Brittany Goerig is the Editorial Lead at hand2mind and is also the lead author and co-creator of hand2mind’s Daily Math Fluency and Math Fluency Intervention resources. Brittany spent 17 years in the classroom as an elementary math teacher and has created and conducted professional development for teachers for the past 16 years. She has co-presented with the author of Building Powerful Numeracy, Pamela W. Harris, at conferences and other professional development opportunities. Brittany is passionate about helping children and teachers construct their own mathematical knowledge based on understanding the relationships in mathematics. 

Dr. Comfort Akwaji-Anderson is the current Principal and Chief Academic Officer at the Illinois Mathematics and Science Academy in Aurora, IL.  Prior to her current position, Dr. Akwaji Anderson was the Dean of Faculty at IMSA, and transitioned to the position of Principal in May 2020.

Former Director of K-12 Curriculum for the Waterloo Community School District, IA. She was a District Mathematics Coach, Mathematics Area Resource Specialist, and Mathematics and Science Coordinator.  She has more than 25 years of experience in the areas of diverse PK - 20 teaching and learning, mentoring, supervising pre-service and in-service professionals, urban education, administration, curriculum and instruction, and program development both in the United States and abroad.

Dr. Akwaji-Anderson is a graduate of Iowa State University with a Ph. D. in Education. She majored in mathematics education /education leadership. Her dissertation titled “Distributed leadership for equity and excellence in mathematics education” reveals her research interest and commitment to access and equity.  She works to promote and support this vision in a variety of ways including leveling the playing field for students through the use of effective curriculum materials, strategies, and ongoing professional development of teachers.

Dr. Akwaji-Anderson currently serves on the State of Iowa Mathematics Leadership Team; State of Iowa Teacher Leadership and Compensation (TLC) System Team; Iowa-ACT State Organization Council member, the NCTM Professional Development Services Committee (PDSC); and TODOS Advocacy Committee. Previously served on the NCTM 2018 Annual Conference Program Committee. Other past mathematics leadership experiences include serving as NCSM Central Region 2 Director (2014-2017); NCSM Equity and Social Justice Initiative Co-chair (2015-2017), NCSM Coaching Corner Committee Member (2014-2017) and served on the NCSM Finance Committee Member – 2014-2017.

Daniel Kaufmann currently works as the K-12 Instructional Math Coach for the Wilson School District (West Lawn, PA). He serves five elementary buildings, two middle school buildings, and the high school. Prior to his coaching position, Daniel spent 8 years in the secondary mathematics classroom and still serves as the Mathematics Department Chair for grades 6-12. Daniel’s passion for instruction, assessment, effective technology integration, and leadership has given him the opportunity to present throughout the country and at conferences such as ISTE, PCTM, The Global Math Department, and PETE&C.

Deborah Peart is the lead writer for 2nd grade for the Illustrative Mathematics Elementary Math Curriculum project. Now based in FL, Deborah taught for over 25 years in NY, CT, and GA in the public and private sectors. Deborah is the founder of My Mathematical Mind L.L.C. and delivers professional development, provides coaching support for teachers, and offers virtual math sessions to elementary students. Blending her training in yoga and mindfulness with mathematics instruction, Deborah advocates for a mindful approach to teaching mathematics in order to address math anxiety, build confidence, and support the development of positive mathematical identities. She has dedicated her career to helping other educators approach teaching in innovative ways that allow students to see themselves as valued mathematical thinkers.  

Dionne Aminata is the Grades 2–5 Lead on the curriculum writing team at Illustrative Mathematics. She began her career in education as an elementary teacher in South Los Angeles, CA, then taught middle school math in Brooklyn, NY, and later served as an instructional coach to new teachers with New York City Teaching Fellows. Dionne then spent 6 years as a Math Content Specialist with Aspire Public Schools in Los Angeles, where she led teachers and leaders through the transition to CCSS, the adoption of a new math curriculum, and the implementation of equitable teaching practices. Since 2016, Dionne has also worked as a facilitator at UnboundEd’s Standards Institutes, helping teachers and leaders from across the country deepen their understanding of the Common Core Standards and engage in critical conversations about systemic bias and racism in education. Following her NCTM ShadowCon talk in 2019, “Let’s Trust Our Students to Do the Work,” Dionne founded MathTrust (mathtrusted.com), a consulting firm dedicated to supporting math educators with practical ways to develop trust in their students. Dionne earned her undergraduate degree in Sociology and Business at UCLA. She has an MBA in Entrepreneurship and Global Marketing from Babson College, and a Masters in Math Education from CUNY Brooklyn College.

Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College,California, studies the application of combinatorics, geometry, and topology to problems in the social sciences. One example is the subject of “fair division”: developing usable algorithms for dividing assets or liabilities fairly among several people, so that each is satisfied. This research was picked up in a news story by the New York Times. Other recent research includes applications of convex geometry to the study of voting problems.

Frederick L. Dillon is a mathematics specialist and coach for the Institute for Learning at the University of Pittsburgh. For the Strongsville City Schools, Fred was a classroom teacher for middle and high school and was the mathematics department chair at the high school. Fred has, also, been planning and facilitating professional development for Ideastream, part of Cleveland’s PBS educational outreach program. Fred is a past member of the Board of Directors for the National Council of Teachers of Mathematics, and is a former officer for both the Ohio Council of Teachers of Mathematics and the Greater Cleveland Council of Teachers of Mathematics.  Among Fred’s recognitions are Presidential Award for Excellence in Science and Mathematics Teaching, the American Star of Teaching, the Tandy Award, and the Christofferson-Fawcett Award for lifetime contribution to mathematics education. He also received the Most Influential Educator Award from Strongsville High School students seven times. Fred is also the co-author of NCTM’s Principles to Actions: Ensuring Mathematical Success for All, Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12 and Discovering Lessons for the Common Core State Standards in Grades 9-12.

Jackie Palmquist, Currently the chair of Mathematics for Metea Valley High School in Illinois. With a passion for teaching and leading she ensures that ALL students have access to high quality math education. She volunteers, presents and leads with local, state and national math organizations. Jackie has brought Number Talks to the high schools and middle schools in her district and is the author of Number Talks for High school book series @thumbsupmath.com.In her 3rd year as Director of Professional Learning for NCSM, the premier mathematics leadership organization, Jackie has led events focused on Leading in mathematics through a lens of equity and social justice in mathematics teaching as well as building leadership through math coaches. Jackie earned a bachelor of mathematics education from North Central College, a masters in educational leadership from Aurora University and is a National Board Certified Teacher.

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.

Kelley Buchheister’s research and teaching focus on enhancing children’s reasoning in early mathematics and integrated STEM (Science, Technology, Engineering, Mathematics) experiences. She is interested in developing practicing and prospective teachers’ understanding of the cultural contexts of learning and constructing appropriately challenging, inclusive environments that enrich children's problem solving, representation, and communication in both formal and informal settings.Buchheister’s current work includes collaborations across universities and small businesses, which resulted in funded STEM projects from the National Institute of Health (NIH) and the US Department of Education (DOE). Each project focuses on young children’s (PreK – Grade 2) development of mathematical reasoning and STEM content knowledge through high-quality interactions in outdoor environments or innovative products such as augmented reality sandboxes. Her recent work also includes funding from the University of Nebraska Foundation Layman Seed award, which examined the initial impact of a professional learning model on preschool coaches’ pedagogical noticing in early mathematics. In addition to the internal support, Kelley has also earned a grant through NCTM’s Mathematics Education Trust investigating prospective teachers’ implementation of purposeful questions in early coding experiences. Buchheister’s manuscript disseminating the initial findings from that project earned her the National Technology Leadership Initiative Fellowship from the Association of Mathematics Teacher Educators in 2019.

Dr. Kristopher J. Childs is an educator with vast experience at the K-12 and post-secondary levels in teaching and leadership positions. His experiences have afforded him the opportunity to gain hands-on practical experiences in a variety of educational settings working with diverse student populations.

Linda Levi has been a member of the Cognitively Guided Instruction (CGI) research and development team since 1989 and is a nationally recognized expert in teacher professional development. In 2018, Dr. Levi started CGI Math Teacher Learning Center, based in Madison, Wisconsin. The Center is devoted to increasing all students’ mathematical understanding through CGI teacher professional development. The Center’s CGI and ECM seminars help teachers develop classrooms where students are problem solvers engaged with meaningful mathematics in a community of learners with their classmates. The Center’s CGI and ECM professional development leaders include university professors, classroom teachers, retired teachers, and math facilitators. Levi previously served as Associate Researcher at University of Wisconsin –Madison. She is the co-author of the definitive book on CGI: Children’s Mathematics: Cognitively Guided Instruction (2015, 1999). She also co-authored Thinking Mathematically (2003) and Extending Children's Mathematics (2011). Levi earned a Bachelor of Arts degree in Mathematics at Hamilton College. She earned Master of Science in Math Education and Doctor of Philosophy (Ph.D.) degrees in Math Education from University of Wisconsin – Madison.

Liz Suarez has worked in education since 2008, first as a teacher, then an instructional coach, and then as a Director with TNTP. Her work at TNTP has focused on academic planning, curriculum implementation, and teacher and leader development, with the goal of ensuring all students receive highly effective instruction. Liz began her career as a teacher in New Orleans, where she taught multiple grades and content areas. While at TNTP, she began to specialize in new teacher development, mathematics instruction, and academic strategy, managing partnerships to train and certify teachers through teachNOLA, the Collegiate Academies Teaching Residency, the Lincoln Parish Teaching Residency, and Teach Richland. She has also supported curriculum implementation, district-level strategic planning, and leadership coaching in partnership with districts across the country. Liz served as the Director of the Good to Great Institute in New Orleans, an immersive professional development approach that supports experienced educators across Louisiana to transform their mathematics instruction and raise expectations for students. Liz graduated from Tulane University in 2008.

Marian Small regularly writes and speaks about K-12 math across the U.S. and Canada. She is a former professor of mathematics education. Her focus is on teacher questioning to get at the important math, to include all students, and to focus on critical thinking and creativity. She has written more than 100 books for students and teachers.  Some more recent works are Good Questions: A Great Way to Differentiate Math Instruction(4th ed.), Fun and Fundamental Math for Young Children, The School Leader’s Guide for Building and Sustaining Math Success, Understanding the Math We Teach and How to Teach It, and MathUp, a new digital teaching K–8 resource.

Over more than 55 years, Marilyn Burns has taught K–8 math students, created more than 20 professional resources, led professional learning sessions, spoken at conferences, contributed to professional journals, and written more than a dozen books for children. She blogs at marilynburnsmathblog.com and participates on Twitter as @mburnsmath.  

Marilyn E. Strutchens is an Emily R. and Gerald S. Leischuck Endowed Professor, Mildred Cheshire Fraley Distinguished Professor of mathematics education, and interim department head of  the Department of Curriculum and Teaching at Auburn University, AL. She is the leader of the Mathematics Teacher Education Partnership’s Clinical Experiences Research Action Cluster, an Advisory Committee member of the National Science Foundation’s Directorate for Education and Human Resources, and an Advisory Board-Member for the AAAS initiative --Stimulating Research and Innovation in STEM Teacher Preservice Education, funded by the NSF Robert Noyce Teacher Scholarships Program. She was a member of the National Council of Teachers of Mathematics Board of Directors (2015 -2018), a member of the Executive Board of Directors for the Conference Board of Mathematical Sciences (2012 -2014) and president of the Association of Mathematics Teacher Educators [AMTE] (2011 - 2013). She received AMTE’s Judith Jacobs Lectureship in 2017.

Robert Kaplinsky has been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District, instructor for the University of California, Los Angeles (UCLA), and presenter at conferences around the world. He co-founded the website Open Middle, has been published in Edutopia and Education Week, is the author of Open Middle Math: Problems That Unlock Student Thinking, and created the #ObserveMe movement.  He’s also the founder and president of Grassroots Workshops.

Dr. Robert N. Ronau is a professor emeritus of mathematics education at the University of Louisville having served there for 27 years. Bob Ronau has served as lead evaluator on multiple research and PD projects, PI or co-PI on multiple federal, state, and local research grants. He also brings extensive administrative experience, having served 10 years as Associate Dean of Research at U of L and nearly two years as an expert program officer at the National Science Foundation. Dr. Ronau led the original development of the PrimeD framework and has helped guide the early field trials and validation studies.

Rochelle Gutiérrez is Professor of Curriculum and Instruction and investigates the roles that race, class, language, and gender play in teaching and learning mathematics in order to open new relationships between humans, mathematics, and the planet. Having taught mathematics to adolescents in the California Bay Area, she is a strong and longtime advocate for teachers, supporting them to make sense of and to successfully navigate the politics of high stakes education. She has served on several national mathematics panels and committees, including the Standards for Preparing Mathematics Teachers organized by the Association of Mathematics Teacher Educators. She has earned a number of awards for her research and theories on equity.  She is co-editor of the book Rehumanizing Mathematics for Black, Indigenous, and Latinx Students. Her work on Rehumanizing Mathematics has been used in K-12 settings and mathematics departments at the college/university level. 

Sarah B. Bush is an Associate Professor of K-12 STEM Education at the University of Central Florida. She is a member of the NCTM Board of Directors and was the task force and writing team chair for Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. Her scholarship focuses on deepening student and teacher understanding of mathematics through transdisciplinary STE(A)M instruction. She is a former middle school mathematics teacher. 

Sharon Rendon is the Director of Professional Learning for College Preparatory Mathematics (CPM) Educational Program in California, a nonprofit organization, where she specializes in mathematics coaching and oversees a staff of 30 professional learning facilitators. She has experience leading professional learning focused on student centered classrooms and teacher collaboration. Sharon has been in public education for more than 20 years. Sharon has taught at both the middle and high school levels. She was a math coach and secondary math coordinator for Rapid City Area Schools in South Dakota. She successfully led the secondary math program as staff transitioned to an inquiry instructional approach to mathematics and implemented a professional learning community. Sharon is an active member of the organizations NCSM: Leadership in Math Education and NCTM. She has presented at multiple state math conferences and at the CPM National Conference annually. Sharon received a BS in mathematics education from the University of Arizona and an M.S. in curriculum and instruction from Black Hills State University with a K-12 math specialist endorsement. 

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!

Dr. W. Gary Martin is a Leischuck Endowed Professor of Mathematics Education in the Department of Curriculum and Teaching in the College of Education at Auburn University.

Dr. Martin teaches undergraduate and graduate students at Auburn University, primarily in secondary mathematics education, as well as provide professional learning opportunities for inservice teachers. He is committed to promoting equitable instructional practices that support the learning of all students. Moreover, as a mathematics teacher educator, he strives to model equitable practices in alignment with AMTE’s Standards for Preparing Teachers of Mathematics of which he was an author. He encourages students to establish a trajectory of growth that will continue throughout their professional journeys. One of his greatest joys is to see former students progress as leaders in their schools, districts, universities, and professional organizations. He also seeks to promote the vision of AMTE’s Standards as the director of the Mathematics Teacher Education Partnership—www.mtep.info—a collaboration of colleges and universities across the nation working to transform their secondary mathematics teacher preparation programs.