Associate Professor of Mathematics
School of Arts and Sciences
Office: ACW 202
B.S. (Mathematics), 2002, University of Texas Rio Grande Valley (formerly UT-Pan American)
M.S. (Applied Mathematics), 2005, Stony Brook University
Ph.D. (Statistics), 2009, Stony Brook University
Samuel Cook is an associate professor of math. He is an applied statistician who studied applied math and statistics at Stony Brook University and mathematics at the University of Texas-Pan American. He is active in the Research in Undergraduate Mathematics Education (RUME) community, where he studies inquiry based learning in undergraduate math classes and statistics education, specifically how students understand statistical symbols and building block concepts related to central tendency and variation.
He teaches a full array of math classes including the Concepts and Processes sequence, introduction to statistics, quantitative reasoning, probability, discrete mathematics, calculus and the mathematics senior seminar.
Before pursuing a Ph.D., Cook taught math and physics for AVID, a high school program that targets potential first-generation college students. During graduate school, he worked with AGEP, a program that supports underrepresented minorities in their pursuit of a Ph.D. It was these experiences that pushed him to pursue a career in education.
In his spare time, Cook is a big sports fan and enjoys sabermetics, the study of sports statistics. He enjoys running and playing basketball and ultimate Frisbee.
- Cook, S. A., & Borkovitz, D. K. (2017). Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy. PRIMUS, 27(1), 125-147.
- Kim, H. W., Fukawa-Connelly, T., & Cook, S. A. (2016). Student understanding of symbols in introductory statistics courses. In The Teaching and Learning of Statistics (pp. 163-174). Springer International Publishing.
- Cook, S. A., & Fukawa-Connelly, T. (2016). The incoming statistical knowledge of undergraduate majors in a department of mathematics and statistics. International Journal of Mathematical Education in Science and Technology, 47(2), 167-184.
- Cook, S., Murphy, S. & Fukawa-Connelly, T. (2016); Divergent definitions of inquiry-based learning in undergraduate mathematics. SIGMAA RUME: Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA