Thomasenia Lott Adams is a professor of mathematics education and the Associate Dean of Research and Faculty Development in the College of Education at the University of Florida. She is a 30+ year member of the National Council of Teachers of Mathematics. She currently serves as an associate editor of Mathematics Teacher: Learning & Teaching PK12. She was recently appointed to the US National Commission on Mathematics Instruction, a standing committee of the National Academies of Sciences, Engineering, and Medicine. Her most recent publication is a co-authored chapter included in Girls and Women of Color in STEM: Navigating the Double Bind in K-12 Education (2020).

Jennifer Bay-Williams is a professor of mathematics education at the University of Louisville, where she teaches undergraduate and graduate courses in mathematics education and works in local schools to support effective mathematics teaching and learning. She is a national leader in mathematics education, working with teachers and leaders for over 30 years to support effective mathematics teaching. She has been a member of the NCTM Board of Directors, president and secretary of the Association of Mathematics Teacher Educators (AMTE), and is now on the Board of Directors for TODOS: Mathematics for All.

Dr. Bay-Williams has authored 18 books, dozens of NCTM journal articles and book chapters focused on effective mathematics teaching, and offered hundreds of presentations and workshops for mathematics teachers and leaders. Her recent books include: Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention (2019); Everything you Need for Mathematics Coaching: Tools, Plans, and a Process That Work for Any Instructional Leader, K- 12 (2018); Teaching Student Centered Mathematics (3-book series, 3rd edition - 2018); Elementary and Middle School Mathematics: Teaching Developmentally (10th edition, 2019); and On the Money (NCTM math & financial literacy book series).

Robert Q. Berry III Ph.D. is the Samuel Braley Gray Professor of Mathematics Education and the Associate Dean of Diversity, Equity, and Inclusion in the School of Education and Human Development at the University of Virginia and the immediate Past President of the National Council of Teachers of Mathematics (NCTM). Berry co-edited the 2020 book High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice which focuses on teaching mathematics for social justice. He has published over 100 articles, book chapters, and proceedings; and has given over 200 presentations. His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, Educational Studies in Mathematics, and the American Educational Research Journal. Berry is a two-time recipient of NCTM's Linking Research and Practice Publication Award and received the University of Virginia's All-University Teaching Award in 2011.

Robert Berry received his Bachelor of Science degree from Old Dominion University, his master's degree from Christopher Newport University, and holds a Ph.D. from the University of North Carolina at Chapel Hill.

Kyndall Brown holds a bachelor’s degree in mathematics from UC Irvine, masters degrees in computer-based education and mathematics education from CSU Dominguez Hills, and a Ph.D.  from UCLA’s Graduate School of Education and Information Studies. He also has a single subject credential to teach mathematics in the state of California.

Kyndall has over 30 years of experience in the field of mathematics education.  Thirteen of those years were spent teaching mathematics in secondary urban classrooms in Los Angeles Unified School District (LAUSD). He has taught at both the Middle and High School levels. He has taught everything from pre-algebra to pre-calculus. Most of his students came from low-income communities with large numbers of English language learners. 

He provided professional development as a mathematics teacher consultant and director for the UCLA Mathematics Project (UCLAMP) housed in Center X, a unit of UCLA’s Graduate School of Education and Information Studies for 14 years. In that capacity, he has done workshops at schools on strategies to teach mathematics to English language learners, coached mathematics teachers in Center X partnership schools and districts, and directed leadership institutes for teachers of mathematics. As a mathematics resource teacher in LAUSD, he has helped to implement standards-based mathematics programs in secondary schools.  

He is currently the Executive Director of the California Mathematics Project, a statewide network of professional development organizations. He has received and implemented grants funded by the California Post-Secondary Education Commission (CPEC), including Supporting Teachers To Increase Retention (STIR), a five-year grant focused on retaining secondary mathematics teachers in urban schools, Fremont Achievement in Mathematics for Excellence (FRAME), a three-year grant aimed at increasing the pedagogical content knowledge of the mathematics teachers at an urban high school as a way to improve the achievement of the students, and College Access through Data Science (CADS) to implement a senior level mathematics course to assist students in meeting their college entrance requirement in mathematics. He recently received a grant from the E.D. Bechtel, Jr Foundation to create a statewide network of lesson study hubs.

His research interest centers around how the mathematics identities of African-American males impact their academic achievement. 

Dr. Gregory Budzban joined the Department of Mathematics of Southern Illinois University-Carbondale in 1991, was promoted to the rank of Professor in the department in 2006, and served as Chair of the department from 2010-2015.  He was named Dean of the College of Arts and Sciences of SIU-Edwardsville in August 2015, a position from which he has recently retired. Since 2001, he has collaborated with Bob Moses and his colleagues at the Algebra Project and Young People’s Project to help design novel curriculum materials based on mathematically-rich experiences to help all students in the country receive the mathematics education they truly deserve. 

As a teacher, professor, consultant, and member of senior leadership teams, Dr. Kristopher J. Childs maintains a focus on excellence in teacher content and pedagogical knowledge, equity, leadership development, and organizational change. 

Dr. Childs seeks to create a movement through educating, advocating, and inspiring individuals to pursue academic excellence and academic success. He has been recognized by faculty, staff, and students as a visionary and collaborative leader.  He has a student-centered focus through a teamwork approach of achieving common goals and improving student academic success. His lifelong goal is to improve student’s classroom experiences.

Marian Dingle has been a veteran classroom elementary educator for twenty-two years.  Always passionate about mathematics, her early career involved advocating for marginalized students and families. More recently, she has moved toward public advocacy, activism, and scholarship, fascinated by the intersection of mathematics and social justice. She has been a member of Building Leadership Teams, led grade level teams, served on district and state mathematics committees, selected to the Principal’s Advisory Committee, and mentors new educators. 

As a Heinemann Fellow, she researched the ways in which positive cultural identity affect student confidence, efficacy, and academic performance. She speaks nationally about culturally responsive teaching and pushes the conversation through her blog, Twitter, and in person. She has written for the NCTM publication, Mathematics Teacher: Learning and Teaching PK-12,Learning For Justice Magazine, the Global Math Department, and EdWeek, and has been featured on podcasts such as Teaching Hard History, TODOS Live!,  and Pushing the Edge.  She is a department editor for NCTM MTLT, a member of the 2021 NCTM Annual Meeting Program Committee, a board member for TODOS, and the Learning For Justice Advisory Board.

Actor, producer and humanitarian Danny Glover has been a commanding presence on screen, stage and television for more than 30 years. As an actor, his film credits range from the blockbuster Lethal Weapon franchise to smaller independent features, some of which Glover also produced. In recent years he has starred in an array of motion pictures including the critically-acclaimed Dreamgirls directed by Bill Condon and in the futuristic 2012 for director Roland Emmerich. In addition to his film work, Glover is highly sought after as a public speaker, delivering inspirational addresses and moving performances in such diverse venues as college campuses, union rallies and business conventions.

Glover has gained respect for his wide-reaching community activism and philanthropic efforts, with a particular emphasis on advocacy for economic justice and access to health care and education programs in the United States and Africa. For these efforts Glover received a 2006 DGA Honor and was honored with a 2011 “Pioneer Award” from the National Civil Rights Museum. Internationally Glover has served as a Goodwill Ambassador for the United Nations Development Program from 1998-2004, focusing on issues of poverty, disease and economic development in Africa, Latin America and the Caribbean. Glover was presented in 2011 with the prestigious Medaille des Arts et des Letters from the French Ministry of Culture and was honored with a Tribute at the Deauville International Film Festival. In 2014 Glover received an Honorary Doctorate of Humane Letters from the University of San Francisco. Currently Glover serves as UNICEF Ambassador and Ambassador for the United Nations International Decade for People of African Descent along with Harry Belafonte and Forrest Whittaker.

In 2005, Glover co-founded NY-based Louverture Films with writer/producer Joslyn Barnes and more recent partners Susan Rockefeller and the Bertha Foundation. The company is dedicated to the development and production of films of historical relevance, social purpose, commercial value and artistic integrity. Among the films Glover has executive- or co-produced at Louverture are the César-nominated Bamako, Sundance Grand Jury Prize and the Academy Award® and Emmy nominated film Trouble The Water; the award-winning The Black Power Mixtape 1967-1975 and Concerning Violence; Sundance Grand Jury Prize winner The House I Live In; Cannes Palme d’Or winner Uncle Boonmee Who Can Recall His Past Lives, the Academy Award® nominated and Emmy winning Strong Island, ZAMA by Lucrecia Martel, and this year’s Oscar® nominated documentary Hale County This Morning, This Evening by RaMell Ross and Oscar® nominated Best Foreign Language Film Capernaum by Nadine Labaki.

A native of San Francisco, Glover trained at the Black Actors’ Workshop of the American Conservatory Theatre. It was his Broadway debut in Fugard’s Master Harold…and the Boys that brought him to national recognition and led director Robert Benton to cast him in his first leading role in 1984’s Academy Award-nominated Best Picture, Places in the Heart. The following year Glover starred in two more Best Picture nominated films: Peter Weir’s Witness and Steven Spielberg’s The Color Purple. In 1987 Glover partnered with Mel Gibson in the first Lethal Weapon film and went on to star in three hugely successful Lethal Weapon sequels. Glover starred in The Royal Tenenbaums and To Sleep With Anger which he executive produced and for which he won an Independent Spirit Award for Best Actor. On the small screen, Glover won an Image Award, a Cable ACE Award and earned an Emmy nomination for his performance in the title role of the HBO Movie Mandela. He has also received Emmy nominations for his work in the acclaimed miniseries Lonesome Dove, the telefilm Freedom Song, and as a director he earned a Daytime Emmy nomination for Showtime’s Just a Dream. Glover also appeared in the HBO Original Movie Muhammad Ali’s Greatest Fight.

Glover starred in Mr. Pig which had its debut at the 2016 Sundance Film Festival and which is now on Netflix. Co-starring Maya Rudolph, Mr. Pig was filming entirely on location in Mexico and is a tour de force for him. He starred in Almost Christmas for Universal Studios, in Rage co-starring Nicolas Cage, Beyond the Lights and Complete Unknown. He also co-starred in the highly-acclaimed feature film The Old Man & The Gun with Robert Redford and in the films Proud Mary opposite Taraji P. Henson, Come Sunday and Sorry to Bother You. Glover also had a pivotal role in the Critically-acclaimed Last Black Man in San Francisco.

Most recently Glover appeared in the Sony Pictures box office hit Jumanji: Welcome to The Jungle co-starring Dwayne Johnson, Jack Black and Danny DeVito. He just completed filming the independent feature Press Play on location in Hawaii.

DeAnn Huinker recently completed her term as a member of the Board of Directors for the National Council of Teachers of Mathematics (NCTM). She was a lead writer for Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations and Principles to Actions: Ensuring Mathematical Success for All and co-author of Taking Action: Implementing Effective Mathematics Teaching Practices, K-5.

DeAnn is a professor of mathematics education at the University of Wisconsin-Milwaukee where she also directs the Center for Mathematics and Science Education Research. She teaches graduate and undergraduate courses and is actively involved with school districts supporting teachers and teacher leaders. She has directed numerous grant projects on deepening teachers’ mathematical knowledge for teaching, strengthening mathematics instruction, and developing mathematics teacher leaders. She earned her bachelor’s and master’s degrees from the University of Northern Iowa and her doctorate from the University of Michigan.

Christa Jackson is an associate professor of mathematics education at Iowa State University. Her 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. Christa also develops integrated STEM curricula for K-8 students and researches its implementation to understand the influence curricular materials and the standards have on teachers’ practices and students' knowledge of and engagement in STEM. She has received numerous grants from the National Science Foundation, Institute of Education Sciences, and Department of Education. Currently, she is serving as the President of School Science and Mathematics Association as well as providing service to NCTM.

Karen Karp is a professor in the EdD program at the Johns Hopkins School of Education. For 21 years prior to this appointment, she was a professor of mathematics education in the Department of Early and Elementary Childhood Education at the University of Louisville. She is the 2020 recipient of the NCTM Lifetime Achievement Award. She is the author or co-author of 22 book chapters, approximately 45 articles and more than 26 books, including Elementary and Middle School Mathematics: Teaching Developmentally, Student Centered Mathematics; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics; and Inspiring Girls to Think Mathematically. She is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. While on the NCTM board, she was co-principal investigator on a grant funded by the National Science Foundation to bring together teams of mathematics and special educators to develop research supporting the teaching of mathematics to students with disabilities. She continues to work in classrooms across the country to support teachers of students with disabilities in their mathematics instruction.

Dr. Beth McCord Kobett is Professor of Education at Stevenson University, where she teaches and supports early childhood, elementary, and middle preservice teachers in mathematics education. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. Beth also serves as the Director of the First Year Seminar program and a Faculty Fellow for the Teaching and Learning Center at Stevenson University. She is currently serving a three-year term as an elected Board Member for the National Council of Teachers of Mathematics and was the former president of the Association of Maryland Mathematics Teacher Educators (AMMTE). Beth is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM) and the Johns Hopkins University Distinguished Alumni Award. Beth also received Stevenson University’s Rose Dawson Award for Excellence in Teaching as both an adjunct and full-time faculty member. Beth believes in fostering a strengths-building community with her students and strives to make her classroom space inviting, facilitate lessons that spark curiosity and innovation, and invite positive productive struggle.  

Dr. Peter Liljedahl is a Professor of Mathematics Education at Simon Fraser University in Vancouver Canada. He is the former president of the International Group for the Psychology of Mathematics Education (PME), the current president of the Canadian Mathematics Education Study Group (CMESG), senior editor for the International Journal of Science and Mathematics Education (IJSME) and a member of the NCTM Research Committee. Peter is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy. 

President & Founder, The Algebra Project, Inc.

Bob Moses was born and raised in Harlem, NY, where he attended public schools. He received a B.A. in Philosophy from Hamilton College in 1956, and received an M.A. in Philosophy from Harvard University in 1957. Moses directed the Student Non-Violent Coordinating Committee’s Mississippi Voter Registration Project from 1961-1964; was co-Director of the Council of Federated Organizations 1962-1964, and was a lead organizer for the 1964 Mississippi “Freedom” Summer Project, parachuting Mississippi Freedom Democratic Party to 1964 National Democratic Convention in Atlantic City. 

Moses taught mathematics at the Samé School in Tanzania, East Africa from 1969 – 1976, when he returned to the United States and re-entered the doctoral program in Philosophy at Harvard.

A MacArthur Foundation Fellow 1982-1987, he used his fellowship to begin the Algebra Project, which uses mathematics as organizing tool for quality education for all children in America. With support of the National Science Foundation the Algebra Project works with middle and high school students who previously performed in the lowest quartile on standardized exams, proposing that they attain a high school math benchmark: graduate on time in four years, ready to do college math for college credit. 

Moses is co-author with Charles E. Cobb, Jr., of the book Radical Equations—Civil Rights from Mississippi to the Algebra Project (Beacon Press, 2001); and co-editor with Theresa Perry, et al., ofQuality Education as a Constitutional Right-creating a grassroots movement to transform public schools (Beacon, 2010). For information on Algebra Project approaches to the teaching and learning of mathematics, please see Practitioner’s Use of the 5-Step Curricular Process, a 3 min. video:https://stemforall2020.videohall.com/presentations/1898

Moses was the Distinguished Visitor for the Center for African American Studies at Princeton University 2011-2012, and has been an adjunct lecturer at NYU School of Law from 2012 - 2016. He has served on the Education Advisory Committee of the Mathematical Sciences Research Institute from 2004 to the present. In May 2016, the University of North Carolina press published Dr. Laura Visser-Maessen’s book, Robert Parris Moses – a life in civil rights and leadership at the grassroots.  He has received numerous honorary doctorate degrees, has delivered keynote speeches and workshops nationwide, and has served as principal investigator on eight National Science Foundation mathematics education research awards to date; most recently NSF INCLUDES Design and Development Launch Pilot award # 1649342 and NSF INCLUDES Conference award # 1650533.

For more information on current efforts to develop a national “We the People – Math Literacy for All” Alliance that is calling on the nation for Direct Federal Investment and Involvement in supporting mathematics literacy for all K-12 students, and particularly for students performing in the lowest quartile on state standardized exams, please visit https://www.mathliteracyforall.org and see a 2019 video available here: https://www.youtube.com/watch?v=fBj0pZ_avko

Nora G. Ramirez is the Executive Director of TODOS: Mathematics for ALL and a mathematics education consultant working in urban, suburban, and rural school districts. She is a founding member and past president of TODOS, a past member of the NCTM Board of Directors, a Past President of the Arizona Association of Teachers of Mathematics (AATM), and a past member of the Advisory Committee to the NSF Education and Human Resources Directorate. In 2014, she received the Iris Carl Equity and Leadership Award from TODOS.

Nicole Rigelman is a professor of mathematics education in the Department of Curriculum and Instruction at Portland State University and the Chief Academic Officer for the Math Learning Center. She is a former middle school mathematics teacher and K-12 district mathematics specialist. At the university level, she teaches mathematics methods and content courses for preservice teachers. Rigelman also serves as coordinator of  Portland State University’s Mathematics Instructional Leader Program where she supports content, pedagogy, and leadership development for practicing teachers and teacher leaders. She is passionate about developing partnerships with schools and supporting instruction focused on deepening students’ mathematical thinking and discourse and increasing access and enthusiasm for problem solving. Rigelman has authored articles, book chapters, and was co-author for Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations. Her current research interests lie in mathematics teacher preparation and professional development, the influence of curriculum materials on student and teacher learning, and mathematical reasoning and problem solving as it relates to standards implementation and assessment.

John SanGiovanni is a recognized leader in mathematics education. He works as a mathematics coordinator in Howard County, Maryland where he leads mathematics curriculum development, digital learning, assessment, and professional learning. John also coordinates the mathematics leadership graduate program at McDaniel College in Maryland. He is an author and co-author of many mathematics education books and is a national consultant for curriculum development and professional learning. John is active in professional organizations recently serving on the Board of Directors for the National Council of Teachers of Mathematics and currently on the Board of Directors for the National Council of Supervisors of Mathematics.

Sunil Singh is a long-time educator, author, and storyteller. His current passion is expanding the lens of anti-racist math education and illuminating the rich, global narratives from math history. He is a Program Advisor at Amplify Math and Content Creator at Mathigon. As well, he is the President of The Board of Directors at the non-profit organization, The Human Restoration Project. He is the author of Pi of Life: The Hidden Happiness of Mathematics, Math Recess: Playful Learning in an Age of Disruption, and Chasing Rabbits: A Curious Guide to a Lifetime of Mathematical Wellness (Fall, 2021).

José Luis Vilson is a veteran educator, writer, speaker, and activist in New York City, NY. He is the author of "This Is Not A Test: A New Narrative on Race, Class, and Education". He has spoken about education, math, and race for a number of organizations and publications, including the New York Times, The Guardian, TED, El Diario / La Prensa and The Atlantic. He's a National Board Certified teacher, a Math for America Master Teacher, and the executive director of EduColor, an organization dedicated to race and social justice issues in education. He is now on the board of directors for the National Board of Professional Teaching Standards.

The Algebra Project, Inc.

Since the mid-1990’s BJ Walker has served as a public official, managing a broad portfolio of human services programs in the administrations of Governors in Georgia and Illinois and the Mayor of the City of Chicago. As Commissioner in Georgia from 2004 to 2011, she was responsible for child welfare, public health, behavioral health, developmental disabilities, TANF, childcare, food stamps, Medicaid eligibility, aging, and child support. In Illinois, she managed a statewide human services reform effort, resulting in the historical consolidation of many of IL’s human and social services under one umbrella agency and then ran the State’s community services Division. Serving as Deputy Chief of Staff for Chicago Mayor Richard M. Daley, her portfolio included oversight of major mayoral initiatives in human services, education and out of school time programming for youth. Most recently, she served as Acting Director for the IL Department of Children and Family Services, following her 2017 retirement from Deloitte Consulting LLP where she served for five years as a Managing Director in their national public sector practice. Previously, she worked with Franklin Covey in their Four Disciplines of Execution practice and served as a Senior Fellow with the Annie E. Casey Foundation.  She now manages a consulting practice, In the Public Way, Inc. which serves as a platform (inthepublicway.com) for supporting state and non-profit leaders engaged in transformational change management efforts. In 1993, BJ Walker was awarded a prestigious yearlong resident Fellowship with the Annie E. Casey Foundation. BJ has an MA degree from Northwestern University and a BA from Mt Holyoke College.  In the 1990’s she served as board chair for The Chicago Algebra Project and now serves as a board member with the national Algebra Project, Inc and the Stewards of Change Institute.

Trena Wilkerson is a mathematics education professor in the Department of Curriculum and Instruction in the School of Education at Baylor University in Waco, Texas. She taught high school mathematics for 18 years. She is the current NCTM President and has published in several of NCTM’s journals, Mathematics Teaching in the Middle School, Mathematics Teacher, Teaching Children Mathematics, and Journal of Research in Mathematics Education, chaired the MTMS Editorial Panel and served on the NCTM Board of Directors. She loves teaching and learning mathematics in support of current and future mathematics teachers and leaders!

Cathery Yeh (she/her) is an assistant professor in the Attallah College of Educational Studies at Chapman University. She has been in education for over 20 years, beginning her tenure in dual-language classrooms in Los Angeles and abroad in China, Chile, Peru and Costa Rica. As a classroom teacher, Cathery visited over 300 student homes and integrated students’ lived experiences, knowledge and identities into the curriculum.

Cathery’s research centers on critical mathematics education, humanizing practices, ethnic studies, and social justice teaching and learning. She is the co-author of the books Reimagining the Mathematics Classroom and Catalyzing Change in Early Childhood and Elementary School Mathematics, as well as numerous journal articles and book chapters. She is currently working on a co-authored book on mathematics lessons for upper elementary classrooms that will explore and respond to social (in)justice and mathematics for liberation.

At Chapman, Cathery created the ethnic studies minor and interdisciplinary cluster. She also developed the Community Math Project, a space for teacher candidates, K-12 students and families to engage in community-based mathematics together. Outside of this work, she loves to read, cook and spend time with family!