Chester Weatherby, Wilfrid Laurier University
Associate Professor
Waterloo, Ontario
cweatherby@wlu.ca
Office:
(519) 884-0710 ext. 4142
Expert In
Bio/Research
I am originally from Truro, NS and I attended Mount Allison University for a BSc in Mathematics in 2004. I received my PhD in Mathematics (number theory) from Queen’s University in 2009 and my MSc in Mathematics from Queen’s University in 2005.
Prior to joining Laurier, I held a visiting...
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Prior to joining Laurier, I held a visiting...
Click to Expand >>
Bio/Research
I am originally from Truro, NS and I attended Mount Allison University for a BSc in Mathematics in 2004. I received my PhD in Mathematics (number theory) from Queen’s University in 2009 and my MSc in Mathematics from Queen’s University in 2005.
Prior to joining Laurier, I held a visiting professorship position at the University of Delaware (2009–2011) and then a postdoctoral fellowship at Queen’s University (2011–2013).
My research follows two streams. Over the past few years I have studied the transcendental nature of various infinite sums, infinite products, as well as special values of well-known functions (zeta, gamma, digamma, etc.). Recently I have become very interested in math education and have begun some projects set out to study more effective methods of teaching mathematics. In particular, I am interested in attempting to quantify how new/innovative teaching methods compare to the traditional lecture model.
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Prior to joining Laurier, I held a visiting professorship position at the University of Delaware (2009–2011) and then a postdoctoral fellowship at Queen’s University (2011–2013).
My research follows two streams. Over the past few years I have studied the transcendental nature of various infinite sums, infinite products, as well as special values of well-known functions (zeta, gamma, digamma, etc.). Recently I have become very interested in math education and have begun some projects set out to study more effective methods of teaching mathematics. In particular, I am interested in attempting to quantify how new/innovative teaching methods compare to the traditional lecture model.
Click to Shrink <<