Chris Nho is the creative director of Public Math, where he combines his passions for math, design, and education. From creating one-inch rulers to publishing books on hexagons, Nho aims to make math education more fun and accessible to everyone. He is dedicated to exploring how good design can transform the learning experience and is always looking for new opportunities to incorporate math into public spaces, such as bus stops, playgrounds, and public murals.

Christina Lincoln-Moore, EdS, is an innovative Constructivist educational leader who is tenaciously and profoundly dedicated to mindful inquiry-based learning to engender formidable mathematical identities. She was a Los Angeles Unified School District educator for 27 years. She is currently the Elementary Mathematics Coordinator for the Los Angeles County Office of Education. She believes the integration of social emotional learning and mathematics can change the trajectory of children’s lives. Lincoln-Moore is the Founder of Talk Number 2 Me™ Mathematics Consulting and the co-founder of Black Womxn in Mathematics Education (BWXME).

Molly Daley is a regional math coordinator in southwest Washington State. She designs professional learning for PK–12 educators and prospective teachers and facilitates workshops for families and caregivers. Daley directs the Math Anywhere! project, bringing place-based math and pop-up math play to school and community events. She is the current board chair for Public Math and a board member for the Washington State Math Council.

Timothy D. Kanold is an educator, husband, father, friend, runner, author. and presenter. From Illinois he served as a mathematics teacher, as the Director of Mathematics and Science, and as school district superintendent at the number-one-rated public high school (open enrollment) district (Stevenson HSD 125 in Lincolnshire) as rated by niche.com.

His 2017 book, HEART: Fully Forming Your Professional Teaching and Leading Life!, became a national bestseller and received the Gold Medal Independent Publishers award in New York for the field of education in 2018. His follow-up 2021 book, SOUL!: Fulfilling the Promise of Your Professional Life, is currently on Amazon’s bestseller list. With his colleague Tina Boogren, he recently released his 2022 book, Educator Wellness: A Guide for Sustaining Physical, Mental, Emotional, and Social Well-Being. He is also the author or co-author of more than 17 K–12 textbook series written during the past 34 years.

Kanold received the 2017 Ross Taylor/Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics and the international 2010 Damen Award for outstanding contributions to mathematics education from Loyola University Chicago, where he received his doctorate in educational leadership and counseling psychology.

Kanold is committed to equity, excellence, and social justice reform for the improved mathematics learning of all students and school faculty, staff, and administrators. He conducts inspirational professional development seminars worldwide with a focus on improving student learning outcomes through a commitment to the Professional Learning Community (PLC) process with a distinct focus on living a well-balanced, fully engaged professional life of wellness and well-being using strategies for reflection and self-care.

He now lives and works in Northern California with his wife, Susan, and their Golden Retriever, Fibonacci.

Andrew Gael is a national speaker and the Curriculum Director of Mathematics, for K–grade 12 at the Cooke School and Institute, a school for students with disabilities in the neighborhood of Harlem in New York City. He also has worked with preservice teachers at the City College of New York (CCNY). Additionally, he has worked with Illustrative Mathematics on the Open Up Resources middle school mathematics curriculum. He has also developed and facilitated professional development courses for Mathematics in the City at CCNY and Mount Holyoke College. He has been a member of the NCTM Publishing Committee, where he was instrumental in the publication of Humanizing Disability in Mathematics Education: Forging New Paths (Tan 2019). He has also contributed to publications such as the NCTM Math Tasks to Talk About Blog, Becoming the Math Teacher You Wish You’d Had (Zager 2017), Motivated, and the Global Math Department newsletter.

Corey Drake is senior director for professional learning at the Math Learning Center (MLC). Prior to joining MLC, she was a professor of teacher education and mathematics education and the director of teacher preparation at Michigan State University. She began her career as a middle school special education teacher. Her work focus on supporting teacher learning from and about curriculum materials, specifically related to providing more equitable mathematics learning experiences for all elementary school students. Her work has been funded by the National Science Foundation and the Spencer Foundation and published in venues including Educational Researcher, Mathematics Teacher Educator, the Journal of Teacher Education, the Journal of Mathematics Teacher Education, and Teaching Children Mathematics.

Kathryn Chval is the dean of the College of Education and a professor of mathematics education at the University of Illinois Chicago (UIC). Her commitment to educational solutions in education is rooted in her early experiences in underresourced schools in the United States. Her research focuses on effective preparation models and support structures for mathematics teachers, effective elementary mathematics teaching for multilingual learners, and curriculum standards and policies. Her leadership, research, and service have been recognized with several awards, including the TODOS Iris M. Carl Equity and Leadership Award, the Association of Mathematics Teacher Educators Early Career Award, and the National Science Foundation Director Award for Program Management Excellence. Chval is the lead author of Teaching Math to Multilingual Students Grades K–8: Positioning English Learners for Success (2021).

Grace Kelemanik, co-founder of Fostering Math Practices, has more than 30 years of mathematics education experience. A frequent presenter at national conferences, her work focuses on fostering mathematical thinking practices in all students. She is a former urban high school mathematics teacher and a project director at Education Development Center. Kelemanik has also worked extensively with new and preservice teachers through the Boston Teacher Residency program. She is a member of the NCTM Board of Directors and is a co-author of Teaching for Thinking: Fostering Mathematical Teaching Practices through Reasoning Routines (2022) and Routines for Reasoning: Fostering the Mathematical Practices in All Students (2016). She is a mathematics education consultant and professional development provider. Follow Kelemanik on Twitter @GraceKelemanik.

Rachel Lambert is an associate professor in special education and mathematics education at the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her goal is to increase access to meaningful mathematics for students with disabilities. Lambert worked as a special educator and inclusive general education teacher for more than 10 years. Her work has focused on critical analysis of research in both special education and mathematics education using a disability studies in education lens, as well as mathematical identity development and intersectionality for students of color with learning disabilities.

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 Lastinger Center for Learning. Her research focuses on teachers’ curriculum use, particularly with English learners. She is a member of the NCTM Board of Directors, the author of numerous mathematics education publications, the creator of the Mathematically Educated blog, and the co-creator of the Two-Minute Teacher Guide.

Cindy Hasselbring serves as a K–12 education advisor for Next Gen STEM in the NASA Office of STEM Engagement (OSTEM). In this role, she leads NASA educator professional development; led the development of the NASA first online community of practice for educators, CONNECTS; and oversees its implementation. Hasselbring also serves as NASA Next Gen STEM liaison to educator organizations. Prior to her role at NASA, she served as assistant director and senior policy advisor for STEM education at the White House Office of Science and Technology Policy. She served as a subject matter expert on STEM education for the President’s Council of Advisors of Science and Technology, co-chaired five interagency subcommittees and working groups, and provided multiple reports on STEM education to Congress on behalf of the White House. Hasselbring has STEM education policy experience at the state level, also leading STEM initiatives at the Maryland State Department of Education, which included the expansion of computer science, development of a youth apprenticeship program, and conducting STEM education workshops for approximately 300 Maryland educators. Prior to working at MSDE, Hasselbring completed two years as an Albert Einstein Distinguished Educator Fellow at the National Science Foundation in Arlington, Virginia, where she worked in the Presidential Awards for Excellence in Mathematics in Science Teaching program during her first year. In her second year, she supported Joan Ferrini-Mundy, former assistant director of NSF Education and Human Resources Directorate and contributed to the development of the former Federal STEM Education Strategic Plan. Hasselbring also led efforts to build a four-year aviation STEM curriculum while serving as senior director of the High School Aviation Initiative at the Aircraft Owners and Pilots Association. She has 16 years of teaching experience as a high school mathematics teacher at Milan High School in Milan, Michigan; was awarded the Presidential Award for Excellence in Mathematics and Science Teaching; and achieved National Board Certification. She served as an assistant cross-country and track coach while at Milan. In her free time, she enjoys spending time with family, running, and flying as a private pilot.

Eric Milou is a professor of mathematics at Rowan University in Glassboro, New Jersey. He has taught at Rowan for the past 25 years and served six terms as the president of the Rowan University Senate from 2007 to 2013. He previously served as president of the Association of Mathematics Teachers of New Jersey and the program chairperson of the 2007 NCTM Annual Meeting & Exposition. He is one of the authors of Invigorating High School Math with Steve Leinwand (2021), co-author of NCTM’s Catalyzing Change in the Middle School: Initiating Critical Conversations (2020), and EnVisions 6–8 (2021). He was the recipient of the Max Sobel Outstanding Mathematics Educator Award in 2009. Milou earned his doctorate from Temple University in mathematics education, a master’s degree in mathematics from West Chester University (PA), and a BA in mathematics from Franklin Marshall College (PA).

Robert Q. Berry III, PhD, is the dean of the College of Education at the University of Arizona. He is also a professor of mathematics education and holds the Paul L. Lindsey and Kathy J. Alexander Chair. He is a member National Academy of Education in 2022, an honorific society of US members and international associates based on outstanding education scholarships. In addition, Berry is a past president of the National Council of Teachers of Mathematics. Equity issues in mathematics education are central to Berry’s teaching and research efforts. Berry co-edited the 2020 bestseller book High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. Additionally, he is the co-editor of two books published in 2022, Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice and Success Stories for Catalyzing Change. Berry has authored and co-edited eight books. Additionally, he has written more than 100 refereed and invited journal publications. His articles have appeared in the Journal for Research in Mathematics Education, the Journal of Teacher Education, Educational Studies in Mathematics, and the American Educational Research Journal. Berry has made over 300 academic presentations, keynote talks, distinguished lectures, and invited presentations worldwide. He gave the 2022 Cox-Talbot Distinguished Lecturer at the Joint Mathematics Meetings for the National Association of Mathematicians. In addition, he gave the 2021 Kay Gilliland Equity Lecture for the National Council of Supervisors of Mathematics. In 2021 he was an invited lecturer to the 14th International Congress on Mathematics Education and the Founders’ Lecturer for the Research Council on Mathematical Learning. Berry has received several significant awards for research and service. He is a two-time recipient of the National Council of Teachers of Mathematics’ Linking Research and Practice Publication Award and received the University of Virginia’s All-University Teaching Award in 2011. Berry received the Distinguished Alumni Award from Old Dominion University in 2019; in 2016, he received the same award from the University of North Carolina at Chapel Hill. In addition, he is a 2021 Mathematically Gifted & Black Honoree from the Network of Minorities in Mathematical Sciences. In 2011 he received the Mathematics Educator of the Year from the Virginia Council of Teachers of Mathematics. Berry is a first-generation college graduate who received his bachelor of science degree from Old Dominion University, his master’s degree from Christopher Newport University, and a PhD from the University of North Carolina at Chapel Hill.

Allison Hintz is an associate professor in the School of Educational Studies at University of Washington Bothell. Her research and teaching focus on mathematics education. She studies teaching and learning alongside partners in formal and information educational contexts and focuses on beliefs and practices that support all children—and the adults in their lives—in meaningful mathematics learning. She is a co-author of Intentional Talk: How to Structure and Lead Productive Mathematical Discussions Mathematizing Children’s Literature: Sparking Connections, Joy, and Wonder through Read-Alouds and Discussion (2014).

Deborah Peart is the founder and CEO of My Mathematical Mind. She speaks on a variety of topics related to math identity, elementary math content and instruction, and literacy connections to mathematics. Blending her training in yoga and mindfulness with mathematics instruction, Peart advocates for a mindful approach to teaching mathematics in order to address math anxiety, build confidence, and support the development of positive math identities. She has dedicated her career to supporting educators with innovative teaching strategies that allow students to see themselves as assets to the learning community and curious problem solvers. She is the director of elementary learning at UnboundEd and the lead author for second grade for the Illustrative Mathematics K–5 curriculum. Peart believes that all children deserve high-quality instruction and the opportunity to become competent readers, writers, and mathers.

John SanGiovanni is a nationally recognized leader in mathematics education who works as the coordinator of mathematics in Howard County, Maryland, where he leads mathematics curriculum design, digital learning, assessment, and professional development. He also works to develop new mathematics leaders at McDaniel College in Maryland. SanGiovanni 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.

Julia Maria Aguirre is a professor of education at the University of Washington Tacoma. She currently serves as the faculty director for the teacher certification programs. Her research interests include equity studies in mathematics education, teacher education, and culturally responsive mathematics pedagogy. She has worked in the field of mathematics education for more than 25 years. She has taught mathematics in formal and informal classroom settings. A primary goal of her work is preparing new generations of teachers to make mathematics education accessible, meaningful, and relevant to today’s youth. She is co-author of the NCTM book, The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices (2013). She is co-editor of the book Transforming Mathematics Teacher Education: An Equity-Based Approach (2019). Her current research focuses on community-based mathematical modeling in elementary classrooms. Aguirre welcomes all to join her in making mathematics more humanizing, just, and equitable for our nation’s young people.

Lou Matthews is highly regarded in STEM, mathematics, and education communities for his strategic leadership, advocacy, and contributions toward promoting culturally relevant pedagogy, equity, and belonging across the United States, Caribbean, and African diasporas.

As a scholar, Matthews has co-authored multiple influential books and chapters, including the Engaging in Culturally Relevant Mathematics Tasks series, and the seminal chapter, “Advancing a Framework for Culturally Relevant, Cognitively Demanding Mathematics Tasks.” He has published numerous research papers on urban mathematics teaching and learning and was instrumental in leading the creation of the Journal of Urban Mathematics Education, serving as its founding editor-in-chief. Beyond academia, Dr. Matthews has made impactful strides serving on national and NCTM committees related to racial equity in STEM. His leadership was instrumental in the development of Bermuda’s national mathematics strategy, and he served as a former president of the Benjamin Banneker Association.

Currently, Matthews serves as the Director of Mathematics and Science at Urban Teachers, a national nonprofit teacher residency program in partnership with American University. In this role, he is committed to fostering a dynamic community of urban STEM-Math educators and creating a sustainable and impactful urban STEM-Math teacher pipeline. His strategic actions revolve around supporting anti-racist STEM excellence in schools; fortifying organizational structures for inclusivity, belonging, accessibility, and equity; and enhancing the number and impact of Black STEM-math teachers.

Rita Williams has been an educator for more than 20 years and an educational consultant since 2014. She enjoys partnering with schools and districts to provide quality professional learning that meets the specific needs of the educators in their buildings. Williams has been in numerous training sessions during which the facilitators talked ad nauseam to their attendees. She vowed F1NE–TUNE participants would receive professional development they can experience, appreciate, and easily implement. Her doctoral research focused on African American males and the systemic structures impeding their progress. She is passionate about providing the space for educators and parents of Black male learners to collaborate on how to better meet the needs of this marginalized group. Williams has served as a teacher, instructional coach, instructional coordinator, and assistant principal. She earned a BS in mathematics education from Florida Agricultural & Mechanical University, an MS in educational leadership from Florida State University, and a PhD in educational policy studies from Georgia State University. Williams enjoys spending time with family and friends, karaoke, hiking, and taking care of Mackenzie, her Cavalier King Charles Spaniel.

Shelly M. Jones is a 30-year mathematics education veteran and a leading voice in the movement for equitable mathematics teaching and learning. She is a professor at Central Connecticut State University, where she teaches undergraduate and graduate mathematics content, curriculum, and STEM courses. She spent nine years in K–12 education as a mathematics teacher and administrator. She is the author and co-author, respectively, of two bestselling books, Women Who Count: Honoring African American Women Mathematicians (2019) and Engaging in Culturally Relevant Math Tasks, K–5: Fostering Hope in the Elementary Classroom (2022). Jones is also the president of the Benjamin Banneker Association, a board member of NCSM: Leadership in Mathematics Education, and serves on the Education Advisory Board for Mathkind.

Amanda (Mandy) Jansen is a professor in the mathematics education program in the School of Education at the University of Delaware. Earlier in her career, she taught middle school mathematics in Arizona. She earned her PhD in educational psychology at Michigan State University. Her book, Rough Draft Math: Revising to Learn, was published by Stenhouse.

Annie Fetter worked on the project that developed the first version of the Geometer’s Sketchpad and was a founding staff member of the Math Forum until it ended in 2017. She currently consults with schools, districts, states, and a world-famous art museum and leads sessions at conferences, encouraging a focus on sense making and leveraging students’ ideas. Fetter is a contributing author for McGraw Hill Education’s new K–5 textbook series, Reveal Math, as well as the revision of the 6–8 Reveal Math. Fetter works part-time for the 21st Century Partnership for STEM Education, continuing the Math Forum’s research and outreach. Her very first Ignite talk—“Ever Wonder What They’d Notice?”—has been used in countless professional development sessions around the world.

Claire Verti has been a teacher for 21 years and has been at Bonita High School for 20 years. This will be her third time attending NCTM. 

Verti has taught pre-algebra to pre-calculus and everything in between. She’s taught students in rows, and groups, and has used whiteboards, overhead projectors, transparencies, smart boards, document cameras, tablets, zoom, and VNPS employing direct instruction and discovery-based learning; she still struggles with classroom management. 

She is married to a high school history teacher who proudly wears the Pi T-shirts she brings back from NCTM conferences. Verti and her husband have two daughters and two dogs and love to go beach camping.

Dan Meyer taught high school math to students who didn’t like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday with Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is a director of research at Amplify, where he explores the future of math, technology, and learning. He has worked with teachers internationally and in all 50 United States. He lives in Oakland, California.

Dionne Aminata began her career in education in 2001 as an elementary teacher in South Los Angeles, California; then taught middle school math in Brooklyn, New York; and later served as an instructional coach to new teachers with New York City Teaching Fellows. She then spent six years as a math content specialist with Aspire Public Schools in Los Angeles, where she led K–8 teachers and leaders through the transition to Common Core State Standards, the adoption of a new math curriculum, and the implementation of equitable teaching practices in mathematics. Since 2016, Aminata has also worked as a facilitator at Standards Institutes, helping teachers and leaders from across the country deepen their understanding of the math content standards and engage in critical conversations about systemic bias and racism in math education. In 2020, she launched MathTrust, a consulting firm dedicated to supporting educators to seek the brilliance of Black students and trust all students to do the math. In 2021, she served on the Program Committee for NCTM’s 2022 Annual Meeting in Los Angeles. At Illustrative Mathematics (IM), Aminata is one of the lead authors of the K–5 math curriculum, playing a key role in embedding curricular supports for culturally responsive teachers. She successfully supported the beta pilot of K–5 Math in 2020, and now serves as the senior director of strategic initiatives in the marketing department. In her current position, she uses her marketing and curriculum implementation expertise to oversee research and outreach efforts to a community of users. As a part of this work, she supports math leaders nationwide to successfully implement K–12 math through the use of impact-measurement tools, cycles of observation and feedback, and protocols to collaborate with peers to discuss problems of practice and share best practices. Aminata earned her undergraduate degree in sociology and business at UCLA. She has an MBA in entrepreneurship and global marketing from Babson College, and a master’s degree in math education from CUNY Brooklyn College.

Eli Luberoff began his programming life on his TI–83 graphing calculator in elementary school, culminating with a working version of Monopoly that was destroyed when he removed the backup battery by accident. Some say this frustration was the inspiration for founding Desmos. He is the CEO of Desmos Studio, a public benefit corporation with the goal of helping everyone learn math, love math, and grow with math.

Jo Boaler is the Nomellini & Olivier Professor of Education at Stanford University. Former roles have included the Marie Curie Professor of Mathematics Education in England, and a math teacher in London comprehensive schools. She co-founded www.youcubed.org to give teachers, parents, and students the resources and ideas they need to inspire and excite students about mathematics and was named as one of the eight educators “changing the face of education” by the BBC.

Boaler’s PhD won the national award for educational research in the UK. She is an elected fellow of the Royal Society of Arts (Great Britain), and a former president of the International Organization for Women and Mathematics Education (IOWME). She is the recipient of a National Science Foundation Early Career Award, the NCSM Kay Gilliland Equity Award (2014), and the CMC Walter Denham Mathematics Leadership Award (2015). She is the author of 18 books and numerous research articles. She is a White House presenter on women and girls. She co-founded www.youcubed.org to give teachers, parents, and students the resources and ideas they need to inspire and excite students about mathematics. Her work has been published in the New York Times, TIME magazine, The Telegraph, The Atlantic, The Wall Street Journal, and many other news outlets. Her latest book is Limitless Mind: Learn, Lead, and Live without Barriers, published by Harper Collins. She is one of the writing team for the proposed Mathematics Framework for the state of California, co-leading a K–12 Data Science Initiative, and was named as one of the eight educators “changing the face of education” by the BBC.

Joe Elliot is a former award-winning innovator and producer of children’s learning media with a mission to change lives through learning. He is the creator of the globally successful Numberblocks, Alphablocks, and Colourblocks TV series and multisensory learning programs in print, interactive, and hands-on media, which have helped tens of millions of children worldwide learn to read, unlock their inner artists, and fall in love with numbers.

As a mathematics educator and researcher, Kurt Salisbury has spent his career engaging students with mathematics in innovative ways. He is also passionate about providing opportunities for all students to express their individual brilliance. He holds a degree in mathematics from Texas A&M University, a master’s degree in education, and a PhD in curriculum and teaching from Baylor University. Salisbury has been a speaker at both the regional and national levels, including an NCTM Annual Conference. His research interests include mathematics education, technology, equity, and educational making or makerspaces.

Latrenda Knighten is a mathematics content trainer in Baton Rouge, Louisiana. She has been an educator for more than 30 years, during which she has been a classroom teacher, an elementary science specialist, and an elementary mathematics coach. Knighten is the co-author of two books: Classroom-Ready Rich Math Tasks, Grades K–1 (2021) and Answers to Your Biggest Questions about Teaching Elementary Math, K–5: Five to Thrive (2021). She is also an active member of many professional organizations where she has served in leadership roles. She is a past member of the Board of Directors for the National Council of Teachers of Mathematics and the Benjamin Banneker Association. She is currently on the NCSM Board of Directors and a member of the Mathical Book Prize Selection Committee.

Megan Franke is a professor of education at UCLA. Her research focuses on understanding and supporting teacher learning. Her scholarship addresses how teaching mathematics with attention to students’ mathematical thinking can challenge existing school structures and create opportunities for students typically marginalized in schools to participate in mathematics and develop understanding. She has written a number of books for teachers, including Children’s Mathematics, along with her CGI colleagues. She is a member of DREME (Development and Research in Early Mathematics Education), where she is studying PK–2 coherence and designing resources for early childhood teacher educators. Franke is currently partnering with the Los Angeles Unified School District to support teachers in PK–5 across 220 elementary schools and preschools.

Peter Liljedahl is a professor of mathematics education in the Faculty of Education at Simon Fraser University and author of the bestselling book Building Thinking Classrooms in Mathematics (Grades K–12): 14 Teaching Practices for Enhancing Learning (2020). He 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, problem solving, assessment, numeracy, and building thinking classrooms.

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; 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 (2019), and created the #ObserveMe movement. He is also the founder and president of Grassroots Workshops.