Areas of Expertise

Haciomeroglu’s areas of expertise include teacher education, the teaching and learning of mathematics with technology, and the role of cognitive abilities, visualization, and analysis in students’ learning of calculus.

Teaching Interests

At TUJ, Haciomeroglu teaches undergraduate mathematics courses including Mathematical Patterns, College Algebra, Calculus, and Statistics.


Haciomeroglu’s research focuses on the conceptual understanding of calculus and technology integration in the mathematics classroom.

Representative Publications

  • Haciomeroglu, E. S. & Andreasen, J., Kurtz, B. (in press). Solving systems of linear equations graphically and in context. Dimensions in Mathematics.
  • Haciomeroglu, E. S. & Haciomeroglu, G. (2020). Performance of students with different learning preferences in traditional First Semester Calculus. International Journal of Progressive Education, 16(4), 204-212.
  • Kurtz, B., & Haciomeroglu, E. S. (2019). I see dead people: Using morbid math to teach confidence intervals. Dimensions in Mathematics, 39(1), 22-29.
  • Haciomeroglu, E. S., Andreasen, J. (2018). Making sense of multiple representations of quadratic functions: Focusing on depth of understanding. Dimensions in Mathematics, 38(2), 14-18.
  • Haciomeroglu, E. S., & Haciomeroglu, G. (2018). Examining preservice teachers’ logical reasoning ability: Longeot’s test of cognitive development. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(3), 413-448.
  • Haciomeroglu, E. S., & LaVenia, M. (2017). Object-spatial imagery and verbal cognitive Styles in high school students. Perceptual and Motor Skills, 124(3), 689-702.
  • Haciomeroglu, E. S., & Andreasen, J. (2017). Exploring Euclidian and Taxicab geometry with dynamic mathematics software. North American GeoGebra Journal, 6(1), 32-41.
  • Haciomeroglu, E. S. (2016). Object-spatial visualization and verbal cognitive styles, and their relation to cognitive abilities and mathematical performance. Educational Sciences: Theory & Practice, 16(3), 987-1003.
  • Dixon, J., Nolan, E., Safi, F., & Haciomeroglu, E. S. (2016). Making Sense of Mathematics for Teaching – High School. Bloomington, Indiana: Solution Tree Press.
  • Nolan, E.C., Dixon, J. K., Safi, F., & Haciomeroglu, E. S. (2016). Making Sense of Mathematics for Teaching High School: The TQE Process. Bloomington, IN: Solution Tree Press.
  • Haciomeroglu, E. S. (2015). The role of cognitive ability and preferred mode of processing in students’ calculus performance. EURASIA Journal of Mathematics, Science, & Technology Education, 11(5), 1165-1179.
  • Griffiths, B. J., & Haciomeroglu, E. S. (2014). Exposing calculus students to advanced mathematics. International Journal of Mathematical Education in Science and Technology, 45(5), 693-702.
  • Haciomeroglu, E. S., Chicken, E., & Dixon, J. (2013). Relationships between gender, cognitive ability, preference, and calculus performance. Mathematical Thinking and Learning, 15, 175-189.
  • Andreasen, J., & Haciomeroglu, E. S. (2013). Engaging geometry students through technology. Mathematics Teaching in the Middle School (MTMS), 19, 308-310.
  • Haciomeroglu, E. S., & Andreasen, J. (2013). Exploring calculus with dynamic mathematics software. Mathematics and Computer Education, 47, 6-18.
  • Haciomeroglu, E. S., & Chicken, E. (2012). Visual thinking and gender differences in high school calculus. International Journal of Mathematical Education in Science and Technology, 43(3), 303-313.
  • Haciomeroglu, E. S. (2011) Visualization through dynamic GeoGebra illustrations. In L. Bu & R. Schoen (Eds.), Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra (pp.133-144). Rotterdam, The Netherlands: Sense Publishers.
  • Haciomeroglu, E. S., Bu, L., Schoen, R. C., & Hohenwarter, M. (2011). Prospective teachers’ experiences in developing lessons with dynamic mathematics software. The International Journal for Technology in Mathematics Education, 18(2), 72-82.
  • Bu, L., & Haciomeroglu, E. S. (2010). Sliders in dynamic mathematics learning environments: Their pedagogical roles. Mathematics and Computer Education, 44(3), 213-221.
  • Haciomeroglu, E.S., Aspinwall, L., & Presmeg, N. (2010). Contrasting cases of calculus students’ understanding of derivative graphs. Mathematical Thinking and Learning, 12(2), 152-176.
  • Haciomeroglu, E. S., Aspinwall, L., Presmeg, N., Chicken, E., & Bu, L. (2009). Mathematical Processing Instrument for Calculus. The Online Journal of School Mathematics, 7(1).
  • Haciomeroglu, E.S., Aspinwall, L., & Presmeg, N. (2009). Visual and analytic thinking in calculus. Mathematics Teacher, 103(2), 140-145.


Ph.D. in Mathematics Education, Florida State University

M.S. in Mathematics Education, Florida State University

B.S. in Mathematics, Cukurova University

Previous Appointments

Before arriving at TUJ, Haciomeroglu taught at the University of Central Florida and Florida State University.