Brea Ratliff has taught elementary, middle, and high school mathematics, and worked as a high school mathematics/science academic coach and Master Mathematics Teacher in the Dallas area. She also served as a district K-12 mathematics supervisor and a secondary mathematics research coordinator in the SMU Research in Mathematics Education unit. She is the founder and owner of Me to the Power of Three, LLC, a consulting company specializing in developing programs and resources to support mathematics teaching and learning at all levels. 

In addition to her work as an educational consultant and national speaker, Brea is a Past-President of the Benjamin Banneker Association and a board member of the National Council of Supervisors of Mathematics. Brea has written mathematics curricula for several organizations. She is currently pursuing a Ph.D. in Secondary Mathematics Education at Auburn University. 

Halley Bowman is the Senior Director of Academics for Saga Education, a nonprofit high-impact tutoring organization.  She believes in the power curriculum has to shape a student's education and works with her team to create materials that support tutors in implementing high-quality math instruction.  Before moving into curriculum writing, she spent several years teaching high school math in Chicago.  Through her dissertation research, Halley studies how instructional supports and guidance embedded in curricular materials can help tutors and novice educators keep cognitive demands high on students.  Halley lives in central Ohio with her two boys and husband.

Hanaa is an elementary educator in Ontario, Canada. She is a graduate of the University of Windsor and has served in various community roles within both educational and religious spaces. She was the recipient of her district’s “Outstanding Service Award” in 2019. Hanaa is rooted in community work, being in service to her students, families, and colleagues, and ensuring that classrooms are safe, responsive, and humanizing places for students. 

Sara Rezvi currently studies at the Department of Curriculum and Instruction, University of Illinois at Chicago as a doctoral student. She is a former HS math teacher and is the program director of the Math Circles of Chicago, a nonprofit organization that provides rich, constructivist-based math experiences and works closely with students, families, and teachers across the Chicagoland area. She has published and given talks with JUME, JAAL, NCTM, TODOS, and the MAA and is the winner of the Mary B Bialas Award received for a commitment to women and/or children's issues from UIC.

Kagba Suaray is a professor of Mathematics and Statistics at California State University, Long Beach and Graduate Advisor for the Applied Statistics masters program. As a founding member of The Hesabu Circle, he strives to empower youth to discover the mathematical greatness that resides within them because of their Blackness, not in spite of it.

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

Charles' program of research focuses on the teaching and learning of Black learners. Some of his work has focused on how teachers build one-on-one relationships with students through mathematical content. Other work has focused on how students conceptualize smartness in math classrooms as well as how teachers communicate smartness implicitly and explicitly through their practice. More recently his work has focused on studying the teacher practice at the community college level with an emphasis on inquiry and equity through developing and facilitating professional development.

Craig Willey is an Associate Professor of Mathematics Education and Teacher Education at Indiana University-Purdue University Indianapolis, as well as the Department Chair of Urban Teacher Education. His research focuses on 1) teachers’ design and implementation of mathematics discourse communities with urban students, primarily students who are Latinx; 2) the ways teachers mine and leverage children’s community and cultural knowledge to make sense of math; and 3) the development and incorporation of curricular features that provide bilingual learners - and other racialized learners - better access to mathematical ideas and opportunities to engage meaningfully.

Michelle holds a Bachelor of Science degree in elementary education and a Master of Science degree in curriculum, instruction and technology. She is certified to teach grades 1-8 in both Texas and Louisiana. She is also licensed to lead schools, though the classroom is where her heart remains. While she has taught language arts, social studies, science and math, her specialty is closing math learning gaps and working with below grade level learners.

Throughout her career, Michelle has served in a variety of capacities. She has propelled students to new heights as a classroom teacher and has mentored new educators as a lead teacher and TAP mentor teacher and TAP master teacher. She’s also spearheaded the direction of instructional strategies at her schools as an instructional coach and department chair.

Michelle remains a committed educator and hopes to share her wealth of professional knowledge experiences with teachers, specialists, and administrators through her original lesson plans, blog, YouTube channel, courses and Math Intervention Academy.