Projects per year
Personal profile
About
Robert Mayes received his B.S. (1979) and M.S. (1981) in Mathematics with a secondary education focus from Emporia State University and his Ph.D. in Mathematics Education from Kansas State University (1989). He has taught mathematics on the high school, community college, and university levels. His first professorship was at West Virginia University (1989-93) where he specialized in satellite television professional development courses for secondary mathematics teachers. From 1993-2001 he assisted in developing and implementing an innovative Mathematics Education Ph.D. offered through the Mathematics Department at the University of Northern Colorado. While at UNC he was a Co-PI on COSMOS, a mathematics and science upward bound program and served as the Director of the Mathematics and Science Teaching Center (MAST).
In 2001 he returned to the WVU Mathematics Department to direct the Institute for Mathematics Learning (IML), whose mission is to improve the teaching and learning of mathematics in lower level undergraduate courses. He served as the coordinator and curriculum development leader for a technology enhanced applied algebra course, writing a text for the course called ACT in Algebra. He was a Co-PI on the NSF Center for Learning and Teaching ACCLAIM program and was the steward for the second doctoral cohort. He also served as the Vice-President for College on the West Virginia Council of Teachers of Mathematics Executive Committee.
In the summer of 2006 he joined the University of Wyoming assuming the directorship of the Science and Mathematics Teaching Center (SMTC). The mission of the SMTC is to improve the learning and teaching of science and mathematics in Wyoming and the Rocky Mountain region. In this capacity he secured partnerships in multiple grants to support STEM education, including two National Science Foundation projects: Pathways to Ecological Literacy and Mathematics Teacher Leadership Center.
As of August 2011 Robert Mayes has joined Georgia Southern University as a Research Professor in the College of Education. His research focus is on the teaching and learning of problem solving, mathematical modeling, and quantitative reasoning in the sciences and social sciences. He currently is serving as the first director of the new Institute for Interdisciplinary STEM Education. In this capacity he has secured two grants supporting interdisciplinary STEM projects in collaboration with seven school districts and 13 research institutes across the Georgia coastal plain. Prof. Mayes was awarded emeritus status in June 2024.
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
Related documents
Education/Academic qualification
Ph.D. in Math/Math Education, Kansas State University
… → 1989
M.S. in Mathematics, Emporia State University
… → 1981
B.S. in Math Education - Secondary, Emporia State University
… → 1979
Disciplines
- Science and Mathematics Education
Research Interests
- Research on quantitative reasoning in STEM
- Teaching and Learning of Mathematical Modeling and Problem Solving Grades 6-12 and Transition to Lower Level Undergraduate in STEM
- Development of Virtual Online Graduate Programs in STEM Education and Research on Assessing Impact on Teacher Practice and Student Learning
- Technology in Teaching and Learning Mathematics
Fingerprint
- 1 Similar Profiles
Collaborations and top research areas from the last five years
Projects/Grants
- 8 Finished
-
-
Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) Georgia
Huffling, L. D. (PI), Greer, K. (CoI), Mayes, R. L. (CoI), Stevenson, A. D. (CoI) & Stueve, L. (CoI)
01/1/18 → 01/1/19
Project: Research
-
Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) Georgia
Greer, K. (CoI), Mayes, R. L. (CoI), Stevenson, A. D. (CoI), Stueve, L. (CoI) & Huffling, L. D. (CoPI)
01/1/17 → 01/1/18
Project: Research
-
Transcription and Translation in a Uniquely Compartmentalized Bacterial Cell
Ward, N. N. L. (PI) & Mayes, R. L. (CoPI)
10/1/09 → 09/30/15
Project: Research
-
The energy -water resources interface: A model for complex systems analysis in rural Wyoming middle schools
Roth, D. D. A. (PI), Mayes, R. L. (CoPI), Reddy, K. K. J. (CoPI) & Ogden, F. F. L. (CoPI)
05/1/09 → 06/30/15
Project: Research
-
Development of the Quantitative Modelling Observation Protocol (QMOP) for undergraduate biology courses: validity evidence for score interpretation and uses
Lucas, L., Khushal, A., Mayes, R., Couch, B. A. & Dauer, J., 2025, In: International Journal of Science Education. 47, 2, p. 282-306 25 p.Research output: Contribution to journal › Article › peer-review
Open Access -
CAS applied in a functional perspective college algebra curriculum
Mayes, R., Nov 15 2024, Using Information Technology in Mathematics Education. CRC Press, p. 57-75 19 p.Research output: Contribution to book or proceeding › Chapter › peer-review
-
Convergence and transdisciplinary teaching in quantitative biology
Mayes, R., Dauer, J. & Owens, D., Jul 31 2023, In: Quantitative Plant Biology. 4, e8.Research output: Contribution to journal › Article › peer-review
Open Access -
Quantitative Reasoning Framework and the Importance of Quantitative Modeling in Biology
Mayes, R. L., Owens, D., Dauer, J. & Rittschof, K. A., Feb 2022, In: Applied and Computational Mathematics. 11Research output: Contribution to journal › Article › peer-review
-
Assessing quantitative modelling practices, metamodelling, and capability confidence of biology undergraduate students
Dauer, J., Mayes, R. L., Rittschof, K. A. & Gallant, B., 2021, In: International Journal of Science Education. 43, 10, p. 1685-1707 23 p.Research output: Contribution to journal › Article › peer-review
7 Scopus citations