Kevin A. Palencia Infante was born in Barranquilla, Colombia. His passion for mathematics began to take shape in high school, where one of his mathematics teachers regularly challenged him to solve additional problems and develop his critical-thinking skills.

Dr. Palencia earned his bachelor’s degree from the Universidad del Atlántico in Barranquilla, Colombia. During his undergraduate studies, he had the opportunity to gain his first research experience where he discovered the beauty and creativity involved in investigating mathematical problems. He went on to earn his master’s degree from the University of Puerto Rico at Mayagüez and his doctorate from the University of Montana, where his research focused on several complex variables and their connections to algebraic geometry.

Currently, he is an Assistant Professor and Calculus Coordinator at Northern Illinois University. His commitment to finding ways to better serve his students, together with collaborations with mathematics educators and his experiences as Calculus Coordinator, led him to shift his research focus toward mathematics education. His current research centers on the teaching and learning of mathematics, with a particular interest in calculus education. Through this work, he seeks to better understand students’ mathematical thinking and to explore approaches that can support inclusive, equitable, and relevant learning in the calculus classroom.

One area of his research explores students’ perspectives on the use of digital technologies for learning mathematics. Through this work, he examines the benefits and challenges students perceive when engaging with technological tools and considers how these tools can be used to support meaningful mathematical learning. Another area of his research focuses on the experiences of minoritized students in calculus. In particular, he has investigated factors that shape students’ persistence and motivation, as well as how Black and Hispanic students describe their interactions with faculty. By centering students’ voices and experiences, this research seeks to inform more equitable and supportive teaching practices in undergraduate mathematics.

Kevin’s teaching reflects these same commitments. He strives to create inclusive and supportive learning environments by getting to know his students and fostering a classroom in which they feel comfortable asking questions, working collaboratively, and actively participating in mathematical discussions. He uses formative and summative assessments to understand students’ learning and provide feedback, while also using students’ responses to inform adjustments to his instruction. He incorporates digital tools such as Desmos, CalcPlot3D, and GeoGebra to help students explore mathematical ideas, develop conceptual understanding, and engage with mathematics in multiple ways.

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