Here is my curriculum vitae.

The CV above has more details on research projects I have been on, this page mostly serves to give links to materials or videos of my research.

In short, my research log has mostly centered in undegraduate mathematics education research through working on several NSF-funded projects with the Center for Science, Mathematics and Computer Science Education at University of Nebraska-Lincoln. However, I am trying to move back or into (depending on your view) applied mathematics research and in computation PDEs. .

Research Journey

I have come a long way, relatively-speaking, in my journey to figure out what it is I want to do as a researcher. At first, I wanted to do partial differential equations research that modeled and animated solid-fluid interaction (initially inspired by the works by Professor Joseph M. Teran).

Then, I found out that I didn't actually want to stand at the pioneering edge of PDE research, instead I found a more personal research problem: why do teachers teach the way that they do? Mostly to understand how cultures of exclusion have perpetuated in mathematics classrooms for so long. This became the focus on my dissertation, using and developing a framework for understanding mathematics instructors' frames of teaching and of students' learning. In short, I found what things instructors think about when they think about their teaching or their students' learning of mathematics.

But now, after co-leading an applied mathematics research project through a summer Research Experience for Undergraduates with another graduate student Michael Pieper, I was reminded of my interest in applied mathematics research. Not to stand at the pioneer's fronteir of PDEs, but this time, to help mentor and advise students who do want to go onto treading new ground in applied mathematics. So, I'm pushing myself to be a mixed researcher of undergraduate mathematics education AND applied mathematics.

Peer-reviewed Research Writings

  1. Cristobal, J. B. (Accepted). From “Struggle” to “Acceptance”: Andy’s Narrative of First-Time Teaching and Her Frames.
  2. Cristobal, J. B. (Accepted). Aspects of Culture and Context which Shape Frames of Teaching and Learning.
  3. Funk, R., Pai, L., & Cristobal, J. B. (2024). “Persistence in a S-STEM grant: Understanding the Intersectional Experiences of Women Pursuing STEM.” Conference Paper for the 2024 American Society for Engineering Education Annual Conference & Exposition.
  4. Funk, R., Pai, L., Rader, B., Cristobal, J. B., & Lewis, J. (2024). “"Someone has invested in me to do this": Supporting Low-Income Students to Persist in STEM through a NSF S-STEM grant.” Poster Paper for the 2024 American Society for Engineering Education Annual Conference & Exposition.
  5. Cristobal, J. B. (2024). Complicating the Relationship of Frames and Responses in Teacher Noticing. In Cook S., Katz, B., Moore-Russo, D. (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education, Omaha, Nebraska (pp. 268-276). PDF.
  6. Cristobal, J. (2021). Disjoint Paths and Matrix Determinants: A survey on Lindstrom-Gessel-Viennot Theorem. Survey Paper as a Final project for Math 852 Discrete Mathematics II. PDF.

Research Conference Talks

  • Success, Struggle, Surprise, and Short-term Goals: Reflections from Mathematics Graduate Students Teaching. January 2025, Joint Mathematics Meetings in Seattle, WA. AMS Special Session on Research Presentations by Math Alliance Scholar Doctorates, II.
  • One graduate students' experience teaching for the first time. January 2025, Joint Mathematics Meetings in Seattle, WA. AMS Contributed Paper Session on Mathematics Education, I.
  • Successes, Struggles, Surprises, and Short-term Goals of Mathematics Graduate Student Instructors Teaching for the First Time. August 2024, Mathematical Association of America's MAA MathFest in Indianapolis, ID. Research in Undergraduate Mathematics Education Special Session.
  • Coloring the Relationship of Frames and Responses in Teacher Noticing. February 2024, 26th Research in Undergraduate Mathematics Education Conference in Omaha, NE.