Zandra de Araujo started her career as a high school mathematics teacher. Currently, she is the Chief Equity Officer and Math Principal at the University of Florida’s Lastinger Center for Learning. Her research focuses on teachers’ curriculum use, particularly with English learners. She is a board member in NCTM, 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.

The author of Math Fact Fluency, Jennifer M. Bay-Williams is committed to helping teachers and leaders re-define fluency and implement practices that are more effective in terms of learning and in terms of developing a positive mathematics identity in all students. She is a leader in the field of mathematics education, having written over 20 books including a Figuring out Fluency series that builds on the ideas in Math Fact Fluency, attending to math fluency beyond basic facts. She is a co-author on the iconic Elementary and Middle School: Teaching Developmentally (currently in the 11^th edition), Dr. Bay-Williams has served on the National Council of Teachers of Mathematics (NCTM) Board of Directors, TODOS: Equity for All Board of Directors, and president of the Association of Mathematics Teacher Educators (AMTE). She is a popular speaker, working with organizations and districts across the U.S. and around the world.

Kevin Dykema has been an 8th grade math teacher in southwest Michigan for over 25 years.  Kevin is the co-author of Productive Math Struggle. He also conducts many professional development sessions throughout the United States on the use of manipulatives in the math classroom to develop a conceptual understanding of the math.  Kevin served on the Board of Directors for NCTM from 2016-2019 and is currently President-Elect for this school year before becoming President in October 2022.  

He was awarded the Michigan Council of Teachers of Mathematics Regional Director's Award in 2007 for outstanding contribution and leadership in mathematics education as well as the Service Award in 2014 and has served as a regional director for the organization.  He was the annual conference chair for the organization from 2011-2016 as well as co-founded and co-chaired since 2015 for a conference focused on mathematics for students with disabilities.  Kevin was a 2017 state finalist for the Presidential Award for Excellence in Mathematics and Science Teaching.  He received an Alumni Achievement Award from Western Michigan University in 2019.

Francis (Skip) Fennell, PhD, D.H.L. is emeritus as the L. Stanley Bowlsbey professor of education and Graduate and Professional Studies at McDaniel College in Maryland, where he also directed numerous projects and professional development efforts in support of elementary mathematics coach/specialists, including the Elementary Mathematics Specialists and Teacher Leaders Project (http://www.mathspecialists.org). Dr. Fennell is a mathematics educator who has experience as a classroom teacher, principal, and supervisor of instruction. He is a past president of the Association of Mathematics Teacher Educators (AMTE), the Research Council on Mathematics Learning (RCML), and the National Council of Teachers of Mathematics (NCTM).

Widely published in professional journals and books related to PreK-8 mathematics education, with particular research interests related to number sense, curriculum, formative assessment, and teacher education, Dr. Fennell has also had key leadership responsibilities with the National Science Foundation (NSF) and the U.S. National Commission on Mathematics Instruction (USNCMI). He served as a writer for the Principles and Standards for School Mathematics (NCTM, 2000), the Curriculum Focal Points (NCTM, 2006) and for the Common Core State Standards for Mathematics (CCSSO, 2010). He also served on the National Mathematics Advisory Panel (2006-2008). Dr. Fennell served as a member of the Council for the Accreditation of Educator Preparation (CAEP) Commission (2012-2013) and as both Vice-Chair, and Treasurer of the CAEP Board of Directors. Dr. Fennell has received numerous honors and awards, including Maryland’s Outstanding Mathematics Educator, McDaniel College’s Professor of the Year, the Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics (NCSM), the CASE - Carnegie Foundation Professor of the Year - Maryland, the Association of Mathematics Teacher Educators’ (AMTE) Excellence in Leadership and Service Award, and the 2012 Lifetime Achievement Award from the National Council of Teachers of Mathematics (NCTM). In 2018, he received an honorary Doctor of Humane Letters degree from McDaniel College and the initial Lifetime Achievement Award from the Maryland Council of Teachers of Mathematics (MCTM). In 2020 her received the James W. Heddens Distinguished Service Award from the Research Council on Mathematics Learning (RCML). 

Cathy Fosnot is Professor Emerita of Childhood Education, CCNY/CUNY, where she was the Founding Director of the NSF-funded project Mathematics in the City. She is an award-winning author of many books, among them: Conferring with Young Mathematicians at Work: Making Moments Matter; Models of Intervention in Mathematics Education: Reweaving the Tapestry (NCTM and Pearson); Young Mathematicians at Work (with Maarten Dolk and Bill Jacob) a series of 4 books on numeracy and algebra published by Heinemann in the U.S. and distributed in Canada by Pearson); Reconstructing Math Education (with Deborah Schifter); and Constructivism: Theory, Perspectives and Practice (Teachers College Press). In 2008 Cathy left the university to establish New Perspectives on Learning, a company focused on professional development and system-wide change, offering professional development workshops and on-site consulting with schools around the world and at the company’s two workshop centers in the U.S. (in New London, CT and San Francisco, CA.). In 2020 she and her team completed Contexts for Learning Mathematics (CFLM), now a full core inquiry-based, hybrid, k-5 program. Over the last several years, the work has expanded with the establishment of two more companies New Perspectives Online for teacher learning and New Perspectives on Assessment, a web-based app for formative assessment with teaching implications, aligned with the CCSS. Early in her career, Cathy was the recipient of the Young Scholar Award from the Association for Educational Communication and Technology for her writing on technology and education. The American Educational Research Association Special Interest Group on Constructivism has twice awarded her their “significant contribution” award. She is also the senior content consultant for DreamBox Learning and has been since its inception. 

Dr. Lateefah Id-Deen is an Associate Professor of Mathematics Education in the Department of Elementary & Early Childhood Education at the Kennesaw State University. She is a co-author of an upcoming book entitled, Mathematics Lessons to Explore, Understand and Respond to Social Injustice for Middle Grades. Additionally, she has written several articles and book chapters that examine historically marginalized students’ perspectives on their experiences in mathematics classrooms and ways to support educators in hearing and developing practice in relation to students’ expressed interests. She investigates culturally responsive instructional practices that promote student-teacher relationships, affirm mathematics identities, and cultivate belongingness to support students’ learning experiences in mathematics classrooms. She has also engaged in projects that support Black girls’ schooling experiences. Her work reflects her passion for creating equitable learning environments for historically marginalized students in mathematics classrooms. Connect with her on Twitter @Prof_IdDeen

Darshan M. Jain is the Director of Mathematics at Adlai E. Stevenson High School (Lincolnshire, IL). Darshan began his professional career as a mechanical engineer within the manufacturing and machine design industries. Darshan’s passion and commitment to students' mathematics learning were inspired by work with the University of Illinois at Chicago's Hispanic Mathematics, Science and Engineering Initiative (UIC HMSEI). Supporting students’ learning in mathematics through a constructivist, co-learning, and collaborative approach led to a defining career change.

As a mathematics teacher at Adlai E. Stevenson, Darshan has worked with students in various courses and has served as a curriculum team leader. Darshan received recognition for his work with students as a National Board Certified Teacher (2010), as the recipient of the Golden Apple Award for Excellence in Teaching (2010), and as the recipient of the Presidential Awards for Excellence in Mathematics and Science Teaching (2013).

As Director of Mathematics, Darshan's current leadership foci include articulating a pathway for implementing Standards-Based Grading within mathematics programs, supporting the implementation of high cognitive tasks, exploring equity and access through de-tracking curriculum, integrating differentiation to elevate student engagement, and building strong collaborative learning partnerships between teachers and teams across grades 8-12 programs.

Dr. Shelly M. Jones is a Professor at Central Connecticut State University. She teaches undergraduate mathematics content and methods courses for pre-service teachers and graduate level mathematics content, curriculum and STEM courses for in-service teachers. Her research focus is on characterizing teachers’ experiences with implementing culturally relevant mathematics. She is the author of Women Who Count: Honoring African American Women Mathematicians and co-author of Engaging in Culturally Relevant Math Tasks: Fostering Hope. Dr. Jones is President of the Benjamin Banneker Association, a Board Member of NCSM: Leadership in Mathematics Education, and beginning in October 2022 a member of NCTM’s Publishing Committee.

Dr. Lou Mathews is a global mathematics creative and founder of InspireMath committed to building inspiring, sustainable mathematics platforms and culturally relevant education experiences in communities around the world. As Director of Mathematics and Science at Urban Teachers, a national teacher residency program with Johns Hopkins University, Dr. Lou supports the recruitment, coaching and deployment of culturally competent mathematics teachers in Baltimore, Washington DC and Dallas.

In response to the global crisis of racial injustice and COVID19 pandemic, Dr. Lou created Pi Before Dinner, a virtual space and media channel for amplifying and illuminating the voices and images of Black children, families and community in mathematics. The podcast is in its second season on Facebook Live and YouTube and has spawned a website media page and online network of educators and allies.

Dr. Lou has served the mathematics community as a leading equity and racial justice advocate, speaker and scholar. As a mathematics scholar, he has authored studies, book chapters, blogs and videos on culturally relevant mathematics teaching in mathematics. Dr. Matthews led the creation of the Journal of Urban Mathematics Education in 2008. The journal was established to increase the presence and voice of scholars in urban mathematics.

Born in Bermuda, Dr. Lou is currently based in the DC area and has been actively involved in national and international initiatives in the United States, Caribbean, and Africa for the past two decades. He has recently established the Inspire Math Foundation and is a past president of the Benjamin Banneker Association and former acting Commission of Education of Bermuda Public Schools.

Dr. Lou is an avid mountain biker and committed to various community and social issues such as ADHD, anti-racism, gentrification and affordable housing.

Dr. Nicki Newton is an education consultant who works with schools and districts around the country and Canada on k-8 math curriculum.  She has taught elementary school, middle school, and graduate school. Dr Nicki has an Ed.M. and an Ed.D  from  the Department of Curriculum and Teaching at Teachers College, Columbia University specializing in Teacher Education and Curriculum Development. She is greatly interested in teaching and learning practices around the world and has researched education in Denmark, Guatemala and India.  She has written over 30 books and is excited to be part of the team of writers for the McGraw-Hill new series, Reveal Math. Her latest book, coming spring 2023, is Accelerating K-8 Math Instruction. She is an avid pinner, blogger, and tweeter.

Carl Oliver is an Assistant Principal at City-As-School High school in New York City where he oversees the math department, teaches a class, and manages programming for the school. He has spent over 15 years in schools beginning with his undergraduate at Michigan State followed graduate work at Harvard Graduate School of Education and 10 years as a teacher in New York City. He is active on Twitter, as he is a former member of the Global Math Department board, and also a coordinator of the #MathPhoto17 summer photo challenge. He has spoken frequently at NCTM conferences and is currently serving on the NCTM Publishing committee.

John SanGiovanni is a nationally recognized leader in mathematics education. John works as the Coordinator of Mathematics in Howard County, Maryland where he leads mathematics curriculum design, digital learning, assessment, and professional development. He is also the graduate program coordinator for mathematics leadership at McDaniel College in Maryland. John is an author of more than two dozen books about teaching and learning mathematics and consults nationally for curriculum development and professional learning. He 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. 

Dr. John W. Staley has been involved in mathematics education for over 30 years as a secondary mathematics teacher, district leader, and adjunct professor in schools and universities in Pennsylvania, Virginia, and Maryland. During his career he has presented at state, national, and international conferences; served on many committees and tasks forces; facilitated workshops and professional development sessions on a variety of topics; received the Presidential Award for Excellence in Teaching Mathematics and Science; and served as President for NCSM, the mathematics education leadership organization. He currently serves on several advisory boards and just finished serving as chair of the U.S. National Commission on Mathematics Instruction. In addition, he was part of the writing teams for Catalyzing Change in High School Mathematics: Initiating Critical Conversations (NCTM, 2018), Framework for Leadership in Mathematics Education (NCSM, 2020), and High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Corwin Publishing, 2020).

Jennifer Suh is a mathematics educator in the Graduate School of Education at George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Masters and Ph.D. Programs.  She directs the Center for Outreach in Mathematics Professional Learning and Educational Technology, COMPLETE and provides professional development focused on mathematics content and teaching practices. Her research focuses on using Lesson Study with school based teams to develop high leverage mathematics teaching practices and deepen teachers’ content knowledge through an understanding of children's development of mathematics learning trajectories; develop k-8 problem-based modeling tasks to promote equitable access to 21st century skills for diverse student populations in STEM disciplines. Currently, her project called EQSTEMM, Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling, focuses on promoting equitable participation of all students engaging in rigorous mathematics through modeling. 

Ken Williams is a husband, father, nationally-recognized trainer, speaker, coach and consultant in leadership and school culture. A practitioner for nearly three decades, Ken led the improvement efforts at two schools by leveraging the Professional Learning Communities at Work process. Through his company, Unfold The Soul, Ken is skilled in joining the why of the work to the how of the work. He is known for his powerful and engaging combinations of “heart, humor, and hammer.” While his style is inspirational and motivational, he’s also known as a status-quo disruptor, warm demander, and an unapologetic identifier of elephants in the room, with his lens firmly fixed on maximizing the collective strengths of educators in the service of high levels of learning for every student.