The M.A.C.S Project's Director

Present Director of the MACS Project is:

Prof. Clyde L. Greeno
greeno@mathsense.org
Tel: 918-836-6284

Presently being the MALEI Mathematics Institute's only Clinical Professor of Mathematics Instruction, he personally conducts all of the MACS Project's clinical mathematics instruction – and also is responsible for the Project's demonstration instructional programs and for its research and development proceedings.

Formally trained as a professional mathematician, he has closely studied the causes and cures of students' difficulties with traditional mathematics curricula in schools and colleges. By clinically applying the modern psychology of personal mathematical comprehension, he guides school/college students and out−of−school adults to greatly enhance their mathematical achievement by digesting troublesome mathematical topics, and by overcoming personal mathematical barriers. He is a leading expert in preventing, treating, and overcoming the (MLD) syndrome of Mathematics−Learning Distress – dismay, frustration, alienation, anxiety, depression, fear, and phobia.

His professional career began as an elementary and secondary teacher of mathematics, and later included teaching mathematics in community colleges, colleges and universities. He has served as Mathematics Curricular Program Specialist for a statewide school system, and as an educational consultant for universities and for state and federal government agencies.

His university doctoral studies were at Illinois Institute of Technology, an engineering university. He later served on the IIT Mathematics Faculty – as mathematics instructor of undergraduate and graduate students, especially of mathematics teachers seeking masters' degrees in mathematics. In that role, he directed and served in several federally funded institutes for graduate education of teachers, in the arts of mathematics instruction and curriculum development.

He is a member of major mathematics-education organizations, has served in leadership roles in regional professional organizations, has published articles in professional journals, and has delivered invited addresses. He conducts leading research on the mathematical foundations of the core-curriculum, and on the psychology of learning-guidance. He regularly speaks at national and regional professional conventions, and writes professional articles for other reseachers, for teacher-educators, for teachers, and for students.