Mario Eraso currently serves as Science, Technology, Engineering and Mathematics (STEM) Coordinator in the School of Computing and Information Sciences at Florida International University. In this capacity, he participates in STEM outreach activities for elementary and secondary schools, networks with local tech companies that provide students with internship opportunities, provides students with academic support, and assists faculty with including educational components in their grant proposals. He received his Ph.D. from Florida International University in 2007. After receiving a master’s degree in civil engineering from Lehigh University, and working as a structural engineer, he started his studies in STEM education. Dr. Eraso also worked as assistant professor at Texas A&M University-Commerce, where he taught undergraduate and graduate courses in STEM education, including UTeach courses. His interests include the development of students’ spatial visualization abilities and strategies, the cognitive transition from arithmetic to algebraic reasoning as described by the Algebra Project semiotic process, the implementation of Treisman study groups, and the utilization of Hestene’s model for the learning of mathematics with at-risk and minority students. During his employment at the Kauffman Foundation in Kansas City, he developed and proposed a program in which mathematical content is integrated into soccer tactics and the physical and cognitive conditioning of soccer players. Currently, he informally supports the Skills Court soccer project, one of several projects in the Vertically Integrated Projects Program. In collaboration with the OHL School of Construction, he co-founded the VITAL Summer Camp in 2016, a camp where secondary students learn about coding, construction and virtual reality. Dr. Eraso has written academic papers and book chapters in which he highlights several of his innovative educational tools such as a three-slope scooter ramp, a spiral stair, a virtual mezzanine designed with dynamic mathematics software, and a roof-like structure called the penta-hut.
Eraso, M. (2015). The Autonomy of a Teacher/Developer and Teacher/Researcher. In J. Wynne & C. Gonzalez (Eds.), Who really speaks for justice: Finding our voices in the noise of hegemonic education, (pp. 103-108). Dubuque, IA: Kendall Hunt Publishing Company.
Eraso, M. (2013). Adolescents’ learning of addition and subtraction of integers using the Algebra Project’s curricular process. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse, (pp. 151-169). Charlotte, NC: Information Age Publishers.
Sennette, J. D., Brown, D., McCrary, D. and Eraso, M. (2012). Multicultural children’s literature: Linking African American children’s literature, culturally responsive teaching and constructivist strategies in an urban setting. The Journal of Multiculturalism in Education, 8(3). Retrieved from https://www.wtamu.edu/journal/volume-8-number-3.aspx
Park, D.Y., O’Brien, G., Eraso, M., and McClintock, E. (2002). A Scooter Inquiry: An Integrated Science, Mathematics, and Technology Activity, Science Activities: Classroom Projects and Curriculum Ideas, 39(3), 27-32.
Slaughter, E. S. and Eraso, M. (1997). Simulation of Structural Steel Erection to Assess Innovations, Transactions on Engineering Management, 44(2), 196-207.