Richard Thiessen, Ph.D. – Director of Research
rethiess@aimsedu.org — (559) 255-4094

Richard ThiessenAs Director of Research, Richard Thiessen is setting the vision for the knowledge translation happening at the AIMS Center for Mathematics and Science Education. He is also serving the role of Senior Researcher, leading a team involved in translating research related to the development of number sequences in young children. Richard is a professor emeritus at Fresno Pacific University, where he served as Director of the Graduate Math/Science Education Program for many years. During that time he was the PI and Co-PI for Eisenhower and NSF grants, respectively. For the past 14 years, Richard has been the President of the AIMS Education Foundation. With respect to his involvement in mathematics, one of Richard’s passions has been teaching and exploring geometry, especially three-dimensional geometry. A second passion not unrelated to the first is mechanical puzzles and in particular, three-dimensional mechanical puzzles that help students make concrete connections to geometric concepts and relationships. Dr. Thiessen received a Bachelors degree in mathematics from Friends University, a Masters in mathematics, and Ph.D. in mathematics/mathematics education from the University of Oklahoma.
Melinda Riccardi – Research Associate

mriccardi@aimsedu.org — (559) 453-8124

Melinda RiccardiMelinda Riccardi is a Research Associate and a recovering math-a-phobe in a culture that posits mathematical understanding as being biologically determined by a math gene given only to a select few. Since 1993 Melinda has worked in mathematics classrooms as a volunteer, parent, substitute teacher, middle school math teacher, mathematics consultant, and academic coach. In an effort to support teachers as they deeply consider how to create and facilitate learning experiences for students, Melinda now works to translate educational research that envisions rigorous mathematical concepts constructed by all students, not just those who think they were born that way.
Show Your Thinking
Recently I was speaking with a parent who was expressing frustration with their child’s work habi [more]
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Richard Thiessen, Ph.D. – Director of Research
rethiess@aimsedu.org — (559) 255-4094

Richard ThiessenAs Director of Research, Richard Thiessen is setting the vision for the knowledge translation happening at the AIMS Center for Mathematics and Science Education. He is also serving the role of Senior Researcher, leading a team involved in translating research related to the development of number sequences in young children. Richard is a professor emeritus at Fresno Pacific University, where he served as Director of the Graduate Math/Science Education Program for many years. During that time he was the PI and Co-PI for Eisenhower and NSF grants, respectively. For the past 14 years, Richard has been the President of the AIMS Education Foundation. With respect to his involvement in mathematics, one of Richard’s passions has been teaching and exploring geometry, especially three-dimensional geometry. A second passion not unrelated to the first is mechanical puzzles and in particular, three-dimensional mechanical puzzles that help students make concrete connections to geometric concepts and relationships. Dr. Thiessen received a Bachelors degree in mathematics from Friends University, a Masters in mathematics, and Ph.D. in mathematics/mathematics education from the University of Oklahoma.
Melinda Riccardi – Research Associate

mriccardi@aimsedu.org — (559) 453-8124

Melinda RiccardiMelinda Riccardi is a Research Associate and a recovering math-a-phobe in a culture that posits mathematical understanding as being biologically determined by a math gene given only to a select few. Since 1993 Melinda has worked in mathematics classrooms as a volunteer, parent, substitute teacher, middle school math teacher, mathematics consultant, and academic coach. In an effort to support teachers as they deeply consider how to create and facilitate learning experiences for students, Melinda now works to translate educational research that envisions rigorous mathematical concepts constructed by all students, not just those who think they were born that way.