Announcing the NAEd Equity in Math Education Research Grant (EMERG) Recipients 

Apr 2, 2024

The National Academy of Education (NAEd) is pleased to announce the recipients of the Equity in Math Education Research Grant (EMERG). The grant provides $100,000 each to 10 early-career scholars to make significant contributions to research and practice that focus on understanding, supporting, and improving the long-term mathematical opportunities and experiences of African-American, Latine, and Indigenous learners, as well as students from communities experiencing inter-generational poverty. 

The program seeks to build a powerful research community that focuses on successful mathematics learning and participation for learners who face systemic challenges. The community includes the 10 EMERG Scholars and an Executive Board, which is responsible for developing the structure of the program, as well as drafting a robust and evolving conceptual framework to guide research in mathematics education. Additionally, an interdisciplinary Advisory Committee will serve as mentors to the EMERG Scholars and contribute to ongoing conversations as the framework is developed. 

The EMERG Scholars were chosen for the program based on their potential to propose and carry out cutting-edge research and their willingness to have their initial project proposals refined through interaction with mentors and advisors in the EMERG community.  

Daniela Alvarez-Vargas, University of Denver
Seeing Math Within: Co-Designing Mathematics Activities with Families and Teachers   

Mariana Alvidrez, New Mexico State University
Fostering Critical Consciousness: Transforming Pre- and In-Service Latino/a/e Bilingual Teachers’ Perceptions of Latino/a/e English Learners’ Abilities and the Role of Errors in the Math Classroom through Professional Development on the U.S.-Mexico Border  

Susana Beltrán-Grimm, Portland State University (incoming tenure-track assistant professor)
Role of Oral Language in Mathematics Learning: A Study of Bilingual Latine Families and Children   

Salvador Huitzilopochtli, Michigan State University
Constructing Arguments Together: Redefining Participation in Mathematical Argument  

Christopher Leatherwood, University of Pittsburgh
Teacher Training in Error Analysis within Classrooms using an Error PVEST Model   

Nickolaus Alexander Ortiz, Georgia State University
Let it resound, without bound: The joy and brilliance of Black Language in Mathematics Discourse

Mallika Scott, California State University Fullerton
Attending to Mathematical Ingenuity to Nourish, Empower, and Sustain Elementary Mathematics Teachers  

Sandra Zuniga Ruiz, San Jose State University
Towards Emancipatory Anti-Racist Mathematics Teaching and Learning

Richard Velasco, University of Oklahoma
Amplifying Indigenous Micronesian Intelligence for Data Science (MINDS) with Culturally Relevant Data   

Cathery Yeh, University of Texas at Austin
Searching for Educational Equity Through Critical Socio-Spatial Analysis

From NAEd President, Carol Lee, “EMERG represents an exciting opening for the National Academy of Education to play a pivotal role in expanding how the field of mathematics education can address the full complexities of learning and development, with particular attention to students who have faced persistent challenges in opportunity to learn.  At the same time, we will provide support to a cohort of early career researchers mentored in a broad erudite community to expand their theoretical and methodological tool cases to address significant problems on the ground. This represents a unique intellective community of senior, mid-career, and early career scholars from not only mathematics, but other related fields needed to conceptualize the full ecologies that learning entails.”  

The EMERG Executive Board is comprised of co-chairs Danny Martin, Judit Moschkovich, and Alan Schoenfeld, as well as members Kyndall Brown, Elham Kazemi, Carol Lee, Karen Mayfield-Ingram, Na’ilah Nasir, and William F. Tate IV.  More information on the project is available at

Forthcoming projects, funded by the Bill & Melinda Gates Foundation, aim to ensure the U.S. education system serves all students, regardless of race, income, or location. The findings and conclusions contained within the research are those of the authors and do not necessarily reflect the positions or policies of the Bill & Melinda Gates Foundation. Funders are not involved in research selections. 

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