Assistant Professor at Oklahoma State University. Dr. Tallman has taught mathematics at the secondary and post-secondary levels. His primary research is in the area of mathematical knowledge for teaching secondary and post-secondary mathematics. Dr. Tallman's work informs the design of teacher preparation programs and professional development initiatives through an investigation of the factors that affect the nature and quality of the mathematical knowledge teachers leverage in the context of teaching. In particular, his research examines how various factors like curricula, emotional regulation, identity, and teachers' construction and appraisal of instructional constraints mediate the enactment of their subject matter knowledge.