Zandra de Araujo started her career as a high school mathematics teacher. She is a board member in NCTM, the Chief Equity Officer at the University of Florida’s Lastinger Center for Learning, the author of numerous mathematics education publications, the creator of the Mathematically Educated blog, and the co-creator of the Two-Minute Teacher's Guide. 

Kansas Conrady Cole is currently working as a high school mathematics teacher at Westmoore High School in Moore, Oklahoma. The journey of her twenty-three-year career has taken her through a variety of positions as both a secondary mathematics teacher and as an assistant professor of mathematics education across Oklahoma, North Texas, and Arkansas. After returning to the classroom in 2018 with the goal to promote change from within, she continues to learn with the teachers around her. She has the hope that everyone can find joy in education while also creating a healthy and sustainable relationship with the profession. Her belief in the power of using the thinking of others to understand and refine one’s own thoughts and actions was prominent throughout her work at the university and continues in her role today. She believes teaching does not thrive in isolation and loves to create and facilitate networks within the profession as we all seek to better understand mathematics education.

Siddhi Desai is an assistant professor of mathematics education at Fairleigh Dickinson University in New Jersey. She is interested in investigating the integration of mathematics, art, culture, history, and mathematical modeling to engage students in rich and meaningful mathematical experiences that also value, respect, and sustain their identities and backgrounds.

Daniel Edelen is an assistant professor in the Department of Early Childhood Elementary Education at Georgia State University. He received his  Ph.D. in Elementary Education with a specialization in mathematics education from the University of Central Florida. Daniel uses ethnographic approaches to research in collaboration with children in elementary mathematics spaces. He examines the social construction of authority, autonomy and agency and their implications on learning opportunities for children and youth. 

Christa Jackson is a professor of Mathematics, Science, and STEM Education in the School of Education at Saint Louis University. She is a former elementary and middle mathematics and science teacher. Christa’s research focuses on the instructional strategies and teaching practices teachers use that afford opportunities for students from diverse cultures, ethnicities, and socioeconomic backgrounds to learn rigorous, challenging mathematics and STEM while simultaneously fostering productive mathematical and STEM identities. She also focuses on the development, use, and implementation of integrated STEM curriculum as well as understanding the influence curricular materials and standards have on teachers’ practices. Christa is the Past President of School Science and Mathematics Association and is an Associate Editor for Mathematics Teacher: Learning and Teaching PK-12 and for Investigations in Mathematics Learning.

Linard McCloud is in his 2nd year as Principal of “The Best School Ever,” Oak Pointe Elementary School in Irmo, SC. His prior professional work experiences include teachers’ assistant, middle school band director, and high school assistant principal. In his free time, he enjoys spending time with his wife, Ashley and their three kids, LJ (7), Layla (5) and Lanessa (1).

Natalie Moon is currently a K-12 Mathematics Curriculum Coordinator in the Raytown School District in Raytown, Missouri. She is also a doctoral student at Indiana University studying math education. She has been a presenter at regional and state conferences, speaking to audiences about instruction and content in the elementary and middle school math classroom. Natalie's FAVORITE thing to do is teach math to students and teachers. She finds joy in the simplest things and enjoys talking to every child/adult she meets about their understanding of numbers.

Allison Mudd is a high school mathematics teacher in the Tuscaloosa City Schools and in her final year as a PhD student at the University of Alabama. Allison started her educational journey at her city's local Alternative school, which awakened in her the desire to pursue a higher education in order to bring equitable change for all students in the education system. She is currently in her 7th year of teaching high school mathematics. Her passion and research lies in cultural pedagogy, social justice, and mathematical leadership in secondary education. 

Evan M. Taylor is a middle school mathematics educator in Indianapolis Public Schools and a PhD candidate at Indiana University Indianapolis (IUI). He explores ways to embed ethnomathematics and social justice into K-8 mathematics learning spaces. His research interests are the Black male mathematics education experiences in the US, ethnomathematics and culturally responsive mathematics teaching (CRMT).

Sheunghyun Yeo is an assistant professor at Daegu National University of Education in South Korea. His research areas include the development of fractional understanding through the use of dynamic technology, the enhancement of preservice teachers’ responsive teaching practices with AI-based chatbots, the comparison of mathematical textbooks, and the examination of collaborative features of noticing. He is currently working on development of national elementary mathematics textbooks series and authorized AI-enhanced digital textbooks in mathematics. After earning his Ph. D. at University of Missouri, he served as an assistant professor at University of Alabama. He also served as an elementary school teacher in both urban and rural areas in South Korea.