Adem earned B.S. and M.S. degrees in secondary mathematics teaching at Bogazici University, Istanbul, Turkey. After teaching mathematics at the secondary level for two years there, Adem moved to the U.S. for his doctoral studies in mathematics education. He joined the research team at RUSMP right after earning his Ph.D. in mathematics education from the University of Texas at Austin in 2013.

Adem is dedicated to science, technology, engineering, and mathematics (STEM) education and STEM teacher education. He has taught several mathematics education and mathematics courses at the college level. His research interests focus on teacher education, relationship among teachers' beliefs, knowledge, and student achievement in mathematics, and student persistence in STEM. His scholarly work includes studying professional development of STEM teachers, analysis of large-scale mathematics assessments and national educational data sets, and models and modeling in school mathematics. In addition, Adem has expertise in both qualitative (e.g., classroom observations, interviews, grounded approach) and quantitative (e.g., ANOVA, HLM, SEM, multiple regression, and categorical data analysis) research.

Adem has two sons, one daughter, and a lovely wife who teaches mathematics at Rice as well.

Corkin, D., Ekmekci, A., & Coleman, S. (2017). Barriers to implementation of constructivist teaching in a high-poverty urban school district. In T. A. Olson & L. Venenciano (Eds.), *Proceedings of the 44th Annual Meeting of the Research Council on Mathematics Learning*, (pp. 57–64). Fort Worth, TX.

Corkin, D. M., Ekmekci, A., White, C., & Fisher, A. (2016). Teachers’ self-efficacy and knowledge for the integration of technology in mathematics instruction at urban schools. In K. V. Adolphson & T. M. Olson (Eds.), *Proceedings of the 43rd Annual Meeting of the Research Council on Mathematics Learning* (pp. 101–108). Orlando, FL.

Corkin, D., Ekmekci, A., & Papakonstantinou, A. (2015). Antecedents of teachers’ educational beliefs about mathematics and mathematical knowledge for teaching among in-service teachers in high poverty urban schools.* The Australian Journal of Teacher Education, 40*(9), 31–62.

Ekmekci, A., Corkin, D., & Papakonstantinou, A. (2015). The collective effects of teachers' educational beliefs and mathematical knowledge on students' mathematics achievement. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.), *Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, (pp. 884–887). East Lansing, MI: Michigan State University. Presentation slides.

Ekmekci, A., Corkin, D., & Papakonstantinou, A. (2015). The relationship between teacher related factors and mathematics teachers’ educational beliefs about mathematics. In Che, S. M. and Adolphson, K. A. (Eds.), *Proceedings of the 42nd Annual Meeting of the Research Council on Mathematics Learning*, (pp. 140–148). Las Vegas, NV.

Ekmekci, A. & Gulacar, O. (2015). A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-On Activity on Learning Electric Circuits. *Eurasia Journal of Mathematics, Science & Technology, 11*(4), 765–775.