Dr. Marijana Zeljić | Mathematics Education | Best Researcher Award

professor at faculty of education, Serbia

📚 Marijana Zeljić (b. 1974) is a full professor at the Teacher Education Faculty, University of Belgrade. A dedicated expert in mathematics education, she has a profound impact on learners at all academic levels, ranging from bachelor’s to PhD programs. Her career reflects a deep passion for advancing teaching methodologies and fostering mathematical thinking.

Profile

Scopus

Education🎓

Marijana Zeljić obtained her academic qualifications from prestigious institutions, culminating in her specialization in mathematics education. Her educational journey laid the foundation for her extensive research and teaching in problem-solving, early algebra, and numeracy development.

Professional Experience🏫

With decades of teaching experience, Marijana Zeljić actively contributes to the field of education as a professor at all levels of study. Beyond academia, she serves on the Program Council of the Center for Continuous Teacher Education, enhancing professional development opportunities for educators.

Research Interests🔬

Marijana’s research interests encompass problem-solving, early algebra, representations in mathematics teaching and learning, mathematical thinking, numeracy, and communication in mathematics education. Her work explores the characteristics of mathematical knowledge, striving to make mathematics accessible and engaging for diverse learners.

Awards and Recognitions🏆

Marijana Zeljić has been honored with various accolades for her contributions to mathematics education and her dedication to advancing teaching practices. These awards highlight her commitment to excellence in her field.

Publications📄

Marijana Zeljić has authored three influential monographs as a single author and over 30 research articles in esteemed national and international journals. Her publications have significantly contributed to the advancement of mathematics education.

Selected Publications:

“Insight into students’ understanding of relational terminology through integrated compare and combine word problems”

Year: 2024
Citations: 0

“Problem Solving in Realistic, Arithmetic/algebraic and Geometric Context”

Year: 2021
Citations: 1

“Modelling the relationships between quantities: Meaning in literal expressions”

Year: 2015
Citations: 8

“Structuring the subject matter of arithmetic I”

Year: 2014
Citations: 0

“Algebra as a tool for structuring number systems”

Year: 2013
Citations: 3

“Solving inequalities in primary school”

Year: 2006
Citations: 1

Conclusion✨

Marijana Zeljić is highly deserving of the Research for Best Researcher Award due to her profound contributions to mathematics education. Her expertise in problem solving, mathematical thinking, and teaching methodologies, coupled with her leadership in continuous teacher education, positions her as an influential figure in the field. Through her publications and commitment to improving educational practices, Professor Zeljić has made lasting impacts on both the academic and teaching communities.

Dr. Michael Tallman | Mathematics Education | Best Researcher Award

Associate Professor | Oklahoma State University | United States

Michael A. Tallman is an Associate Professor of Mathematics Education at Oklahoma State University, where he has been a faculty member since 2016. His research focuses on the intersection of pedagogy and content knowledge in mathematics education, with an emphasis on improving teaching practices and student learning outcomes. Tallman’s work has been recognized through various awards and publications, highlighting his contributions to the field.

Profile

ORCID

Strengths

Impressive Research Record: Michael A. Tallman has a strong publication record with numerous peer-reviewed journal articles in reputable journals such as the Journal of Mathematical Behavior and PRIMUS. His research topics cover significant aspects of mathematics education, including pedagogical content knowledge, conceptual assessment in calculus, and secondary teacher knowledge.
Recognition and Awards: He has received several awards for his teaching and research, including the Robert G. Maule Excellence in Teaching Mathematics Award and the Graduate and Professional Student Association Teaching Excellence Award. These accolades highlight his contributions and excellence in the field of mathematics education.
Diverse Research Interests: Tallman’s research spans a variety of topics within mathematics education, from assessing calculus teaching methods to understanding teacher knowledge transformation. This diversity indicates a broad and deep engagement with key issues in the field.
Collaborative Work: His co-authorship with notable researchers such as A. Weinberg and M. P. Carlson demonstrates successful collaboration and a respected presence in the research community.
Educational Impact: His focus on improving pedagogical content knowledge and conceptual understanding reflects a commitment to enhancing mathematics education, which aligns well with the goals of the Research for Best Researcher Award.

Areas for Improvement

Broader Impact Metrics: While Tallman’s research is robust, providing more information about the broader impact of his work, such as its influence on policy or practice in mathematics education, could strengthen his case. For example, citations of his work or feedback from educational practitioners could be highlighted.
Recent Research Trends: The latest publications are from 2024 and 2023, showing ongoing research activity. However, showcasing any cutting-edge or emerging trends he is addressing could further demonstrate his position at the forefront of research.
Expanded Research Contributions: While Tallman has made significant contributions, highlighting any novel methodologies, theoretical advancements, or interdisciplinary approaches he has developed or applied could enhance the perception of his research contributions.
Teaching and Research Integration: Although Tallman’s teaching awards reflect his excellence, integrating specific examples of how his research has directly influenced his teaching practice, or vice versa, could provide a more holistic view of his impact.

Education

Michael A. Tallman earned his Ph.D. in Mathematics Education from the School of Mathematical and Statistical Sciences at Arizona State University in 2015. He holds a Master’s degree in Mathematics from the University of Northern Colorado (2010) and a Bachelor’s degree in Mathematics from the same institution (2007). His educational background provides a solid foundation for his expertise in mathematics education and research.

Experience

Tallman began his career as a Mathematics Teacher at Mountain Range High School in Westminster, Colorado, where he taught from 2007 to 2010. He then transitioned into academia as a Postdoctoral Fellow in Mathematics Education at Oklahoma State University from 2015 to 2016. He has since progressed from Assistant Professor to Associate Professor in the Department of Mathematics at Oklahoma State University.

Research Interests

Tallman’s research interests include pedagogical content knowledge, conceptual assessment in calculus, and the transformation of teacher knowledge. His work investigates how mathematical concepts are taught and understood, aiming to enhance both instructional practices and student learning experiences in mathematics education.

Awards

Tallman has received several notable awards, including the Robert G. Maule Excellence in Teaching Mathematics Award from Arizona State University in 2015 and the Graduate and Professional Student Association Teaching Excellence Award in the same year. Additionally, he was honored as a Fellow of the AMTE Service, Teaching, and Research (STaR) Program in 2017.

Publications

Tallman, M. A., Weaver, J., & Johnson, T. (accepted). Developing (pedagogical) content knowledge of constant rate of change: The case of Samantha. The Journal of Mathematical Behavior. Link

Weinberg, A., Corey, D., Tallman, M. A., Martin, J., & Jones, S. (2024). Observing intellectual need and its relationship with students’ learning of calculus. International Journal of Research in Undergraduate Mathematics Education, 10(1), 1-31. Link

Tallman, M. A. (2023). What makes pedagogical content knowledge “pedagogical”? Reconnecting PCK to its Deweyan foundations. The Mathematics Educator, 31(1), 100-128. Link

Reed, Z., Tallman, M. A., & Oehrtman, M. (2023). Assessing productive meanings in calculus. PRIMUS, 33(9), 939-964. Link

Reed, Z., Tallman, M. A., Oehrtman, M., & Carlson, M. P. (2022). Characteristics of conceptual assessment items in calculus. PRIMUS, 32(8), 881-901. Link

Tallman, M. A. (2021). Investigating the transformation of a secondary teacher’s knowledge of trigonometric functions. The Journal of Mathematical Behavior, 62. Link

Tallman, M. A., Reed, Z., Oehrtman, M., & Carlson, M. P. (2021). What meanings are assessed in collegiate calculus in the United States? ZDM Mathematics Education, 53(3), 577-589. Link

Tallman, M. A. & Frank, K. M. (2020). Angle measure, quantitative reasoning, and instructional coherence: An examination of the role of mathematical ways of thinking as a component of teachers’ knowledge base. Journal of Mathematics Teacher Education, 23(1), 69-95. Link

Tallman, M. A., Carlson, M. P., Bressoud, D., & Pearson, M. (2016). A characterization of calculus I final exams in U.S. colleges and universities. International Journal of Research in Undergraduate Mathematics Education, 2(1), 105-133. Link

Madison, B. L., Carlson, M. P., Oehrtman, M., & Tallman, M. A. (2015). Conceptual precalculus: Strengthening students’ quantitative and covariational reasoning. Mathematics Teacher, 109(1), 54-59. Link

Conclusion

Michael A. Tallman is a highly qualified candidate for the Research for Best Researcher Award, with a distinguished record of research, teaching excellence, and contributions to the field of mathematics education. His extensive publication record and recognition through awards underscore his research impact and commitment to advancing mathematics education.

Marijana Zeljić | Mathematics Education | Best Researcher Award