Darryl Chamberlain

Dr. Darryl Chamberlain is an assistant professor in the Worldwide Department of Mathematics, Science and Technology and is program chair for the Worldwide bachelor's in Data Science. Dr. Chamberlain holds a Ph.D. in Mathematics and Statistics from Georgia State University.

His research focuses on applying theoretical learning trajectories and machine learning algorithms to analyze, anticipate and describe student thinking in the mathematical sciences. At the macro-learning level, he studies how different types of educational activities (e.g., discussions, quizzes, exploratory activities, digital manipulatives) may impact student understanding. At the micro-learning level, he creates models that predict how students may respond to individual questions that are then used to provide automated feedback. His wide range of educational research, statistics and programming skills have also led to productive collaborations where he acts as an expert in data collection and qualitative/quantitative data analysis to improve undergraduate learning, such as investigating cognitive and social presence in online STEM courses (Award #2044302) and examining the impact of expanded curricular options on STEM attitudes, identity and career ambitions for undergraduate research students (Award #2315560).

He is also a leader in technology in collegiate mathematics education, serving as chair of the Mathematical Association of America Subcommittee on Technology in Mathematics Education as well as leading national efforts in identifying the impact of AI-powered pedagogies in collegiate mathematics (Award #2617959). He has served several times as a National Science Foundation Grant Reviewer and is a frequent reviewer for educational journals, sought out for his expertise in APOS Theory, proof, and structural equation modeling.

Published Peer-Reviewed Articles

1. Chamberlain Jr., D. (Jan 2023). How one instructor can teach a large-scale, mastery-based College Algebra course online. Problems, Resources, and Issues in Mathematics Undergraduate Studies. DOI: TBD.
2. Faulconer, E., Chamberlain Jr., D., & Woods, B. (2022). A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses. Online Learning Journal. DOI: http://dx.doi.org/10.24059/olj.v26i3.3386.
3. Chamberlain Jr., D. & Vidakovic, D. (2021). Cognitive trajectory of proof by contradiction for Transition-to-Proof students. Journal of Mathematical Behavior. DOI: 10.1016/j.jmathb.2021.100849.
4. Chamberlain Jr., D. & Jeter, R. (2020). Creating diagnostic assessments: Automated distractor generation with integrity. Journal of Assessment in Higher Education. DOI: 10.32473/jahe.v1i1.116892.
5. Chamberlain Jr., D., Grady, A., Keeran, S., Knudson, K., Manly, I., Shabazz, M., Stone, C., & York, A. (2020). Transitioning to an active learning environment for calculus at the University of Florida. Problems, Resources, and Issues in Mathematics Undergraduate Studies. DOI: 10.1080/10511970.2020.1769235
6. Stalvey, H., Burns, A., Chamberlain Jr., D., Kemp, A., Meadows, L., & Vidakovic, D. (2019). Students’ understanding of the concepts involved in hypothesis testing for one population. Journal of Mathematical Behavior. DOI: 10.1016/j.jmathb.2018.03.011.

Under Review Peer-Reviewed Articles

1. Chamberlain Jr., D. and Jeter, R. (Submitted Dec 2022). Utilizing Theoretically-Driven Distractors to Make Diagnostic Multiple-Choice Assessments Possible. International Journal of Research in Undergraduate Mathematics Education (IJRUME).

2. Chamberlain Jr., D., Reed, Z., & Keene, K. (Submitted Dec 2022). Collective Knowledge Progression and Proliferation in Asynchronous Calculus Discussion Boards. International Journal of Research in Undergraduate Mathematics Education (IJRUME).

3. Paolucci, C., Chamberlain Jr., D., Redding, C., Vancini, S., & Reese, A. (first submission Nov 2021, revised and resubmitted Aug 2022). Critical lessons from certification exam preparation materials for mathematics teachers’ content knowledge and professional learning. Journal of Teacher Education.