.01

ABOUT ME

Lincoln, NE
lmales2@unl.edu
Welcome! I am an Associate Professor of Mathematics Education at The University of Nebraska-Lincoln

ABOUT ME

In progress
.02

RESUME

EDUCATION
  • 2008
    2010
    SAN FRANSICO

    COMPUTER ENGINEERING - PHD

    UNIVERSITY OF CALIFORNIA

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  • 2004
    2008
    SAN FRANSICO

    ELECTRONICS ENGINEERING

    UNIVERSITY OF CALIFORNIA

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ACADEMIC AND PROFESSIONAL POSITIONS
  • 2009
    2010
    SAN FRANSICO

    GRADUATE STUDENT RESEARCHER

    OXFORD UNIVERSITY COMPUTING LABORATORY

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  • 2009
    2010
    SAN FRANSICO

    LAB ASSISTANT

    OXFORD UNIVERSITY COMPUTING LABORATORY

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  • 2008
    2009
    SAN FRANSICO

    RESEARCH ASSISTANT

    UNIVERSITY OF NANTES

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HONORS AND AWARDS
  • 2009
    2010
    SAN FRANSICO

    MELLON GRANT

    COMPETITIVE AWARD FOR ACADEMIC EXCELLENCE

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  • 2008
    2009
    SAN FRANSICO

    TRITON AWARD

    COMPETITIVE AWARD FOR ACADEMIC EXCELLENCE

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.03

PUBLICATIONS

PUBLICATIONS LIST
ALL
SORTING BY DATE
01 Oct 2017

Amador, J., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 447-443). Springer: Cham, Switzerland

Book Chapters Amador, J., Males, L. M., Earnest, D., & Dietiker, L. 

Amador, J., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 447-443). Springer: Cham, Switzerland

Amador, J., Males, L. M., Earnest, D., & Dietiker, L. 
Book Chapters
About The Publication
Amador, J., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 447-443). Springer: Cham, Switzerland This chapter presents a new theoretical construct, curricular noticing, used to understand how teachers interact with curriculum materials, and shares findings from four coordinated research studies. Curricular noticing draws from work on professional noticing of children’s mathematical thinking and is defined as how teachers make sense of the complexity of content and pedagogical opportunities in written or digital curricular materials. This construct is situated within existing literature on curriculum use, documenting growing concerns about teachers’ curricular reasoning and decision-making. Taken together, these studies explore the curricular noticing of 62 preservice teachers (PSTs) in elementary and secondary mathematics methods courses at four institutions. Participants engaged in one of two aspects of noticing: (a) attending and interpreting in the context of particular tasks; or (b) noticing (attend, interpret and respond) in the context of multiple published curricula. Data include pre/post measures, video of interventions, and written assignments that were collected and qualitatively analyzed. Dimensions of curricular noticing highlight the importance of noticing at the task level and raise questions around curricular sequencing and comparisons of curricula. Findings imply that PSTs would benefit from evaluating curriculum materials using specifically designed analysis tools, and highlight the importance of curricular noticing as a framing for understanding PSTs practices with curricula.
01 Jan 2019

Seiboldt, C., Males, L.M., & Males, J, R. (2019). Building momentum by starting small. Mathematics Teacher, 112, 269-273.

Journal Paper Selected Seiboldt, C., Males, L.M., & Males, J, R.

Seiboldt, C., Males, L.M., & Males, J, R. (2019). Building momentum by starting small. Mathematics Teacher, 112, 269-273.

Seiboldt, C., Males, L.M., & Males, J, R.
Journal Paper Selected
About The Publication
Seiboldt, C., Males, L.M., & Males, J, R. (2019). Building momentum by starting small. Mathematics Teacher, 112, 269-273. A university mathematics teacher educator and a math department chair reflect on how various assignments and structures can support early-career teachers in anticipating student thinking and solutions to purposefully plan lessons.
01 Feb 2019

Males, L.M., & Setniker, A. (2019). Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses. International Journal of Educational Research, 93, 153-167.

Journal Paper Selected Males, L.M., & Setniker, A.

Males, L.M., & Setniker, A. (2019). Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses. International Journal of Educational Research, 93, 153-167.

Males, L.M., & Setniker, A.
Journal Paper Selected
About The Publication
Males, L.M., & Setniker, A. (2019). Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses. International Journal of Educational Research, 93, 153-167. This study analyzes the responses of 12 secondary pre-service teachers on two tasks focused on reasoning when solving linear equations. By documenting the choices PSTs made while engaging in these tasks, we gain insight into how new teachers work mathematically, reason algebraically, communicate their thinking, and make pedagogical decisions. We will share qualitative results from our examination of teacher knowledge through pre-service teachers’ explanations, models, language, and conjectures about student thinking.    
01 Jan 2016

Alvey, C., Hudson, R. A., Newton, J., & Males, L. M. (2016). Secondary pre-service teachers’ algebraic reasoning about linear equation solving. Issues in the Undergraduate Mathematics Preparation of Teachers: The Journal, 1, 1-16.

Journal Paper Alvey, C., Hudson, R. A., Newton, J., & Males, L. M.

Alvey, C., Hudson, R. A., Newton, J., & Males, L. M. (2016). Secondary pre-service teachers’ algebraic reasoning about linear equation solving. Issues in the Undergraduate Mathematics Preparation of Teachers: The Journal, 1, 1-16.

Alvey, C., Hudson, R. A., Newton, J., & Males, L. M.
Journal Paper
About The Publication
Alvey, C., Hudson, R. A., Newton, J., & Males, L. M. (2016). Secondary pre-service teachers’ algebraic reasoning about linear equation solving. Issues in the Undergraduate Mathematics Preparation of Teachers: The Journal, 1, 1-16. This study analyzes the responses of 12 secondary pre-service teachers on two tasks focused on reasoning when solving linear equations. By documenting the choices PSTs made while engaging in these tasks, we gain insight into how new teachers work mathematically, reason algebraically, communicate their thinking, and make pedagogical decisions. We will share qualitative results from our examination of teacher knowledge through pre-service teachers’ explanations, models, language, and conjectures about student thinking.
01 Oct 2017

Males, L.M. (2017). Using video of peer teaching to examine 6-12 preservice teachers’ noticing. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 91-109). Springer: Cham, Switzerland

Book Chapters Males, L.M.

Males, L.M. (2017). Using video of peer teaching to examine 6-12 preservice teachers’ noticing. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 91-109). Springer: Cham, Switzerland

Males, L.M.
Book Chapters
About The Publication
Males, L.M. (2017). Using video of peer teaching to examine 6-12 preservice teachers’ noticing. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 91-109). Springer: Cham, Switzerland In this chapter, I describe what features secondary (7-12) mathematics preservice teachers (PSTs) identified as noteworthy in lessons taught by their peers in the context of a methods course. PSTs planned, taught, and reflected on at least two lessons from middle and high school reform-oriented materials taught to their peers across two semesters. Lessons were recorded and uploaded to VoiceThread, a web-based application that enables users to comment on video and these comments served as data for this study. Results indicated that across the two semesters, PSTs most frequently identified aspects related to communication, mathematics content, and classroom management with less evidence of attention to classroom environment and tasks. Although PSTs more often noted teacher talk or actions, rather than student talk or actions, the percentage of comments related to student talk or actions increased in the second semester. These results are significant in that they illustrate that PSTs can identify noteworthy features of classroom instruction and this assignment served as an opportunity for PSTs to do this.
01 Nov 2018

Dietiker, L., Males, L. M., Amador, J., & Earnest, D. (2018). Curricular Noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education, 49, 521-532.

Journal Paper Selected Dietiker, L., Males, L. M., Amador, J., & Earnest, D.

Dietiker, L., Males, L. M., Amador, J., & Earnest, D. (2018). Curricular Noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education, 49, 521-532.

Dietiker, L., Males, L. M., Amador, J., & Earnest, D.
Journal Paper Selected
About The Publication
Dietiker, L., Males, L. M., Amador, J., & Earnest, D. (2018). Curricular Noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education, 49, 521-532. Building on the work of Professional Noticing of Children’s Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard’s (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.
01 Nov 2016

Smith, III, J. P., Males, L. M., & Gonulates, F. (2016). Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges. Mathematical Thinking and Learning, 4, 239-270. https://doi.org/10.1080/10986065.2016.1219930

Journal Paper Selected Smith, III, J. P., Males, L. M., & Gonulates, F.

Smith, III, J. P., Males, L. M., & Gonulates, F. (2016). Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges. Mathematical Thinking and Learning, 4, 239-270. https://doi.org/10.1080/10986065.2016.1219930

Smith, III, J. P., Males, L. M., & Gonulates, F.
Journal Paper Selected
About The Publication
Smith, III, J. P., Males, L. M., & Gonulates, F. (2016). Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges. Mathematical Thinking and Learning, 4, 239-270. Research has found that elementary students face five main challenges in learning area measurement: (a) Conserving area as a quantity, (b) understanding area units, (c) structuring rectangular space into composite units, (d) understanding area formulas, and (e) distinguishing area and perimeter. How well do elementary mathematics curricula address these challenges? A detailed analysis of three U.S. elementary textbook series revealed systematic deficits. Each presented area measurement in strongly procedural terms using a shared sequence of procedures across grades. Key conceptual principles were infrequently expressed and often well after related procedures were introduced. Particularly weak support was given for understanding how the multiplication of lengths produces area measures. The results suggest that the content of written curricula contributes to students' weak learning of area measurement.
18 Sep 2013

Otten, S., Males, L. M., & Gilbertson, N. J. (2014). The introduction of proof in secondary geometry textbooks. International Journal of Educational Research, 64, 107–118.

Journal Paper Otten, S., Males, L. M., & Gilbertson, N. J

Otten, S., Males, L. M., & Gilbertson, N. J. (2014). The introduction of proof in secondary geometry textbooks. International Journal of Educational Research, 64, 107–118.

Otten, S., Males, L. M., & Gilbertson, N. J
Journal Paper
About The Publication
Otten, S., Males, L. M. , & Gilbertson, N. J. (2014). The introduction of proof in secondary geometry textbooks. International Journal of Educational Research, 64, 107–118. Explicit reasoning-and-proving opportunities in the United States are often relegated to a single secondary geometry course. This study analyzed the reasoning-and-proving opportunities in six U.S. geometry textbooks, giving particular attention to the chapter that introduced proof. Analysis focused on the types of reasoning-and-proving activities expected of students and the type of mathematical statement around which the reasoning- and-proving took place, be it general or particular. Results include the fact that reasoning-and-proving opportunities in student exercises were predominantly of the particular type, whereas textbook exposition most commonly had general statements. Within the chapters introducing proof, opportunities for students to develop proofs were less common than exercises involving conjectures and statements or exercises about the reasoning-and-proving process. Opportunities to reflect on the reasoning-and-proving process were prevalent in the introduction chapters, though rare in the remainder of the books.
01 Jan 2014

Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2014). The mathematical nature of reasoning-and-proving opportunities in geometry textbooks. Mathematical Thinking and Learning, 16, 51–79. doi:10.1080/10986065.2014.857802

Journal Paper Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L.

Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2014). The mathematical nature of reasoning-and-proving opportunities in geometry textbooks. Mathematical Thinking and Learning, 16, 51–79. doi:10.1080/10986065.2014.857802

Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L.
Journal Paper
About The Publication
Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2014). The mathematical nature of reasoning-and-proving opportunities in geometry textbooks. Mathematical Thinking and Learning, 16, 51–79. doi:10.1080/10986065.2014.857802 International calls have been made for reasoning-and-proving to permeate school mathematics. It is important that efforts to heed this call are grounded in an understanding of the opportunities to reason-and-prove that already exist, especially in secondary-level geometry where reasoning-and-proving opportunities are prevalent but not thoroughly studied. This analysis of six secondary-level geometry textbooks, like studies of other textbooks, characterizes the justifications given in the exposition and the reasoning-and-proving activities expected of students in the exercises. Furthermore, this study considers whether the mathematical statements included in the reasoning-and-proving opportunities are general or particular in nature. Findings include the fact that the majority of expository mathematical statements were general, whereas reasoning-and-proving exercises tended to involve particular mathematical statements. Although reasoning-and-proving opportunities were relatively numerous, it remained rare for the reasoning-and-proving process itself to be an explicit object of reflection. Relationships between these findings and the necessity principle of pedagogy are discussed.

 Award: Named most read article in Mathematical Thinking and Learning in 2014. Currently the 10th most read article in Mathematical Thinking and Learning

01 Aug 2013

Smith III, J. P., Males, L. M., Dietiker, L. C., Lee, K. & Mosier, A. (2013). Curricular Treatments of Length Measurement in the United States: Do They Address Known Learning Challenges? Cognition and Instruction, 31, 388-433.

Journal Paper Selected Smith III, J. P., Males, L. M., Dietiker, L. C., Lee, K. & Mosier, A.

Smith III, J. P., Males, L. M., Dietiker, L. C., Lee, K. & Mosier, A. (2013). Curricular Treatments of Length Measurement in the United States: Do They Address Known Learning Challenges? Cognition and Instruction, 31, 388-433.

Smith III, J. P., Males, L. M., Dietiker, L. C., Lee, K. & Mosier, A.
Journal Paper Selected
About The Publication
Smith III, J. P., Males, L. M., Dietiker, L. C., Lee, K. & Mosier, A. (2013). Curricular Treatments of Length Measurement in the United States: Do They Address Known Learning Challenges? Cognition and Instruction, 31, 388-433, DOI: 10.1080/07370008.2013.828728. http://dx.doi.org/10.1016/j.ijer.2013.08.006. Extensive research has shown that elementary students struggle to learn the basic principles of length measurement. However, where patterns of errors have been documented, the origins of students’ difficulties have not been identified. This study investigated the hypothesis that written elementary mathematics curricula contribute to the problem of learning length measurement. We analyzed all instances of length measurement in three mathematics curricula (grades K–3) and found a shared focus on procedures. Attention to conceptual principles was limited overall and particularly for central ideas; conceptual principles were often presented after students were asked to use procedures that depended on them; and students often did not have direct access to conceptual principles. We also report five groupings of procedures that appeared sequentially in all three curricula, the conceptual principles that underlie those procedures, and the conventional knowledge that receives substantial attention by grade 3.
01 Sep 2013

Gilbertson, N. J., Otten, S., Males, L. M., & Clark, D. L. (2013). Connecting Research to Practice: Reasoning-and proving opportunities in geometry textbooks. Mathematics Teacher, 107, 138-142.

Journal Paper Gilbertson, N. J., Otten, S., Males, L. M., & Clark, D. L.

Gilbertson, N. J., Otten, S., Males, L. M., & Clark, D. L. (2013). Connecting Research to Practice: Reasoning-and proving opportunities in geometry textbooks. Mathematics Teacher, 107, 138-142.

Gilbertson, N. J., Otten, S., Males, L. M., & Clark, D. L.
Journal Paper
About The Publication
Gilbertson, N. J., Otten, S., Males, L. M., & Clark, D. L. (2013). Connecting Research to Practice: Reasoning-and proving opportunities in geometry textbooks. Mathematics Teacher, 107, 138-142. For many American students, high school geometry provides their only focused experience in writing proofs (Herbst 2002), and proof is often viewed as the application of recently learned theorems rather than a means of establishing and understanding the truth of general results (Soucy McCrone and Martin 2009). This article provides an analysis of commonly used geometry textbooks and students' opportunities to learn to prove and reason with these texts.
20 Sep 2011

Chang, K., Males, L.M., Mosier, A., & Gonulates, F. (2011). Exploring U.S. textbooks’ treatment of the estimation of linear measurement. ZDM-The International Journal on Mathematics Education. doi:10.1007/s11858-011-0361-2.

Journal Paper Chang, K., Males, L.M., Mosier, A., & Gonulates, F.

Chang, K., Males, L.M., Mosier, A., & Gonulates, F. (2011). Exploring U.S. textbooks’ treatment of the estimation of linear measurement. ZDM-The International Journal on Mathematics Education. doi:10.1007/s11858-011-0361-2.

Chang, K., Males, L.M., Mosier, A., & Gonulates, F.
Journal Paper
About The Publication
Chang, K., Males, L.M., Mosier, A., & Gonulates, F. (2011). Exploring U.S. textbooks’ treatment of the estimation of linear measurement. ZDM-The International Journal on Mathematics Education. doi:10.1007/s11858-011-0361-2. Learning to estimate a linear measurement is critical in becoming a successful measurer. Research indicates that the teaching of the estimation of linear measurement is quite open and that instruction does not make explicit to students how to carry out estimation work. Because written curriculum has been identified as one of the main sources affecting teachers’ instruction and students’ learning, this study examined how estimation of linear measurement tasks were presented to students in three US elementary mathematics curricula to see how much and in what ways these tasks were presented in an open manner. The principal result was that the length estimation tasks were frequently not explicit about which attribute of the object to measure and the requested level of precision of the estimate. Length estimation tasks were also left more open than other measurement tasks like measuring length with rulers.
01 Dec 2010

Males, L. M. , Otten, S., & Herbel-Eisenmann, B. (2010). Challenges of critical colleagueship: Examining and reflecting on study group interactions, Journal of Mathematics Teacher Education, 13, 459-471. Special Issue on Teacher Change. DOI 10.1007/s10857-010-9156-6.

Journal Paper Males, L. M. , Otten, S., & Herbel-Eisenmann, B.

Males, L. M. , Otten, S., & Herbel-Eisenmann, B. (2010). Challenges of critical colleagueship: Examining and reflecting on study group interactions, Journal of Mathematics Teacher Education, 13, 459-471. Special Issue on Teacher Change. DOI 10.1007/s10857-010-9156-6.

Males, L. M. , Otten, S., & Herbel-Eisenmann, B.
Journal Paper
About The Publication
Males, L. M. , Otten, S., & Herbel-Eisenmann, B. (2010). Challenges of critical colleagueship: Examining and reflecting on study group interactions, Journal of Mathematics Teacher Education, 13, 459-471. Special Issue on Teacher Change. DOI 10.1007/s10857-010-9156-6. This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked by particular features including the use of particular words and the use of personal experience as a form of evidence. We present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related to the development of this type of collegiality across the two different phases of this project. We end with a section in which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications this has with respect to her own practice as a facilitator.
.04

RESEARCH

LABORATORY TEAM

JOHN DOE

RESEARCH ASSISTANT

JENNIFER DOE

ASSOCIATE PROFESSOR

JOHNATAN DOE

RESEARCH FELLOW

RESEARCH PROJECTS

PROJECT TITLE

DESCRIPTION OF THE PROJECT

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PROJECT TITLE

DESCRIPTION OF THE PROJECT

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PROJECT TITLE

DESCRIPTION OF THE PROJECT

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PROJECT TITLE

DESCRIPTION OF THE PROJECT

Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam leo tortor Nam leo.Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam leo tortor Nam leo.Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam leo tortor Nam leo.

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.05

TEACHING

CURRENT
  • NOW
    2010

    ASSISTANT PROFESSOR

    UNIVERSITY OF CALIFORNIA

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  • NOW
    2008

    TEACHING ASSISTANT

    UNIVERSITY OF CALIFORNIA

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TEACHING HISTORY
  • 2009
    2010

    ADJUNCT PROFESSOR

    OXFORD UNIVERSITY COMPUTING LABORATORY

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  • 2009
    2010

    TEACHING ASSISTANT

    OXFORD UNIVERSITY COMPUTING LABORATORY

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  • 2008
    2009

    TEACHING ASSISTANT

    UNIVERSITY OF NANTES

    Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam
.06

SKILLS

PROGRAMMING SKIILLS
web development > Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam leo tortor Nam leo tortor Vivam.
LEVEL : INTERMEDIATE EXPERIENCE : 3 YEARS
Php Asp Ror
mobile development > Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam leo tortor Nam leo tortor Vivam.
LEVEL : INTERMEDIATE EXPERIENCE : 4 YEARS
Android Ios Qt SDK
DESIGN SKILLS
Web design > Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam leo tortor Nam leo tortor Vivam.
LEVEL : ADVANCED EXPERIENCE : 5 YEARS
Photoshop Sketch Avocode
.07

WORKS

MY PORTFOLIO
ALL
Projects number 6
PHOTOGRAPHYUI / UX

PROJECT TITLE

PROJECT TITLE

About The Project
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Fusce a auctor sem. Suspendisse egestas nulla eget nunc commodo, et blandit ante tristique. Aliquam dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit. dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit
INTERIOR

PROJECT TITLE

PROJECT TITLE

About The Project
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Fusce a auctor sem. Suspendisse egestas nulla eget nunc commodo, et blandit ante tristique. Aliquam dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit. dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit
UI / UX

PROJECT TITLE

PROJECT TITLE

About The Project
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Fusce a auctor sem. Suspendisse egestas nulla eget nunc commodo, et blandit ante tristique. Aliquam dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit. dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit
UI / UX

PROJECT TITLE

PROJECT TITLE

About The Project
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Fusce a auctor sem. Suspendisse egestas nulla eget nunc commodo, et blandit ante tristique. Aliquam dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit. dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit
PHOTOGRAPHY

PROJECT TITLE

PROJECT TITLE

About The Project
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Fusce a auctor sem. Suspendisse egestas nulla eget nunc commodo, et blandit ante tristique. Aliquam dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit. dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit
INTERIOR

PROJECT TITLE

PROJECT TITLE

About The Project
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Fusce a auctor sem. Suspendisse egestas nulla eget nunc commodo, et blandit ante tristique. Aliquam dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit. dignissim nulla tellus, sed pellentesque libero pellentesque et. Donec nec sem mattis, suscipit ligula id, porttitor tortor. Maecenas sed egestas odio, vitae euismod nulla. Duis viverra blandit mi quis rhoncus. Aenean vitae turpis et tortor elementum blandit
.08

Shortcodes

[vc_title title="Shortcodes - Easy as a click!" title_align="text-left" title_tag="title_h1"]

Here are a list of important shortcodes that you can use to build your pages. Although some of the shortcodes are presented in other pages like Academic positions or laboratory personnel etc.

[vc_title title="Text Block" title_align="text-left" title_tag="title_h2"]

Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.

[vc_title title="Message boxes" title_align="text-left" title_tag="title_h2"]

I am message box.

I am message box.

I am message box.

I am message box.

[vc_title title="Accordion" title_align="text-left" title_tag="title_h2"]

Section

First Tab

I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.

2287269183_03cab46602_o

Section 2

Add more

I am text block. Click edit button to change this text.

4e325870794db

Section 3

First Tab

I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.

image

[vc_title title="Tabs" title_align="text-left" title_tag="title_h2"]

First Tab

I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.

4f77e8bedfe52

2nd tab

I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.I am text block. Click edit button to change this text.

3nd Tab

I am text block. Click edit button to change this text.I am text block. Click edit button to change this text. I am text block. Click edit button to change this text.

[vc_title title="Tour" title_align="text-left" title_tag="title_h2"]

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus.

Donec quam felis, ultricies nec, pellentesque eu, pretium quis, sem. Nulla consequat massa quis enim. Donec pede justo, fringilla vel, aliquet nec, vulputate eget, arcu. In enim justo, rhoncus ut, imperdiet a, venenatis vitae, justo. Nullam dictum felis eu pede mollis pretium. Integer tincidunt. Cras dapibus. Vivamus elementum semper nisi.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociisDonec quam felis, ultricies nec, pellentesque eu, pretium quis, sem. Nulla consequat massa quis enim. Donec pede justo, fringilla vel, aliquet nec, vulputate eget, arcu. In enim justo, rhoncus ut, imperdiet a, venenatis vitae, justo. Nullam dictum felis eu pede mollis pretium. Integer tincidunt. Cras dapibus. Vivamus elementum semper nisi.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus c, vulputate eget, arcu. In enim justo, rhoncus ut, imperdiet a, venenatis vitae, justo. Nullam dictum felis eu pede mollis pretium. Integer tincidunt. Cras dapibus. Vivamus elementum semper nisi.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus.

Donec quam felis, ultricies nec, pellentesque eu, pretium quis, sem. Nulla consequat massa quis enim. Donec pede justo, fringilla vel, aliquet nec, vulputate eget, arcu. In enim justo, rhoncus ut, imperdiet a, venenatis vitae, justo. Nullam dictum felis eu pede mollis pretium. Integer tincidunt. Cras dapibus. Vivamus elementum semper nisi.

Previous tab Next tab
[vc_title title="FAQ" title_align="text-left" title_tag="title_h2"]

Are there additional costs?

Toggle content goes here, click edit button to change this text.

Support included?

Toggle content goes here, click edit button to change this text.

How much is this?

Toggle content goes here, click edit button to change this text.

How to setup theme?

Toggle content goes here, click edit button to change this text.

How to use shortcodes?

Toggle content goes here, click edit button to change this text.

[vc_title title="Bar Chart" title_align="text-left" title_tag="title_h2"]
Development 90%
Design 80%
Marketing 70%
Design 50%
Marketing 95%
[vc_title title="Fontawesome Icon" title_align="text-left" title_tag="title_h2"][vc_single_icon icon_align="center" icon_display="block" icon_class="fa-coffee" icon_size="220" icon_color="#b0d695"]
[vc_title title="Bottons" title_align="text-left" title_tag="title_h2"][vc_wrapper wrapper_margin="0 0 10px 0"]BottonBottonBottonBottonBottonBottonBotton[/vc_wrapper]
[vc_wrapper wrapper_margin="0 0 10px 0"]BottonBottonBottonBottonBottonBottonBotton[/vc_wrapper][vc_wrapper wrapper_margin="0 0 10px 0"]BottonBottonBottonBottonBottonBottonBotton[/vc_wrapper][vc_wrapper wrapper_margin="0 0 10px 0"]Botton Botton Botton Botton Botton Botton Botton [/vc_wrapper]
[vc_title title="Single Image" title_align="text-left" title_tag="title_h2"]
[vc_title title="Video player" title_align="text-left" title_tag="title_h2"]

Recent Posts

Categories

Archives

[vc_title title="Grid system" title_align="text-center" title_tag="title_h2"]
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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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One colume

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[vc_wrapper wrapper_bgcolor="#dddddd" wrapper_padding="20px 0" wrapper_margin="10px 0"]

One colume

[/vc_wrapper]
.08

CONTACT

Drop us a line

GET IN TOUCH

Lorem ipsum dolor sit amet, consectetur adipiscingVivam sit amet ligula non lectus cursus egestas. Cras erat lorem, fringilla quis sagittis in, sagittis inNam leo tortor Nam leo.Lorem ipsum dolor sit amet, consectetur adipiscinVivam sit amet liula non