Julia Maria Aguirre is a professor of education and faculty director for teacher certification programs at the University of Washington Tacoma. Dr. Aguirre’s research focuses on critical equity studies in mathematics education, teacher education, culturally responsive mathematics pedagogy, and mathematical modeling. A primary goal of her work is preparing new generations of caring, anti-racist, decolonizing, and inclusive educators that make learning mathematics more meaningful, humanizing and just. She has taught mathematics in formal and informal classroom settings. She is committed to working with educators to positively impact children’s learning by reimagining their pedagogy to leverage student strengths and experiences; partner with families and communities; dismantle the racist practices of tracking; and advocate for mathematics education that cultivates justice, joy, and civic engagement. Her scholarship has been published in research and practitioner-focused journals. She is co-author of four books: The Impact of Identity in K-8 Mathematics: Rethinking Equity-based Practices (2013); The Impact of Identity in K-12 Mathematics: Rethinking Equity-Based Practices (In press); Transforming Mathematics Teacher Education: An Equity-based Approach (2019); and Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms (In press). Dr. Aguirre welcomes all to join her in making mathematics more humanizing, just, and equitable for our nation’s young people.
Karen Mayfield-Ingram is the Associate Director of the Bay Area Math Project and Program Coordinator for the Center for Excellence and Equity at the Lawrence Hall of Science. She has 15 years of teaching experience and has written numerous articles and conducted mathematics and equity workshops nationally. Her work centers on designing professional learning for math educators, leaders and parent and family communities focused on creating conditions by which each child thrives, particularly those whose brilliance has historically and continues to be devalued by our educational system and society at large. Ms. Mayfield-Ingram has been a Fellow at the National Academy for Science and Mathematics Education Leadership and Northern California Mathematics Council Secretary. She is the author of The Journey— Through Middle School Math; Co-author of Rethinking K-8 Mathematics Teaching: Equity-Based Practices and Rethinking K-12 Mathematics Teaching: Equity-Based Practices (in press); Contributing author, FAMILY MATH II—Achieving Success in Mathematics, and co-editor of the EQUALS Middle School Investigations series.