Benjamin Braun received his B.A. in Mathematics and English at Truman State University and his Ph.D. in Mathematics at Washington University in Saint Louis. He is an associate professor at the University of Kentucky, where he has been since 2007. His mathematical research is in algebraic and geometric combinatorics; if there is a polytope or simplicial complex involved, he’s interested. His scholarly interests in teaching and learning include using writing in mathematics courses, preservice teacher education, pedagogical use of the history of mathematics, and connections between mathematics education and cognitive/social/educational psychology.
Priscilla Bremser is professor of mathematics at Middlebury College, where she has taught since 1984. She earned her Ph.D. from the Johns Hopkins University and is interested in number theory. She is an instructor for the Vermont Mathematics Initiative, a master’s degree program for practicing teachers.
Art Duval is a professor in the Department of Mathematical Sciences at the University of Texas at El Paso. He earned his Ph.D. in math from MIT, and his research interests are in algebraic and topological combinatorics. He has been involved with the preparation of K-12 math teachers in one way or another for most of his career, and has worked with local school districts and the El Paso Collaborative for Academic Excellence on issues of vertical and horizontal alignment.
Steven Klee received his B.S. in Mathematics from Valparaiso University in 2005 and his Ph.D. in Mathematics from the University in Washington in 2010. After a two-year postdoc at UC Davis, he started at Seattle University in 2012, where he is currently an Assistant Professor. His research interests lie in the field of geometric combinatorics, and he is passionate about involving students in research projects. He is a director of the University of Washington Math Circle and is a co-founder/director of the University of Washington Math Hour Olympiad. Both of these programs aim to excite middle school students about the vast world of mathematics.
Diana White is an associate professor in the Department of Mathematical and Statistical Sciences at the University of Colorado Denver. She began her career as a research mathematician, earning her Ph.D. in commutative algebra at the University of Nebraska and working as a post-doc at the University of South Carolina. She developed a strong interest in the mathematical preparation of teachers while a graduate student, and was hired into her current position as a mathematician specializing in mathematics education. Her research and scholarly focus is on pre-service teacher training and in-service teacher professional development, with a particular focus on Math Teachers’ Circles. She is also interested in the topic and study of the role of mathematicians in the mathematical preparation of teachers.
Previous Members of the Editorial Board:
Dr. Luis David García Puente (contributing editor from 2016-2017) received his Bachelors degree in Mathematics from the Universidad Nacional Autónoma de México in 1999 and his Ph.D. in Mathematics from Virginia Tech in 2004. He has held postdoctoral appointments at the Mathematical Sciences Research Institute and at Texas A&M University. Currently, he is Associate Professor of Mathematics at Sam Houston State University. His research focuses on computational and applied algebraic geometry. He is an associate editor for the American Mathematical Monthly and the Journal of Algebraic Statistics. His professional activities are motivated by the need to increase the number of underrepresented students that pursue advanced degrees in mathematics and the sciences. He has directed research projects for 15 years, involving close to 100 undergraduate students in his work.
Jess Ellis (contributing editor from 2016-2017) is an Assistant Professor in the Department of Mathematics at Colorado State University. She received her B.S. and M.S. in Mathematics from beautiful Cal Poly, SLO and her Ph.D. in Mathematics Education in San Diego in the joint program between SDSU and UCSD. Her research includes studying characteristics of successful calculus programs, focusing primarily on investigating gender disparities in calculus persistence and how successful programs prepare graduate students to teach in the calculus sequence. In addition, she facilitates a seminar for supporting women in research positions studying undergraduate mathematics education through mentoring and partnerships between female researchers, and conducts research related to this work.
Elise Lockwood (contributing editor from 2014-2016) is an assistant professor in the mathematics department at Oregon State University. She received her Ph.D. in mathematics education from Portland State University and was an IES Postdoctoral Fellow at the University of Wisconsin – Madison. Her primary research interests focus on postsecondary students’ combinatorial thinking, and she also studies the role of examples in proof. She occasionally writes about counting problems on her website combinatorialthinking.com.