THE MATH HUB

Daniel is a Professor in the Department of Psychology and the Faculty of Education at Western University in Canada, where he heads the Numerical Cognition Laboratory. Daniel and his team explore the developmental trajectory underlying both the typical and atypical development of numerical and mathematical skills, using both behavioral and neuroimaging methods.

He has a keen interest in connecting the science of learning with education and served as the President of the International Mind, Brain and Education Society (IMBES) from 2014-2016 and is currently the Director of the Centre for the Science of Learning at Western University. Daniel has published over 100 articles in peer-reviewed journals. He is a member of the The College of the Royal Society of Canada, and a Fellow of the Association for Psychological Science as well as the Canadian Institute for Advanced Research.

Zandra serves as the Chief Equity Officer and mathematics principal at the Lastinger Center for Learning. Her research examines teachers’ instruction in algebra with students who are primarily English learners. She has been Principal Investigator (PI) or co-PI on several grants funded by the National Science Foundation, and her work has been published in numerous top tier journals.

She began her career as a high school math teacher for Orange County Public Schools. After earning her doctorate, she has served as a board member of prominent professional organizations including TODOS: Mathematics for All, and the National Council of Teachers of Mathematics. She has been an invited speaker at several math teacher organizations and has received numerous awards for her work including the University of Missouri’s 2019 President’s Award for Early Career Excellence and the 2020 Early Career Award for the Association of Mathematics Teacher Educators.

Travis is an Associate Professor of Teacher Education and Education Policy in Berkeley’s School of Education and (by courtesy) the Department of African American Studies. Before joining Berkeley’s faculty, he was a Peter Paul Assistant Professor at Boston University.

Using qualitative methods, Travis explores three related research strands: (1) the role of educational policies in shaping teacher workplace experiences and retention; (2) district and school-based professional learning communities; (3) the role of race and gender in educational settings. His research has appeared in over 60 peer-reviewed articles, book chapters, policy briefs, and opinion editorials. He also co-edited two volumes, “The Handbook of Research on Teachers of Color and Indigenous Teachers” (with Conra Gist), and “Men Educators of Color in U.S. Public Schools and Abroad” (with Ashley Woodson).

Sylvia is a Professor of Bilingual/Bicultural Education in the Department of Curriculum and Instruction. She recently served as senior associate dean for research and community engagement and director of the Center for Collaborative Research and Community Engagement in the College of Education at The University of New Mexico.

She prepares elementary pre-service teachers in the bilingual/ESL cohort to teach mathematics and teaches graduate level courses in bilingual education. She taught mathematics at Rio Grande City High School in Rio Grande City, Texas for four years. Her research interests focus on studying linguistic and cultural influences on the teaching and learning of mathematics, particularly with bilingual students. She was a co-principal investigator (PI) of the National Science Foundation (NSF)-funded Center for the Mathematics Education of Latinos/as (CEMELA). She is currently a lead-PI or co-PI of three NSF-funded projects that broaden the participation of Latinx students in mathematics and computer programming in rural and urban contexts.

Yasemin is an Associate Professor at the University of Southern California. She received her Ph.D. in mathematics education from the University of Illinois at Urbana-Champaign. She holds a bachelor’s degree in mathematics, summa cum laude, and master’s degrees in education and statistics, respectively.

Her research focuses on identification and development of the knowledge needed for quality teaching and student learning and understanding the role of teachers’ knowledge and implicit beliefs in equity in mathematics classrooms. Her research has been funded by the NSF and Institute of Education Sciences, and she is an NSF Fellow who has been trained to conduct equity-sensitive quantitative research. Her work has been published in Computers and Education, Educational Researcher, the American Educational Research Journal, and the Journal of Teacher Education.

Christy is a Senior Policy Fellow for ExcelinEd focusing on school accountability and math policies. Previously, she served as the Assistant Commissioner at the Minnesota Department of Education and Assistant Deputy Commissioner at the Florida Department of Education.

She has worked in education policy for the state of Florida since 1999, serving as the Director of Evaluation and Reporting, Director of Reading First, and a Policy Analyst for Governor Jeb Bush. Christy graduated summa cum laude from St. Cloud State University with a Bachelor of Science Degree in Education with a minor in mathematics and is a certified teacher in the state of Minnesota. She earned her Master of Public Administration at the University of Minnesota and a Doctor of Philosophy in Public Administration and Policy at Florida State University.

Karen is a Professor at Johns Hopkins University and emeritus professor at the University of Louisville. She served as president of the Association of Mathematics Teacher Educators (AMTE) and on more than 40 committees for the National Council of Teachers of Mathematics (NCTM). In 2020, she received NCTM’s Lifetime Achievement Award.

She has received 16 awards related to teaching, advising, and mentoring during her career. Her leadership and service to mathematics education extend beyond NCTM. Karen was a team member for the International Congress on Mathematics Education’s study group on students with special needs. She has published over 30 books and more than 80 articles and chapters. Her scholarship has greatly influenced the practices of mathematics teachers for the past 25 years.

Karen is a professor at Arizona State University’s Mary Lou Fulton Teachers College. Her research is focused on the professional education of urban K-12 teachers of mathematics (pre-service and in-service) and teacher leaders/facilitators of professional development (PD). Karen has led several National Science Foundation-funded projects to examine the differential impact of PD interventions–highly adaptive (i.e., with great latitude in the implementation) versus highly specified (i.e., with little ability to adapt the program during implementation) on teachers’ instructional practice over time.

In particular, she is interested in how teachers learn mathematical knowledge for teaching, how teachers learn instructional strategies to reach all learners, how teachers use their understanding of student thinking and how this knowledge is applied to research.

Sarah is a Professor of Mathematics Education in the Department of Curriculum and Instruction at Indiana University. Her research focuses on inequities in students’ mathematics outcomes and the policies and practices that shape those outcomes. She conducts large-scale analyses of national datasets, as well as smaller, classroom-based studies, with an eye toward differences in learning experiences and opportunities by gender, race/ethnicity, and social class.

She is an expert on NAEP mathematics data and has published several articles and book chapters on NAEP. Her work has been funded by IES, NSF, NCES and Fulbright. Her current research considers whether “good girl” socialization inhibits the development of “Bold Problem Solving” approaches and contributes to gender disparities in mathematics outcomes.

Sarah is a Professor in the Department of Special Education at the University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics, particularly for students who experience mathematics differently. She has developed and tested numerous interventions for students with mathematics difficulties, emphasizing word-problem solving, mathematics writing, data-based decision making, and the vocabulary within math.

Sarah has led several Institute of Education Sciences-funded projects. She also received the Presidential Early Career Award for Scientists and Engineers in 2019.

Jamaal is an Associate Professor at Texas A&M University. He examines the effects of opportunity structures related to instruction (e.g., teacher quality, access to technology, or out-of-school time activities) on the STEM dispositions of traditionally underrepresented populations of learners. He identifies the most salient factors influencing the mathematics identity of Black male and female learners.

He also investigates the effects of social determinants (i.e., gender inequity, racial bias, and income level) on STEM attainment. His research utilizes research synthesis, meta-analysis, and large-scale data analysis to examine the determinants of STEM attainment. Jamaal is an associate editor of the Journal of Urban Mathematics Education and is an editorial panel member for the Journal for Research in Mathematics Education. He has received funding from NASA and the National Science Foundation.