Project Personnel

Michael OehrtmanMichael Oehrtman received his PhD in Mathematics at the University of Texas at Austin in 2002 and is currently an Associate Professor in the Department 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 served as Co-PI and Project Director of the NSF Math and Science Partnership, Project Pathways (NSF award number 0412537, 12.5 Million over 5 years). Through Pathways and other projcets, Dr. Oehrtman has collaborated extensively with interdisciplinary faculty teams to develop graduate courses and professional learning communities for math and science high school teachers. Dr. Oehrtman co-authored a research-based precalculus curriculum and was co-PI on an NSF Math and Science Partnership Phase II grant (NSF award number 1050721, $2.1 Million over 3 years) to research the dissemination of these materials and faculty development in their use. Dr. Oehrtman is co-author of 10 research articles and 30 conference presentations based directly on Project CLEAR Calculus.



Jason MartinJason Martin has been involved in research in calculus education since 2005. 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 (NSF award number 0412537, 12.5 Million over 5 years). Dr. Martin worked closely with a professional learning community in geometry and was involved with precalculus curriculum development. It was during this time that Dr. Martin began his involvement with Project CLEAR Calculus. Dr. Martin is currently an assistant professor and the mathematics education graduate program coordinator at The University of Central Arkansas. He is also 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.