Harold Asturias
Harold Asturias is the director of the Center for Mathematics Excellence and Equity (CeMEE) at the Lawrence Hall of Science; a science center located at the University of California, Berkeley. Over the past few years he has focused in the area of designing and implementing professional development for K- 12 mathematics teachers who teach English Language Learners.
Dr. David Barnes
Dave Barnes has taught high school along with extensive work with elementary and middle school teachers and has taught at the university. He has conducted numerous workshops with teachers on problem solving and the teaching with technology and support for new teachers. Dave is currently the Director of Online Resources for NCTM.
Margie Coleman
Margie Coleman is a National Board Certified teacher in Adolescent and Young Adult Mathematics at Kings High School in Southwest Ohio. Several years ago she worked on the teams writing model lessons for the State of Ohio and more recently worked on a team developing lessons for the Illuminations web site as part of NCTM’s Illuminations Summer Institute.
Sarah DeLeeuw
Sarah DeLeeuw has taught at the high school and collegiate levels. She has experience teaching mathematics to aspiring elementary teachers, and has conducted e-workshops for new teachers. Sarah is currently the Electronic Content Coordinator at NCTM.
Fred Dillon
Fred Dillon is a high school math teacher in Strongsville, Ohio, and he is also a professional development consultant for math teachers. He has served on NCTM’s Professional Development Services Committee and is nationally certified in Adolescent and Young Adult Mathematics.
Susan M. Garthwaite
Susan Garthwaite is an Elementary Mathematics Resource Teacher for Fairfax County Public Schools. She previously taught third grade, sixth grade, and has been a school-based Title I Mathematics Resource Teacher. She received a Masters degree in K-8 Mathematics Specialist from the University of Virginia.
Emily Hendricks
Emily Hendricks has been an elementary school teacher and is currently the Professional Development Director and Curriculum Coach for her district. She is a past Presidential Awardee in Mathematics and was lead writer of Indiana’s Math Curriculum Framework document.
Terry Johanson
Terry Johanson has been a high school mathematics and science teacher in Saskatchewan, Canada, and is currently a Learning Support Facilitator with Prairie Spirit School Division. She develops online teaching resources, conducts action research, and develops instructional resources for middle level science and mathematics.
Sarah Klimek
Sarah Klimek is a former middle school mathematics teacher in Northern Virginia. She received her BS in Actuarial Mathematics from the Pennsylvania State University and her M.Ed at George Mason University. Sarah has presented at past NCTM conferences and currently works as the Professional Development Coordinator at NCTM.
Latrenda Knighten
Latrenda Knighten is an elementary mathematics coach in Baton Rouge, LA and is a frequent presenter at NCTM Regional and Annual meetings. She has served on several NCTM committees including the Professional Development Services Committee and is currently a member of the Professional Development Focus Task Force
Dr. Shonda Lemons-Smith
Shonda Lemons-Smith is an assistant professor at Georgia State University in Atlanta. Her teaching and research focuses on equity issues in mathematics education in urban contexts. In addition to working with preservice teachers, she provides mathematics professional development to elementary inservice teachers in Georgia and throughout the United States.
Dr. Chonda Long
Chonda Long is a former high school math teacher from Springfield, VA, who recently completed her Ph.D. in Instructional Technology at George Mason University. Chonda currently works as the Professional Development Manager at NCTM.
Dr. Eric Milou
Eric Milou is a professor of mathematics at Rowan University in Glassboro, NJ. Dr. Milou has taught at Rowan for the past 12 years and is the current President of the Rowan University Senate. He previously served as President as the Association of Mathematics Teachers of New Jersey, the 2007 program chairperson of the NCTM annual meeting, and the chairperson of NCTM’s professional development service committee. He is the current recipient of a multi-million USDOE Math & Science Partnership grant.
Amy Mirra
Amy Mirra is a former elementary school teacher and was recently a staff member of NCTM. She authored and edited Administrator's Guide: How to Support and Improve Mathematics Education in Your School and A Family's Guide: Fostering Your Child's Success in School Mathematics and is currently providing educational consulting and contract work.
Arlene Mitchell
Arlene Mitchell is a Senior Research Associate with RMC Research Corporation in Denver, CO. She is a former secondary mathematics teacher. She provides technical assistance and professional development in mathematics to school districts throughout the United States. Arlene has presented at past NCTM conferences and has served on the Professional Development Services Committee for NCTM.
Kimberly Morrow-Leong
Kim Morrow-Leong is dedicated to middle school mathematics and currently serves as a teacher trainer and a middle school mathematics resource teacher in Loudoun County Public Schools. In this position, Kim participates in professional learning communities, prepares staff development activities, and writes formative assessments to serve the needs of middle school mathematics teachers. Outside of school she is an award winning graduate student at George Mason University studying Mathematics Education Leadership. In her free time Kim makes vibrantly colored mathematical quilts.
Dr. Judit Moschkovich
Judit Moschovich is Associate Professor in the Education Department at the University of California at Santa Cruz. Her research focuses on sociocultural approaches to mathematical thinking and learning. She has developed a research agenda in three main areas: the transition from arithmetic to algebraic thinking, especially representations of functions; mathematical discourse practices; and learning and teaching mathematics in classrooms with bilingual Latino/a students and English Learners. Her research has focused on examining conceptual change in mathematics, student understanding of multiple representations of functions, mathematical discourse practices in and out of school, and the role of language in learning mathematics. She has conducted research in middle and high school mathematics classrooms and has analyzed mathematical discussions among bilingual Latino/a students.
Dr. David Pugalee
David Pugalee is Professor of Education at the University of North Carolina at Charlotte where he is Interim Director for the Center for Mathematics, Science, & Technology Education. He earned his Ph.D. in mathematics education from the University of North Carolina at Chapel Hill. His research interest is the relationship between language and mathematics teaching and learning. He taught at the elementary, middle, and secondary levels before moving into higher education. His list of publications include research articles in Educational Studies in Mathematics and School Science and Mathematics. His works include several books and book chapters published by the National Council of Teachers of Mathematics in addition to two books on the relationship between language and mathematics. He has served as been the leader on a number of grants focusing on teacher content and pedagogical knowledge at multiple school levels.
Dr. Judith Reed Quander
Judith Reed Quander is the current Director of Research for NCTM. She has a PhD in mathematics education. Her background includes teaching mathematics at the middle school and college level, teaching pre-service mathematics teachers, and mathematics education research. Currently she heads NCTM’s effort to strengthen the link between research and practice.
James M. Rubillo
Jim Rubillo is a former high school teacher, community college teacher and administrator, and leadership development consultant. He has conducted K-12 in-service programs for schools and school districts across the continent on a wide variety of mathematics education topics. He is the former Executive Director of NCTM and currently serves as the director of the Center for Mathematics Teaching and Learning (CMTL) at DeSales University.
Wendy Schudmak
Wendy Schudmak is a gifted resource teacher in Fairfax County, VA, and conducts professional development for teachers during the summer. She is currently working on her Ph.D. in Mathematics Education Leadership at George Mason University.
Beth Skipper
Beth Skipper taught elementary and middle school students in Louisiana for almost 15 years. She went on to organize and deliver professional development experiences for K-12 teachers on both the statewide and national levels. Currently, Beth is the NCTM Journal Editor for Teaching Children Mathematics and Student Explorations in Mathematics (formerly Student Math Notes).
Jennifer Seay
Jen Seay is a middle school math coach in Salisbury, Maryland who also teaches education courses at Salisbury University. She is a Maryland Governor’s Academy instructor with many years experience helping teachers implement the NCTM Principles and Standards for School Mathematics.
Dr. Margaret Schwan Smith
Margaret Schwan Smith is a Professor in the Department of Instruction and Learning in the School of Education and a Senior Scientist at the Learning, Research and Development Center, both at the University of Pittsburgh. She has a doctorate in mathematics education and has taught mathematics at the junior high, high school and college levels. She currently works with preservice middle and high school mathematics teachers at the University of Pittsburgh, with doctoral students in mathematics education who are interested in becoming teacher educators, and with practicing middle and high school mathematics teachers and coaches through several funded projects. She was the coordinator of the QUASAR project between 1990 and 1997 where she focused primarily on supporting and studying the professional development of project teachers.
Dr. John Staley
A graduate of George Mason University's Mathematics Education Leadership Doctoral program, John Staley is currently the Secondary mathematics Coordinator for Baltimore County Public Schools. During his spare time he teaches mathematics and education courses for educators, speaks and conducts workshops, and works on a variety of projects that focus on the use of technology for instruction and professional development for mathematics teachers.
Patrick Vennebush
Patrick Vennebush is a former middle grades teacher who has provided professional development for mathematics educators at the local, state, and national levels. He served as the editor for the Media Clips column of the Mathematics Teacher and is now the NCTM Online Projects Manager in charge of Illuminations and other web projects.
