Abdenbi EL AZRI | Mathematics | Best Researcher Award

Posted on by Academic achievements

Assist. Prof. Dr. Abdenbi EL AZRI | Mathematics | Best Researcher Award

Senior lecturer | Higher Institute of Nursing Professions and Health Techniques of Casablanca | Morocco

Abdenbi El Azri is a dedicated scholar in applied mathematics with a focus on stochastic processes and mathematical modeling. As an Assistant Professor at the Institut Supérieur des Professions Infirmières et Techniques de Santé in Casablanca, he combines research with teaching to contribute to the field of applied mathematics and healthcare education. His work is distinguished by innovative approaches to statistical modeling and diffusion processes, with applications in environmental and biological systems.

Profile

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Education

Dr. El Azri earned his Doctorate in Sciences and Techniques, specializing in Applied Mathematics, from Université Hassan Premier in 2022. His doctoral research, titled “Processus stochastiques de diffusion liés à certaines courbes de croissance spéciales: Inférence statistique, aspects de simulation et applications,” was supervised by Dr. Ahmed Nafidi and recognized with the distinction “Très Honorable.” He also holds a Master’s in Mathematics and Applications (2014) and a Master’s in Mathematics from Université de Limoges, France (2013). His educational journey is marked by consistent academic excellence and specialization in mathematical modeling.

Experience

Dr. El Azri’s teaching career spans over a decade, ranging from secondary education to university-level instruction. Currently, he is an Assistant Professor at the Institut Supérieur des Professions Infirmières et Techniques de Santé in Casablanca. His academic roles include lecturing on linear models, probability, algebra, and statistics, tailored to healthcare applications. He has also served as a visiting lecturer at École Nationale des Sciences Appliquées de Berrechid, delivering advanced modules in mathematics. His experience extends to developing pedagogical resources for various mathematics courses and mentoring students in statistical applications.

Research Interests

Dr. El Azri’s research focuses on mathematical modeling, stochastic processes, and statistical inference. He has contributed significantly to understanding diffusion processes related to growth curves, with computational and simulation-based insights. His work finds applications in diverse domains, including biological systems, environmental analysis, and financial modeling. He is particularly interested in bridging theoretical mathematics with real-world challenges, evident in his studies on CO₂ emission modeling and stochastic interest rate models.

Awards

Dr. El Azri has been recognized for his research contributions through multiple accolades, including invitations to prestigious international conferences. His doctoral thesis was highly commended for its originality and practical applications in applied mathematics.

Publications

  1. El Azri, A., Nafidi, A., & Chakroune, Y. (2024): Stochastic generalized Rayleigh diffusion process: Computational strategies and statistical analysis. International Journal of Computer Mathematics.
  2. El Azri, A., & Nafidi, A. (2024): A stochastic log-logistic diffusion process: Statistical computational aspects and application to real data. Stochastic Models.
  3. El Azri, A. (2024): A connection between Gompertz diffusion model and Vasicek interest rate model. Qeios.
  4. El Azri, A., Nafidi, A., & Gutiérrez-Sánchez, R. (2023): A stochastic Schumacher diffusion process: Probability characteristics computation and statistical analysis. Methodology and Computing in Applied Probability.
  5. El Azri, A., & Nafidi, A. (2022): A γ-power stochastic Lundqvist-Korf diffusion process: Computational aspects and simulation. Moroccan Journal of Pure and Applied Analysis.
  6. El Azri, A., Nafidi, A., & Gutiérrez-Sánchez, R. (2022): The stochastic modified Lundqvist-Korf diffusion process: Statistical and computational aspects and application to modeling of CO₂ emission in Morocco. Stochastic Environmental Research and Risk Assessment.
  7. El Azri, A., & Nafidi, A. (2021): Inference in the stochastic Cox-Ingersoll-Ross diffusion process with continuous sampling: Computational aspects and simulation. arXiv.

Citations

Dr. El Azri’s publications have been cited extensively in the fields of applied mathematics and statistical modeling. For example, his 2023 publication in the Methodology and Computing in Applied Probability has been referenced in 10 articles, indicating the impact of his research on stochastic processes.

Conclusion

Abdenbi El Azri exemplifies the qualities of an accomplished researcher and dedicated educator. His contributions to applied mathematics, particularly in stochastic modeling and simulation, have advanced both theoretical understanding and practical applications. With a strong commitment to academic excellence and innovation, he continues to inspire students and peers while addressing contemporary challenges through his research.

Michael Tallman | Mathematics Education | Best Researcher Award

Posted on by Academic achievements

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.

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Strengths

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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

  1. 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.
  2. 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.
  3. 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.
  4. 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.