Our Students

Research Discipline/Bio

Yuxi Chen's research focus on exploring the use of innovative teaching methodologies and students’ reasoning processes to boost students’ conceptual understanding. In particular, as a Research Assistant as well as in her dissertation, her studies aim to analyze students’ graphical reasoning about function composition with dynamic graphical representation, and explore the pattern and depth of students' reasoning steps. She served as a middle school mathematics teacher and school Math Team coach for five years prior to her program at Teachers College.

Educational Background

Master of Education, Mathematics Education, Rutgers, The State University of New Jersey – New Brunswick, 2015
Master of Science, Finance, Clark University, 2012
Bachelor of Economics, International Economics and Trade, Hohai University, 2010

Honors/Awards

Provost's Grant, Teachers College, 2023
Hi-Tech Prep Math Scholarship 2023-2024
Bruce Vogeli Scholarship 2023
J. & C.H. Clark Scholarship 2022-2024

Publications/Exhibitions

LaPlace, E., Chen, Y., Wasserman, N., & Paoletti, T. (2024). Exploring graphical reasoning from revised responses to function composition tasks. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (RUME). Omaha, NE.
Chen, Y., Wasserman, N., & Paoletti, T. (2023). Exploring geometric reasoning with function composition. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. 145-153). Omaha, NE.

Last Updated: Nov 4, 2024

Educational Background

Master of Science, Applied and Computational Mathematics, Johns Hopkins University, 2022.
Bachelor of Science, Mathematics, University of Iowa, 2019.

Last Updated: Mar 11, 2025

Research Discipline/Bio

Chamarra A. O. Coward is a PhD student in Mathematics Education focused on advancing culturally relevant pedagogy. Her dissertation centers on designing a rubric to enhance student engagement and success. With over 13 years of experience as a high school math teacher, she bridges theory and practice, integrating research into classroom instruction. As a Math for America (MƒA) Master Teacher Emeritus, she has shared her expertise through professional and leadership activities, including mentoring early career teachers. Chamarra also serves as an NSF Graduate Research Assistant, supporting students’ mathematical understanding through coding and robotics. She is dedicated to making mathematics accessible, relevant, and reflective of students' cultural experiences.

Educational Background

Master of Arts with Initial Certification, Mathematics Education, Teachers College, Columbia University, 2011
Bachelor of Science, Applied Mathematics, University of Rochester, 2008

Honors/Awards

Trustee Scholar of Tomorrow, 2023-2024
Department Diversity Scholar, 2022-2023
Graduate Assistant Scholarship, 2023-2025

Last Updated: Oct 19, 2024

Research Discipline/Bio

I am currently a Head Mathematics Teacher at The Gateway School in Manhattan. The Gateway School is a K-8, independent day school that transforms the lives of bright students with language-based learning disabilities and attention deficits.

Educational Background

Bachelor Of Arts, Mathematics, Washington & Jefferson College, 2021

Publications/Exhibitions

Einolf, T., Muth, R., & Wilkinson, J. (2023). Injectively k -Colored Rooted Forests. Graphs and Combinatorics, 39 (5). https://doi.org/10.1007/s00373-023-02700-5

Last Updated: Oct 31, 2024

Last Updated: Oct 3, 2024

Educational Background

Masters of Science, Mathematics, The Georgia Institute of Technology, 2015
Bachelors of Science, Mathematics, Jacksonville University, 2012

Last Updated: Nov 3, 2024

Educational Background

Bachelor of Science, Mathematics, The Ohio State University, 2013
Master of Science, Mathematics, Rutgers University - Camden, 2023

Honors/Awards

Distinguished Service Award, Department of Mathematical Sciences, Rutgers University - Camden, 2023

Last Updated: Nov 3, 2024

Research Discipline/Bio

Emma LaPlace is completing her PhD in Mathematics Education. Her dissertation highlights the representation of female mathematicians in plays. As a math and drama double major at Vassar College, she was able to explore these two different fields, and her time at Teachers College has allowed her to continue pursuing both of these disciplines through her research. Emma currently serves as the Guest Editor for the Journal of Mathematics Education at Teachers College. She works at SUNY Fashion Institute of Technology as an Adjunct Mathematics Professor. Her research interests include mathematics in media and popular culture (particularly theater), mathematics identity, mathematics stereotypes, and the intersection of mathematics and art.

Educational Background

Master of Arts, Mathematics Education, Teachers College, Columbia University, 2022
Bachelor of Arts, Mathematics and Drama (Double Major), Vassar College, 2020

Publications/Exhibitions

LaPlace, E., Chen, Y., Wasserman, N., & Paoletti, T. (upcoming). Exploring graphical reasoning from revised responses to function composition tasks. In XXX (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. XXX). Omaha, NE: RUME.

Last Updated: Oct 21, 2024

Research Discipline/Bio

My current research interest is to investigate students' affect in mathematics by analyzing in-class student-teacher discourse and how it shapes the conception of mathematical concept for each student. Relevant research experience includes the MCLE (Mathematically Captivating Lesson Experience) Project led by Leslie Dietiker at Boston University. My role was to conduct the qualitative data analysis and to co-lead a research project about students' conception of relevance in mathematical lessons.

Educational Background

Master of Education, Mathematics Education, Boston University, 2022.
Bachelor of Science, Mathematics, University of California, San Diego, 2020.

Publications/Exhibitions

Adil, A., Lee, K. L., & Dietiker, L. (2022, January). Relevance as perceived by high school students in decontextualized mathematics lessons. In Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Last Updated: Nov 3, 2024

Research Discipline/Bio

Yiran's current research focuses on understanding the acculturation strategies of mathematics faculty when they encounter new teaching traditions.
In her experience teaching mathematics at both high school and undergraduate levels, she is passionate about designing instructional strategies that align with students' backgrounds and learning objectives and provide students with hands-on opportunities that foster active learning and critical thinking. Beyond teaching, she has taken on various roles—including research assistant, project coordinator, and peer advisor—that have allowed her to develop skills in educational research, administration, and student support.

Educational Background

Master of Philosophy, Mathematics Education​, Master of Philosophy in Mathematics Education​, 2024
Bachelor of Art, Mathematic & Education; International Education Minor, Lesley University, 2019

Publications/Exhibitions

Li. Y., & Lyublinskaya. I. (manual script submitted). Effect of American-based professional development program on acculturation strategies of Kazakhstan mathematics faculty. Trends in Higher Education.
Li. Y., & Lyublinskaya. I. (2021, July). The effect of professional development on faculty perceptions and teaching practices in U.S.-Kazakhstan collaboration to integrate stem into discrete mathematics course for aspiring mathematics teachers. [Poster presentation]. ICME 14, Shanghai, China.

Last Updated: Nov 4, 2024

Research Discipline/Bio

I am an ABD candidate at Teachers College, Columbia University, specializing in mathematics education. My research primarily focuses on analyzing secondary school mathematics textbooks over the last five decades, exploring shifts in content and pedagogical approaches. Previously, I served as a Fellow in Teaching Mathematics at University College London from 2010 through 2014, where I contributed to innovative math education initiatives.
Currently, I am preparing my prospectus and taking my final research seminar with Prof. Thomas James in the History of Education. Additionally, I am affiliated with the Eurasia Higher Education Leadership Assembly at Nazarbayev University, contributing to international discussions on education leadership and policy.

Educational Background

Doctorate of Education (Ed.D.) Candidate, Mathematics Education, Teachers College, Columbia University, Expected 2025
Master of Arts (M.A.), Mathematics Education, University of Central Arkansas, 2009
Bachelor of Science (B.S.), Mathematics, Ain Shams University, 1989

Last Updated: Sep 30, 2024

Educational Background

Master of Arts, Mathematics Education, Teachers College, 2023
Bachelor of Science, Mathematics, Oregon State University, 2021
Bachelor of Science, Psychology, Oregon State University, 2021

Last Updated: Nov 1, 2024

Research Discipline/Bio

Xinge (Cindy) Zhang (she/her) is a doctoral candidate in the Mathematics Education Ed.D. program at the Teachers College, Columbia University. Her research focuses on preparing high school mathematics teachers to teach algorithms effectively and helping students develop computational and algorithmic thinking skills. She is also exploring innovative strategies to foster creative learning in mathematics, emphasizing integrating technologies to enhance teacher preparation. Cindy is passionate about promoting equitable and accessible mathematics education for students from diverse backgrounds. As a mathematics educator, curriculum developer, and graduate assistant at Columbia University, she is committed to advancing sustainable practices in mathematics education.

Educational Background

Doctor of Education (Ed.D), Mathematics Education, Teachers College, Columbia University, Expected 2026.
Master of Education (M.Ed.), Secondary Education and Teaching, Vanderbilt University, 2021.
Bachelor of Science (B.S.), Mathematical Analytics and Operations Research, University of California, Davis, 2019.

Honors/Awards

J. & C.H. Clark Scholarship, Teachers College, 2024;
Teh-Ming Pao & Ying-Chao Lee Endowed Doctoral Fellow, Teachers College, 2023;
HI-TECH PREP Math Scholarship, Teachers College, 2023;
Nagarkatte Endowed Scholar, Teachers College, 2023;
R.E.Caille Scholarship, Teachers College, 2022;
Black Paint Curriculum Lab Fellow, Teachers College, 2022.

Publications/Exhibitions

Zhang, X., & Bremer, J. (2019). An O (1) Algorithm for the Numerical Evaluation of the Prolate Spheroidal Wave Functions of Order 0. arXiv preprint arXiv:1905.04415.

Last Updated: Nov 4, 2024