Dr. Tonya Bartell is an associate professor of mathematics education and associate director of elementary programs at Michigan State University. She conducts research on teachers’ learning of equitable mathematics teaching practices with explicit attention to culture, race, and power. She is passionate about supporting teachers in engaging with students in using mathematics to explore, understand, and respond to social injustice. Dr. Bartell is co-author of two recent books on this topic: Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice and Early Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice.

Zandra de Araujo started her career as a high school mathematics teacher. She is a board member in NCTM, the Chief Equity Officer at the University of Florida’s Lastinger Center for Learning, 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.

Mark Ellis is Professor and Chair of Secondary Education at California State University, Fullerton. Prior to entering higher education, he taught mathematics in grades 6-12 in northern California public schools for six years and experienced firsthand the power of creating learning environments in which students are supported in making sense of mathematics through collaborative inquiry and culturally relevant lessons. While earning a Ph.D. in Education from the University of North Carolina Chapel Hill, Mark developed scholarly interests in the history of school mathematics in the U.S., equity in mathematics education, and middle school mathematics teaching and learning. He has taught future and current teachers of mathematics in content and methods courses at the undergraduate and graduate levels and has published over 40 articles and two books including Reimagining the Mathematics Classroom: Creating and Sustaining Productive Learning Environments, K-6. All his work is driven by a belief that every student has the potential to be successful in learning mathematics and a commitment to ensuring this potential is fulfilled in every classroom.

Dr. Ruby Ellis is an Assistant Professor of Mathematics Education in the STEM Education Department. She has a variety of teaching experiences, ranging from secondary mathematics to postsecondary mathematics and mathematics education courses.  Her research examines professional development aimed at supporting mathematics teachers with integrating technology in alignment with inquiry-based instructional practices. In particular, she examines teacher attitudes, beliefs, instructional practices, and learning in relation to their participation in such professional learning experiences.

Dr. Courtney Koestler is the director of the OHIO Center for Equity in Mathematics and Science (OCEMS) in the Patton College of Education at Ohio University. Courtney has been a university-based teacher educator and researcher since 2005, and before that, they were a public school teacher and instructional coach. This year, Courtney is working on a research project where they are teaching each day in a third grade classroom with a partner teacher.

Carlos A. López-Leiva is an Associate Professor in Bilingual and Mathematics Education at the University of New Mexico, whose work focuses on a critical analysis of the teaching and learning mathematics of bilingual and culturally and linguistically students. This work more specifically transfers into integrative, interdisciplinary, post-structural, and culturally sustaining approaches of teaching and learning mathematics within and out-of-school contexts, and collaborations with in- and pre-service mathematics K-8 teachers. Definitions on what counts as mathematics, community mathematics, learners’ relationship with mathematics, learner participation in mathematical practices, modeling tasks, language use and ideologies, and teacher leadership encompass his work in current and former research projects.  

Paulo Tan, PhD. research focuses on advancing intersectional justice in and through mathematics education centering disability issues. He is an Assistant Professor of STEM Education at the University of Missouri, St. Louis. Prior to his career as an urban teacher educator and scholar, he served as a public school middle-secondary mathematics teacher for ten years in culturally and linguistically diverse settings in Kansas and Indiana. His lived experiences with his son led Dr. Tan to pursue a doctorate in special education with an emphasis in mathematics education and has been reckoning and challenging educational inequities ever since. Dr. Tan’s works have been published in journals such as Review of Educational Research, American Educational Research Journal, Equity & Excellence in Education, and Journal of Urban Mathematics Education. He is the lead author of the book Humanizing Disability in Mathematics Education: Forging New Paths published by the National Council of Teachers of Mathematics. He is regularly invited to give presentations to national STEM organizations such as NARST, NCTM, and MfA.

Saki Milton is an experienced educator and international girls in STEM advocate, Saki brings more than 20 years of mathematics education experience to the broader STEM education community. Saki has 8.5 years of mathematics classroom teaching in diverse settings, including public, public charter, and international schools. She also has in-depth industry experience in key roles for top education companies such as SAVVAS Learning Company (formerly Pearson K12 Learning), Texas Instruments, and Kaplan.Saki holds an MBA in Marketing from Southern Methodist University and a BA in Mathematics from The University of Texas at Austin. She is currently pursuing her Ph.D. in education, and her research interest is informal STEM learning communities for Black and Brown middle school girls. She is committed to creating a more diverse, equitable, and inclusive workforce preparing girls of color for future STEM studies and careers. In 2021, Saki was named a Women Who STEAM Hidden Figure honoree by the Dallas Links Chapter.

Tamyka Morant, Ph.D., has over 22 years of experience as a K-8 educator serving as a teacher, researcher, instructional coach, instructional leadership coach, assistant principal, and adjunct professor in Washington, D.C. and Baltimore, MD. She grounds her teaching and learning in Black feminism, Black feminist pedagogy, and justice praxis/ liberatory education. She is particularly interested in the identity and agency development of Black and Latinx students and the activism of educators, students, families, and community members collaboratively organizing for educational equity and justice. She currently serves as the Assistant Principal of Bruce-Monroe at Park View, a public dual language elementary school in Washington, D.C. 

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.