Robert Q. Berry III Ph.D. is the Samuel Braley Gray Professor of Mathematics Education and the Associate Dean of Diversity, Equity, and Inclusion in the School of Education and Human Development at the University of Virginia and the immediate Past President of the National Council of Teachers of Mathematics (NCTM). Berry co-edited the 2020 book High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice which focuses on teaching mathematics for social justice. He has published over 100 articles, book chapters, and proceedings; and has given over 200 presentations. His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, Educational Studies in Mathematics, and the American Educational Research Journal. Berry is a two-time recipient of NCTM's Linking Research and Practice Publication Award and received the University of Virginia's All-University Teaching Award in 2011.

Robert Berry received his Bachelor of Science degree from Old Dominion University, his master's degree from Christopher Newport University, and holds a Ph.D. from the University of North Carolina at Chapel Hill.

Kyndall Brown holds a bachelor’s degree in mathematics from UC Irvine, masters degrees in computer-based education and mathematics education from CSU Dominguez Hills, and a Ph.D.  from UCLA’s Graduate School of Education and Information Studies. He also has a single subject credential to teach mathematics in the state of California.

Kyndall has over 30 years of experience in the field of mathematics education.  Thirteen of those years were spent teaching mathematics in secondary urban classrooms in Los Angeles Unified School District (LAUSD). He has taught at both the Middle and High School levels. He has taught everything from pre-algebra to pre-calculus. Most of his students came from low-income communities with large numbers of English language learners. 

He provided professional development as a mathematics teacher consultant and director for the UCLA Mathematics Project (UCLAMP) housed in Center X, a unit of UCLA’s Graduate School of Education and Information Studies for 14 years. In that capacity, he has done workshops at schools on strategies to teach mathematics to English language learners, coached mathematics teachers in Center X partnership schools and districts, and directed leadership institutes for teachers of mathematics. As a mathematics resource teacher in LAUSD, he has helped to implement standards-based mathematics programs in secondary schools.  

He is currently the Executive Director of the California Mathematics Project, a statewide network of professional development organizations. He has received and implemented grants funded by the California Post-Secondary Education Commission (CPEC), including Supporting Teachers To Increase Retention (STIR), a five-year grant focused on retaining secondary mathematics teachers in urban schools, Fremont Achievement in Mathematics for Excellence (FRAME), a three-year grant aimed at increasing the pedagogical content knowledge of the mathematics teachers at an urban high school as a way to improve the achievement of the students, and College Access through Data Science (CADS) to implement a senior level mathematics course to assist students in meeting their college entrance requirement in mathematics. He recently received a grant from the E.D. Bechtel, Jr Foundation to create a statewide network of lesson study hubs.

His research interest centers around how the mathematics identities of African-American males impact their academic achievement. 

Lauren Carr is a first-grade teacher at a culturally responsive pilot school in Los Angeles.  She is a facilitator and coach for the UCLA Math Project.  In 2016, she was the recipient of LAUSD’s Rookie Teacher of the Year award.  She graduated from the University of California, Lo Angeles with a Master’s in Education.  She is passionate about social justice and understanding students’ mathematical thinking.

Jason Oliver Chang is Associate Professor of History and Asian American Studies at the University of Connecticut where he also serves as the Director of the Asian and Asian American Studies Institute. He is author of Chino: Anti-Chinese Racism in Mexico, 1880-1940 and winner of the 2017 Koontz Prize from Pacific Historical Review. As a public servant he sits on the Board of Education for West Hartford Public Schools, the Governor’s Hate Crimes Advisory Council and the State Historical Records and Archives Board. He is the founding member of Make Us Visible CT a grassroots organization that advocates for and creates Asian American and Pacific Islander studies curriculum in public schools.

As a teacher, professor, consultant, and member of senior leadership teams, Dr. Kristopher J. Childs focuses on excellence in teacher content and pedagogical knowledge, equity, leadership development, and organizational change.His work is guided by his mantra, “Live life to the fullest; you only get one.”

Dr. Childs is a highly sought-after keynote speaker due to his coaching skills, storytelling, and passion. As a speaker, Dr. Childs inspires audiences to relentlessly pursue their goals and dreams. He seeks to help each find his or her passion and purpose, and his messages have been deemed “life-changin”

Dr. Childs seeks to create a movement through educating, advocating, and inspiring individuals to pursue academic excellence. Due to his student-centered approach to teamwork, faculty, staff, and students recognize him as a visionary and collaborative leader. Dr. Child’s approach helps both school and district teams that he consults achieve common goals and improve student academic success and students classroom experiences.

Dr. Childs earned his doctor of philosophy in mathematics education from the University of Central Florida, his master of science in mathematics education from Nova Southeastern University, and his bachelor of science in computer engineering from Florida Agricultural and Mechanical University.

I am an alumnus of Alma Bryant High School Class of 2012, and I received both my Bachelor's Degree in Mathematics with a concentration in Statistics (2016) and my Master's Degree in Secondary Math Education (2017) from the University of Alabama. I have spent the previous four years of my teaching career at the high school level with one year at Hillcrest HS (Tuscaloosa) and the last three years at Alma Bryant HS (Irvington). I have experience teaching Algebra 1, Geometry, Algebraic Connections, Algebra 2 with Trigonometry, and Discrete Math. The 2021-2022 academic year will be my fifth year as a teacher at Barton Academy for Advanced World Studies. 

I am an active member in the National Council of Teachers of Mathematics (NCTM) and the Alabama Council of Teachers of Mathematics (ACTM). I have attended professional conferences for both organizations as a member and a presenter where I have led professional learning opportunities for colleagues at the state and national level. To date, I have been awarded the following honors: Young Alumni Award from the College of Education at the University of Alabama (2019); The ACTM High School Math Teacher of the Year (2019); Alma Bryant High School Teacher of the Year (2019); Removing Barriers in STEM Teacher Education Grant Recipient (2020); Mobile County Public School System High School Teacher of the Year (2020); Alabama District 1 Secondary Teacher of the Year (2020); Alabama Secondary Teacher of the Year (2020-2021); Alabama Alternate Teacher of the Year (2020-2021); Air Force Association STEM Teacher of the Year (2021); and recently a University of South Alabama Extra Yard for Teachers Award Recipient (2021). I am currently a graduate student at the University of Alabama as a Master Teacher Fellow in the A-PLUS program where I am pursuing my National Board Certification and EdS. 

Marian Dingle is a professional classroom educator of twenty-two years, specializing in culturally responsive teaching and mathematics. As a Heinemann Fellow, she began researching the ways in which positive cultural identity affects student confidence, efficacy, and academic performance. Through intense study and collaboration, she has led educators, schools, and district leaders in evaluating their practices to better serve racialized students.  

She leads policy change through her varied affiliations. She has been a member of Building Leadership Teams, led grade level teams, serves on her district and state mathematics advisory committees, is on the executive committee of the Georgia Council of Teachers of Mathematics, as well as several committees of the National Council of Teachers of Mathematics. Additionally, she serves on the EF+Math Educator Leadership Council and the Teaching Tolerance Advisory Board.  

Marian speaks nationally about culturally responsive teaching and provides professional development to schools and organizations. She has written for the NCTM journal, Mathematics Teacher: Learning and Teaching PK-12, the Global Math Department, and EdWeek, and has been featured on podcasts such as Teaching Hard History and Pushing the Edge.  

Dr. Peter Eley, a Professor of Mathematics Education, and interim chair of the Department of Health, Physical and Secondary Education at Fayetteville State University (FSU), was named 2020 recipient University of North Carolina Board of Governors Award for Excellence in Teaching. Eley holds a Bachelor of Science in Mathematics from Elizabeth City State University, a master's degree in Applied Mathematics and Mathematics Education from North Carolina State University (NCSU), and a Ph.D. in Mathematics Education from NCSU. 

A practitioner and leader in K-12 and higher education, Eley has served as a mathematics and science teacher in the middle and high school sectors. His work as Data Manager/Webmaster for Saint Augustine University in Raleigh, NC, was the gateway into the collegiate career space, serving as Mathematics and Science Education (NC-MSEN) Pre-College Program Coordinator at Winston-Salem State University and assistant professor at Fayetteville State University.

Eley's exceptional record has been acknowledged with awards and accolades over the years, including Ronald E. McNair Trailblazer Award, Middle Grades, Secondary, and Specialized Subjects Department Professor of the Year and Fayetteville State University's College of Education Professor of the Year. The Wynton H. Hadley Teaching Award honoree was also selected as a Senior Research Fellow at the Massachusetts Institute for College and Career Readiness (MICCR), MassInc's Gateway Cities Innovation Institute (GCII), and the Rennie Center for Education Research & Policy. Eley has served as a Faculty Administrative Fellow at Fayetteville State University and the University of North Carolina System. Dr. Eley serves his alma mater as chairman of the Elizabeth City State University Foundation, and h serves his community as Pastor of the SafeHouse Church of Greensboro, NC. Find out more at www.drpetereley.com

Twitter: @drpetereley

Berkeley Everett is a K-5 math coach. He facilitates professional development for the UCLA Mathematics Project, develops digital manipulatives for DragonBox, and speaks about math visualization and fluency. Although he is known for creating math visuals, Berkeley is passionate about giving students greater choice about how to visualize the math themselves. He believes equity is possible in classrooms where the brilliance of every student is assumed, celebrated, and central to the lesson.

Dr. Linda Furuto is from Hau‘ula, O‘ahu and a Professor of Mathematics Education at the University of Hawai‘i at Mānoa (UHM). Prior to joining UHM, Dr. Furuto was an Associate Professor of Mathematics and Head of Mathematics and Science at UH West O‘ahu, and a middle and high school mathematics teacher. Dr. Furuto completed her Ph.D. at UCLA, master’s degree at Harvard University, and bachelor’s degree at BYU. Research interests include: quantitative methodology, mathematics achievement, ethnomathematics, and access and equity. Her publications and work have appeared in Oxford University Press, Mathematical Association of America, and the International Congress on Mathematical Education Invited Lectures, among others. Dr. Furuto is the director of the world’s first degree program in ethnomathematics, which recently received an official add-a-field licensure in ethnomathematics from the Hawai‘i Teacher Standards Board. Among Dr. Furuto’s activities include being a Visiting Scholar of Mathematics at the University of Tokyo, research-practitioner in the Boston Public Schools as part of Harvard University’s Inventing the Future project, secondary mathematics teacher at the Fiji Technical College, and participant in the 2025 National Assessment of Educational Progress Visioning Panel. Dr. Furuto recently engaged in the Mālama Honua (“Caring for Island Earth”) Worldwide Voyage by celestial navigation on the traditional canoe Hōkūle‘a as education specialist and apprentice navigator. Dr. Furuto strives to live by the ‘ōlelo no‘eau (Hawaiian proverb)—‘A‘ohe hana nui ke alu ‘ia (No task is too big when done together by all).

Dr. Christopher Jett is Associate Professor of Mathematics Education in the Mathematics Program at the University of West Georgia. His research examines mathematical persistence among African American male students, and his current project is funded by the National Science Foundation’s prestigious CAREER program. He is a 2019 recipient of both the Early Career Award from the Association of Mathematics Teacher Educators (AMTE) and a Presidential Early Career Award for Scientists and Engineers (PECASE). Dr. Jett’s scholarship has been published in Mathematics Teacher, Investigations in Mathematics Learning, and the Journal for Research in Mathematics Education, and he is co-editor of Critical Race Theory in Mathematics Education (Routledge, 2019). 

Hema Khodai started her career in mathematics education as a secondary mathematics educator. She is currently designing and leading professional learning as an Instructional Resource Teacher for Mathematics K-12 with the Peel District School Board in Ontario, Canada. She serves as Director, 7 - 12 of The Ontario Association for Mathematics Education. She is dedicated to creating anti-oppressive learning spaces for learners and educators and shares her insightful reflections on belonging in the teaching and learning of mathematics at conferences across Turtle Island.

Dr. Cheryl E. Matias was recently awarded the 2020 American Educational Research Association Mid-Career Award for her work on racial justice in teacher education. She is a full professor and Director of Secondary Teacher Education at the University of Kentucky. Her research focuses on race and ethnic studies in education with a theoretical focus on critical race theory, critical whiteness studies, critical pedagogy and feminism of color.  Specifically, she uses a feminist of color approach to deconstruct the emotionality of whiteness in urban teacher education and how it impacts urban education.  Her other research interest is on motherscholarship and supporting women of color and motherscholars in the academy. A former K-12 teacher in both South Central, Los Angeles Unified School District and Bed-Stuyvesant, New York City Department of Education, she earned her bachelors in cultural communication from University of California San Diego, teaching credential at San Diego State University, and her masters in Social and Multicultural Foundations at California State University, Long Beach. She earned her doctorate at UCLA with an emphasis in race and ethnic studies in education.

She delivers national talks and workshops on whiteness, racial justice, and diversity. She was awarded the 2014 American Educational Research Association’s Division K (Teacher Education) Innovations in Research on Diversity in Teacher Education Award and the 2015 and 2017 Colorado Rosa Parks Diversity Award.  In 2015, she was awarded Excellence in Research by the School of Education & Human Development at University of Colorado Denver. In 2016 she was awarded the university’s 2016 Graduate School’s Dean Mentoring Award. In 2018 she was ranked as the top 25 women in higher education making a difference in the journal, Diverse: Issues in Higher Education. Some of her publications can be found in Race, Ethnicity, and Education, Teacher Education Quarterly, Journal of Critical Thought and Praxis, Equity and Excellence, Journal of Teacher Education and Multicultural Perspectives. Her first solo-authored book entitled Feeling White: Whiteness, Emotionality, and Education earned the 2017 Honorable Mention for the Society of Professors of Education. Her second book, Surviving Becky(s): Pedagogies for Deconstructing Whiteness and Gender, came out January 2020 and has already been nominated for the AESA book award. Her third book Critical Theoretical Research Methods in Education came out May 2021. She is a motherscholar of three, including boy-girl twins, a runner, an avid Lakers fan, and Bachata ballroom dancer.

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.

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).

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.

Jason To serves as the Coordinator of Secondary Mathematics and Academic Pathways for the Toronto District School Board (TDSB), the largest school board in Canada. Jason works alongside K-12 staff to tackle academic streaming (i.e. tracking) and shift towards more equitable, inclusive and culturally responsive teaching, particularly in mathematics. As a former high school math department head, he eliminated streaming/tracking in his school in 2015 and taught inclusive Grade 9 mathematics, leading to particularly significant gains for students with special education designations. As a district math coordinator, Jason presents regularly at provincial mathematics conferences and has presented or served in a consultative role for over 20 Ontario school boards on destreaming/detracking in mathematics. Jason was part of the Ontario Ministry of Education's writing team and learning sessions for the new Ontario Grade 9 mathematics curriculum, which includes an emphasis on anti-oppression and culturally responsive pedagogy. Jason is a co-author of the TDSB and Elementary Teachers Federation of Ontario collaborative document "Addressing Anti-Asian Racism: A Resource for Educators" and is a member of the steering committee member of the Coalition for Alternatives to Streaming in Education, a grassroots community organization devoted to a more just educational system. Jason believes that anti-racist, anti-oppressive and inclusive approach to mathematics education is needed to fulfill the promise of a critically numerate citizenry.

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!

Cathery Yeh, [email protected], is an assistant professor of mathematics education and founding co-director of the Ethnic Studies Program at Chapman University, CA. Her scholarship examines the intersections of race, language, and disability and in developing approaches to supporting mathematics teachers to develop teaching practices that draw on student strengths, particularly for students across language and ability status. Cathery is actively involved in the National Council of Teachers of Mathematics, currently serving as an elected member of the Board of Directors (2022-2025).  She has 20+ years of experience in K-12 and higher education settings working with future and experienced teachers and published over 40 articles and three books: Reimagining the Mathematics Classroom: Creating and Sustaining Productive Learning Environments, Catalyzing Change in Early Childhood and Elementary Mathematics, and Upper Elementary Mathematics Lesson to Explore, Understand, and Respond to Social Injustice. Cathery can usually be found in her favorite place in the mathematics classroom, playing math and learning with teachers and students.