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).

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. 

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.

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!