Duane Cooper

Department of Mathematics

Associate Professor and Chair

B.S., Morehouse College, 1983
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


Courses Taught:

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

Research Interests:

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 C² 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.



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Department of Mathematics
Morehouse College
830 Westview Drive SW
Atlanta GA 30314

Office: 309 Dansby Hall

Phone 404-653-7920
Fax 404-572-3645

Last Updated: 03.22.2012