Darryl Chamberlain

Assistant Professor, College of Arts & Sciences
Department of Mathematics, Science and Technology
College of Arts & Sciences

Areas of Expertise

Cognitive Development of Precalculus Concepts
Teaching and Learning with Technologies
Curriculum Development and Task Design
Educational Assessment Construction and Validation
Proof Comprehension and Validation

Darryl Chamberlain

Dr. Darryl Chamberlain serves within the Department of Mathematics, Science, & Technology. He earned a Ph.D. in Mathematics and Statistics, with a focus on Undergraduate Mathematics Education, in 2017. He typically teaches Precalculus courses while his research involves developing technology to enhance student learning. 


  • ERAU-W Teaching Experience
    • Precalculus for Aviation (Math 111)
    • Precalculus Essentials (Math 106)
  • Prior Teaching Experience
    • Elementary Statistics
    • Intermediate Algebra
    • Support for College Algebra
    • College Algebra
    • Analytic Geometry and Calculus I
    • Analytic Geometry and Calculus II
    • Elementary Differential Equations
    • Sets and Logic
  • Teaching Method Experiences
    • Online Asynchronous 
    • EagleVision Classroom
    • Large Hall Live Lecture (+200 students)
    • Flipped Synchronous (online and live)
    • Modified Moore's Method
    • Emporium Model
    • Traditional Lecture


Funded Research Projects:

  • PI: Autonomous Procedural and Conceptual Interactive Lessons
    Research Team: None
    Funding: Internally through ERAU-W SEED grant, 10/1/21--6/31/22. Applying for external funding (NSF grant programs BCSER & CAREER) in 2023.
    Roles: All aspects of the project.
    Brief Description: Development of interactive procedural and conceptual activities by leveraging automated feedback based on how a student responds.
    Preliminary Results: MyLab assignments may yield high scores on procedural assessments, but do not develop mathematical concepts. Students unable to transfer procedural skills to aeronautical contexts.

  • Co-PI: Community of Inquiry and Cognitive Load
    Research Team: Emily Faulconer (PI) and Beverly Wood (Co-PI)
    Funding: Externally funded through NSF, 6/15/21--5/31/24
    Roles: Student Worker Management, Data Management, Data Analysis, Manuscript Writing, Presentations.
    Brief Description: Instructor and course creator interventions to improve students' cognitive contributions in online group discussions for a math and physics course.
    Preliminary Results: Student contributions to math and physics discussion posts are primarily of a social nature. Student cognitive contributions are overwhelmingly at the disseminating facts level. Discussion creation initiatives and instructor interventions have disrupted these initial student contribution patterns and encouraged higher level cognitive contributions.

  • Co-PI: Investigating Alternatively-Certified K-12 Math Teacher Content Knowledge
    Research Team: Catherine Paolucci (PI) and Christopher Redding (Co-PI)
    Funding: Internally funded through University of Florida, 5/1/20-5/1/23.
    Roles: Data Analysis, Manuscript Writing, Intervention Resource Design, Presentations
    Brief Description: Analyzing and developing resources for alternatively-certified K-12 Math Teachers in Florida.
    Preliminary Results: Available study resources superficially and inadequately address math content on Florida certification exam.

Pending Funding Research Projects:

  • PI: Collective Knowledge Progression and Proliferation in Asynchronous Calculus Discussion Boards
    Research Team: Zackery Reed (co-PI) and Karen Keene (co-PI)
    Funding: Internally through ERAU-W Faculty SEED grant. Decision in Jan 2023.
    Roles: All aspects of the project in equal parts with collaborators.
    Brief Description: Developing and refining a framework for analyzing how students' knowledge develops and spreads during asynchronous group discussions.
    Preliminary Results: Developed preliminary framework based on student discussions as well as method for presenting student interactions. Patterns for how concepts are integrated into another student's post and the types of arguments that encourage this integration have been identified.

  • Co-PI: Undergraduate Research for Fully Online STEM Students:  
    Impact of Expanded Curricular Options on STEM Attitudes, Identity, & Career Ambitions

    Research Team: Robert Deters (PI), Emily Faulconer (co-PI), Brent Terwilliger (co-PI)
    Funding: Externally through NSF. Decision in May 2023.
    Roles: Data Management, Data Analysis, Manuscript Writing, Presentations.
    Brief Description: Follow-up study to improve upon previously-funded NSF project (Research Scholars Program) that developed model for fostering undergraduate STEM research.
    Preliminary Results: There was strong interest by students and professors for an undergraduate program that encouraged research. Pilot provided evidence of efficacy related to workshops and the mentoring program as well as underscored barriers for students to begin research.

Unfunded Research Projects:

  • PI: Multidimensional Covariational Reasoning
    Research Team: Teegan Bailey (student PI), Konstantina Christodoulopoulou (co-PI)
    Roles: Faculty Advisor, Manuscript Writing, Presentations
    Brief Description: Advising an undergraduate student on their research project. Examining how students reason about two or more quantities at the same time in 2d and 3d real-life scenarios.
    Preliminary Results: Students have trouble reasoning covariationally when time is not one of the quantities.

  • Co-PI: Self-Regulated Learning through H5P
    Research Team: Emily Faulconer (PI), Karen Mittelstadt (co-PI)
    Roles: Data Management, Data Analysis, Manuscript Writing
    Brief Description: Investigating student opinion and self-regulated learning behaviors of H5P as a learning tool.
    Preliminary Results: None so far. 


ERAU Service

  • University Level
    • Chair of Academic Technology Committee for ERAU-W Faculty Senate
    • Grant Reviewer for ERAU-W Faculty SEED Grants
  • College Level
    • Member of COAS Faculty Council
  • Department Level
    • Member of hiring committee for tenure-track candidate in Data Science
    • Co-Developer for Applied Data Science Minor
    • Coordinator for Mathematics Minor
    • Course Monitor for MATH 111 & STAT 412
    • Member of Department Community of Practice

Professional Service

  • National Leadership Roles
    • Chair of the Mathematics Association of America Subcommittee on Technologies in Mathematics Education. The mission of the Committee on Technologies in Mathematics Education is to synthesize and disseminate innovative research, resources, and practices on technology that lead to effective teaching and learning in undergraduate mathematics. Assists in writing MAA Instructional Practices guide. 
    • Member of the Mathematics Association of America Special Interest Group Research on Undergraduate Mathematics (SIGMAA on RUME) Nomination Committee. The mission of the SIGMAA on RUME Nomination Committee is to solicit nominations and recommend members for leadership roles within the RUME community. 
  • National Grant Reviews
    • Member of a National Science Foundation grant panel. Read 9 grants and discussed recommendations with grant panel.
  • Journal Paper Reviews
    • ​Educational Studies in Mathematics
    • Journal of Mathematical Behavior
    • Mathematical Thinking and Learning
    • International Journal of Research in Mathematics Education
    • Journal of Assessment in Higher Education
    • Problems, Resources, and Issues in Mathematics Undergraduate Studies


In his free time, he enjoys games of all kinds: sports, board games, video games, puzzles, cards, and anything else that can be turned into a competition. You may find him running through neighborhoods and on walking trails (weather permitting).  

  • Ph.D. - Doctor of Philosophy in Mathematics and Statistics, Georgia State University
  • B.S. - Bachelor of Science in Mathematics, University of Florida

  • MATH 112: Applied Calculus for Aviation
  • MATH 111: Pre-calculus for Aviation

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.