Dr. May Hamdan is an associate professor of mathematics. Her current research interests involve exploring the relationship between students’ natural thinking and their conceptual development of formal mathematics, highlighting the role of natural language in this process. Starting from the mathematics register, language operates together with mathematical images and related symbols for the purpose of creating mathematical meanings. This is why linguistic properties are expected to match grammatical features of mathematical symbolism and images. This in turn leads to a multimodal mathematics register to supplement the existing language-based component of the register. The multimodal approach has significant implications for communicating mathematics as well as for learning it.
- Hamdan, M. (2019) Filling an area discretely and continuously, International Journal of Mathematical Education in Science and Technology, 50:8, 1210-1222
- Hamdan, M. (2017), Learning Proofs, learning new language, Far East Journal of Math Education Volume 17, Number 2, Pages 95-103
- Hamdan, M. (2017) Beyond the Given: Stretching Mathematical Thinking Through Journaling, PRIMUS, 27:10, 916-925
- Hamdan, M. (2014) Taming Abstraction through Classification, 12th International Conference of the Mathematics Education for the Future Project in Montenegro
- Hamdan, M. (2012) Intuitive Generalizations, Far East Journal of Math Education, Volume 9(2)
- Hamdan, M. (2006) Equivalent Definitions for Equivalence Classes, Educational Studies in Mathematics, Volume 62, No. 2.
- PhD in Mathematics (complex analysis), Syracuse University, US.
- MS in Mathematics, American University of Beirut, Lebanon.
- BS in Mathematics, American University of Beirut, Lebanon.
Associate Professor of Mathematics