Matthew Melville, ph.d.
Matthew Melville, Ph.D.
Dr. Matthew Melville has been teaching at Purdue University Fort Wayne since 2022. He taught high school mathematics for six years in Utah before earning his doctorate in mathematics education at the University of Delaware. Currently, his research interests involve international comparative studies that involve how Japanese educators engage with professional development. He is also interested in how to give appropriate feedback while engaging in lesson study and instructional circles. He is currently engaged in implementing and learning about Building Thinking Classrooms in upper-level mathematics classrooms.
- EDU 33300 Inquiry in Methematics and Science
- EDU 44800 Methods of Teaching High School Mathematics
- MA 10100 Mathematics for Elementary Teachers I
- MA 10300 Mathematics for Elementary Teachers III
- MA 21300 Finite Mathematics I
- MA 16500 Analytic Geometry and Calculus I
- MA 16600 Analytic Geometry and Calculus II
- Dietiker, L., Melville, M., Riling, M., Dailey, a., Schwartz, A., & Roberts, E. (2026). Lesson plan with AI. Mathematics Teacher: Learning and Teaching PK-12, 119(8), 616-627.
- Hwand, S., Han, J., Muirhead, F., Brown, A., Melville, M. D., & Cai, J. (2025). Catalyzing instructional change through mathematical problem posing: The influene of textbooks. ZDM-Mathematics Education, 1-15.
- Hohensee, H. C., Melville, M. D., Collier, C., & Ma, Y. (2025). Backward transfer influences from quadratic functions instruction on levels of linear function reasoning abilities. Journal for Research in Mathematics Education, 56(2), 36-62.