C-346 Wells Hall
Tel: (517) 353-8493
and by appointment (email to set up time).
Research Interests: My research is in geometric analysis and its connections with mathematical physics. This rapidly developing field involves intriguing combinations of ideas and techniques from several different fields, including algebraic geometry, differential geometry, topology, and partial differential equations. My recent work uses analytic methods to study Gromov-Witten invariants.
Teaching: Math 993: Harmonic and J-holomophic maps
Other Information: CV
My Ph.D. Students:
1994 Liviu Nicolaescu (Professor, Notre Dame University).
1996 Eleny-Nicoleta Ionel (Professor, Stanford University).
2001 Junho Lee (Associate Professor, Central Florida University).
2005 Jens Von Bergmann.
2011 Kwangho Choi (Postdoctoral Fellow, Seoul National University).
2014 Manousos Maridakis (Hill Assistant Professor, Rutgers University).
2016 Akos Nagy (Reserch Assistant, University of Waterloo).
Fellow of the American Mathematical Society, 2013
Member, Institute for Advanced Study, Princeton, NJ, 2001-2002.
Frame Teaching Award, MSU Mathematics Department, 1998, 2014.
Phi Beta Kappa Teaching Award, Harvard University, 1982
Selected Publications and Preprints
Mathematics Education Publications
These two textbooks are designed for a year-long course on "Mathematics for Elementary (and Middle) School Teachers" taught in a mathematics department. Both are used in conjunction with actual elementary school texts --- the outstanding "Primary Mathematics" books from Singapore.The first book focuses on arithmetic; the second focuses on measurement and geometry, and includes probability and statistics. Available online here (but not on Amazon).
Instructor resources for the above two textbooks are freely available at this site.
A Study of Core-Plus Students Attending Michigan
State University (with R. Hill). A study involving over 3000 Michigan
students found that students arriving at Michigan State University from four
high schools which began using the Core-Plus Mathematics program placed into,
and enrolled in, increasingly lower level courses as the implementation progressed.
The existence of a downward trend is statistically statistically very robust
(p<.0001). The grades these students earned in their mathematics courses
were also below average (p<.01). American Math. Monthly, 113 (2006), 905-921.