David Gaebler

David Gaebler

Associate Professor of Mathematics
The poetry of mathematics involves looking at old ideas in new ways and making unexpected connections between apparently disparate concepts.
— David Gaebler

Faculty Information

Additional Faculty Information for David Gaebler


B.S. in Mathematics and Physics, Harvey Mudd College

M.A. in Biblical Studies, Westminster Seminary California

M.A. in Mathematics, UCLA

Ph.D. in Mathematics, University of Iowa


American Mathematical Society

Kappa Mu Epsilon

Research Interests

Functional Analysis

Operator Algebras

Composition Operators

Recent Talks

Generatingfunctionology: Bridging the Continuous and the Discrete.

Integration in Finite Terms: Possible, Impossible, and How We Know.

The Cauchy Functional Equation: A Simple Question with a Complicated Answer.

Courses Taught

MTH 105: Mathematics and Deductive Reasoning

MTH 112: Integrated Calculus I-A

MTH 113: Integrated Calculus I-B

MTH 120: Calculus I

MTH 220: Calculus II

MTH 303: Mathematical Logic

MTH 310: Linear Algebra

MTH 320: Multivariable Calculus

MTH 340: Differential Equations and Dynamical Systems

MTH 370: Theory of Probability

MTH 403: Real Analysis

MTH 410: Abstract Algebra

MTH 415: Topics in Mathematics


Education is more than skill training. It includes reflection and contemplation and should ultimately engage the heart as well as the mind, leading us to rejoice in the wonders of the physical world, of human civilization, and of God’s own thoughts and actions. Great are the works of the Lord, studied by all who delight in them, (Psalm 111:2). Teaching mathematics means not only teaching students to perform a sequence of tasks, but also to think mathematically — not only to solve a problem but to think about how it relates to other problems, and about why they are fortunate enough that the problem turned out to be solvable in the first place.

The human practice of mathematics involves both creativity and precision. There is a dance between intuition and rigor, as the flash of insight that solves a problem is followed by the careful deduction that verifies the insight and communicates it to others.

Although mathematics was always a reasonably pleasant area of study for me, I did not fall in love with it until high school competitions introduced me to the creative aspects of mathematical problem-solving, and college courses in real analysis and abstract algebra introduced me to the power and beauty of mathematical abstraction. I hope my students catch a glimpse of mathematics as I see it, both as a collection of invigorating challenges and as a satisfying conceptual edifice.