### About CLEAR Calculus

## Project Personnel

**Michael Oehrtman** is a Professor of Mathematics at Oklahoma State University. His early research on calculus students' metaphors for reasoning about limit concepts originated Project CLEAR Calculus by idenifying approximations and error analyses as a potentially powerful and productive conceptual foundation for calculus. Dr. Oehrtman then focused his subsequent design research on refining the instructional framework and activities for the projects's labs. Dr. Oehrtman was PI on an NSF grant funding the research and development of the initial CLEAR Calculus labs. Dr. Oehrtman has collaborated extensively with interdisciplinary faculty teams to develop graduate courses and professional learning communities for math and science high school teachers and college and university faculty. He is co-author of numerous research articles and conference presentations based directly on Project CLEAR Calculus.

**Micha****el Tallman** is an Assistant Professor in the Department of Mathematics at Oklahoma State University. He received a B.Sc. and M.A. in Mathematics from the University of Northern Colorado and a Ph.D. in Mathematics Education from Arizona State University. Dr. Tallmanâ€™s primary research is in the field of mathematical knowledge for teaching secondary and undergraduate mathematics. His scholarly work informs the design of teacher preparation programs and professional development initiatives through an investigation of the psychological and affective influences that mediate the enactment of mathematics teachersâ€™ content knowledge. His secondary research program focuses on the teaching and learning of introductory calculus at the undergraduate level, with emphases on assessment design and the development of multimedia curricular resources.

**Zackery Reed** is an Assistant Professor of Mathematics in the Department of Mathematics, Science, and Technology at Embry-Riddle Aeronautical University Worldwide. He received his B.Sc. in mathematics from Pepperdine University and received his M.Sc. and Ph.D. in mathematics from Oregon State University. Dr. Reed has taught multiple courses at the undergraduate level. He studies the ways in which undergraduate students reason in calculus, real analysis, and probability. His work has appeared in journals including Journal for Research in Mathematics Education, Journal of Mathematical Behavior, and International Journal of Research in Undergraduate Mathematics Education.

**Jason Martin **is an Associate Professor of Mathematics at the University of Central Arkansas. After receiving his Ph.D. in 2009 on expert vs. student understanding of Taylor series, he was hired as a Postdoctoral Scholar on an NSF Math and Science Partnership, Project Pathways where he also became involved with Project CLEAR Calculus. He is an active member of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. Over the years, Dr. Martin has expanded his research interests to 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.