M.S., Georgia Institute of Technology, 1983

Ph.D., University of California, Berkeley, 1993

Ph.D. Thesis: Probably Approximately Correct Learning on the Class of Lipschitz Functions

Current (Spring 2012) Courses:

Math 161, Calculus 1

Math 361, Real Analysis 1

Other Recent Courses:

Math 120, Precalculus

Math 162, Calculus 2

Math 391, Special Topics in Mathematics: Combinatorics and Graph Theory

Math 475, Number Theory

My current research interests are in the mathematics of voting and representation, with particular interests in election procedures that allow for fair representation. In addition, I have experience and continued interest in mathematics student and teacher development.

D. Cooper, A. Zillante (2012).
A Comparison of Cumulative Voting
and Generalized Plurality Voting.
*Public Choice, 150*
(1-2),
pp. 363-383.

D. Cooper (2008).
A Probabilistic Model of Cumulative Voting.
In
*Proceedings of Dynamic Systems and Applications, Volume 5*,
pp. 125-127.
Atlanta:
Dynamic Publishers.

D. Cooper (2007).
The Potential of Cumulative Voting to Yield Fair Representation.
*Journal of Theoretical Politics, 19*
(3),
pp. 277-295.

D. Cooper (2006).
Learning *C*² and Hölder Functions.
*International Journal of Pure and Applied Mathematics, 32*
(1),
pp. 71-82.

D. Cooper (2006).
An Improved Bound for Learning Lipschitz Functions.
*Communications in Applied Analysis, 10*
(1),
pp. 19-27.

D. Cooper (2004).
Spatial Analysis of Cumulative Voting
with Modeling for Dynamical System Simulation.
In
*Proceedings of Dynamic Systems and Applications, Volume 4*,
pp. 596-601.
Atlanta:
Dynamic Publishers.

D. Cooper (2004).
Recommendations for Increasing the Participation and Success
of Blacks in Graduate Mathematics Study.
*Notices of the American Mathematical Society, 51*
(5),
pp. 538-543.

D. Cooper (2004).
Keeping a Proper Perspective about Your Students.
In
M. Chappelle, J. Choppin, J. Salls (eds.),
*Empowering the Beginning Teacher of Mathematics
in High School*,
p. 12;
also in
M. Chappelle and T. Pateracki (eds.),
*Empowering the Beginning Teacher of Mathematics
in Middle School*,
p. 6;
also in
M. Chappelle, J. Schielack, S. Zagorski (eds.),
*Empowering the Beginning Teacher of Mathematics
in Elementary School*,
p. 9.
Reston, Va.:
National Council of Teachers of Mathematics.

J. Kahan, D. Cooper, K. Bethea (2003).
The Role of Mathematics Teachers' Content Knowledge in Their Teaching:
A Framework for Research Applied to a Study of Student Teaching.
*Journal of Mathematics Teacher Education, 6*
(3),
pp. 223-252.

D. Cooper (2000).
Changing the Faces of Mathematics Ph.D.s:
What We Are Learning at the University of Maryland.
In M. Strutchens, M. Johnson, and W. Tate (eds.),
*Changing the Faces of Mathematics:
Perspectives on African Americans*,
pp. 179-192.
Reston, Va.:
National Council of Teachers of Mathematics.

D. Cooper (1999).
Navigating the Thorny Path:
A Colloquial Definition of Mathematical Literacy.
In K. Comfort (ed.),
*
Advancing Standards for Science and Mathematics Education:
Views from the Field*.
Washington:
American Association for the Advancement of Science.

New Standards (1997).
Mathematics.
In
*Performance Standards, Volume 2: Middle School*,
pp. 54-88.
Washington:
National Center on Education and the Economy.

D. Cooper (1996).
The Mathematics Major:
Gateway to a Variety of Graduate and Professional Opportunities.
*Math Horizons, 3* (April),
pp. 20-24.
The Mathematical Association of America.

D. Cooper (1995).
Learning Lipschitz Functions.
*International Journal of Computer Mathematics, 59,*
pp. 15-26.

Here are a couple of snapshots of me on which you can link to additional information on a professional as well as a personal level.

To the Morehouse College Homepage

To Department of Mathematics Homepage

Department of Mathematics

Morehouse College

830 Westview Drive SW

Atlanta GA 30314

Office: 309 Dansby Hall

Phone 404-653-7920

Fax 404-572-3645

dcooper@morehouse.edu

**Last Updated:** 03.22.2012