Daniel is a principal investigator for the NSF-funded project Introducing Dynamic Number as a Transformative Technology for Number and Early Algebra. Previously, Daniel was a program director at Best Practices in Education, where he specialized in educational technology applications and the adaptation of the Elkonin-Davydov mathematics curriculum for first and second graders. He investigated the epistemology and mathematics of Dynamic Geometry® while a researcher at Education Development Center. He is the author of Exploring Conic Sections with The Geometer's Sketchpad and is the co-author of a geometry textbook and a precalculus Sketchpad module. Daniel received a BA in Mathematics from the University of Pennsylvania in 1989, an MS in Mathematics Education from Cornell University in 1993, and a PhD in Mathematics Education from New York University in 2002.

Selected Publications:

Scher, Daniel. "What Lies Behind Dynamic Interactive Geometry Software?" in G. W. Blume and K. Heid (Eds.), Research on Technology and the Teaching and Learning of Mathematics, Volume 2: Cases and Perspectives (pp. 53-87) Charlotte, NC: Information Age Publishing, 2008.

Scher, Daniel. "Square or Not? Assessing Constructions in an Interactive Geometry Software. " Technology-Supported Mathematics Learning Environments: NCTM 2005 Yearbook, pp. 113-124.

Curcio, C., Scher, D., and Weinberg, S. "Using Scenario Tasks to Elicit Teachers' Algebraic Thinking: A Recommendation for Professional Development." NCSM Journal. Fall-Winter 2004-2005, pp. 3-10.

Scher, Daniel. "Dynamic Geometry and Proof: A New Approach to a Classic Problem." Mathematics Teacher. September 2003, pp. 394-398.

Scher, Daniel. “What to Expect When Geometry Becomes Interactive.” New England Mathematics Journal. May 2003, pp. 36-43.

Scher, Daniel. "Dynamic Geometry Software." In B. M. Brandenberger Jr. (Ed.), Macmillan Encyclopedia of Mathematics, (pp. 92-95). New York: Macmillan Reference USA. 2002.