EMERG ADVISORY COMMITTEE MEMBERS

Major Disciplines: Anthropology, Mathematics Education

Areas of Research: Teachers

Methods: Mixed Methods

Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of education at the University of Michigan, an Arthur F. Thurnau Professor, a research professor in the Institute for Social Research, and the director of TeachingWorks. She taught elementary school for more than 15 years and continues to teach children every summer. Ball’s research focuses on the practice of teaching, using elementary mathematics as a critical context for investigating the challenges of helping children develop understanding and agency and to work collectively, and on leveraging the power of teaching to disrupt patterns of racism, marginalization, and inequity. Ball is an expert on the demands of teaching and the imperatives for teachers’ professional education.

Ball has authored more than 200 articles and chapters and has lectured and made major presentations around the world. She has also developed distinctive collections of video records of practice that are broadly used to make teaching practice visible. Her research has been recognized with several awards and honors, and she has served on national and international commissions and panels focused on the improvement of education. She currently serves on the National Science Board and the Mathematical Sciences Research Institute Board of Trustees and previously served as president of the American Educational Research Association (2017–2018) and as dean of the University of Michigan School of Education (2005–2016). Ball has been elected to the American Academy of Arts and Sciences and the National Academy of Education, and is a fellow of the American Mathematical Society and the American Educational Research Association.

Major Disciplines: Cognition, Human Development, Learning Sciences, Psychology, Science Education

Areas of Research: Educational Equity, Elementary School Education, Informal/Out-of-School Learning, Multicultural Education & Diversity, Native American Students, Rural Students,
School/Community Partnerships, Urban Students

Methods: Quantitative, Qualitative, Discourse Analysis, Ethnography, Mixed Methods, Design-Based Research

Richard Barwell is a Professor of Mathematics Education and Dean of the Faculty of Education at the University of Ottawa. He conducts research in critical mathematics education. Much of his research looks at the role of language and discourse in learning and teaching mathematics from the perspective of dialogicality. He is interested in how teachers use language in their teaching of mathematics and how students use language to think about mathematics, particularly in relation to diversity, equity and success for all. Dr. Barwell has investigated how second language learners or bilingual learners participate in school mathematics and how discourse practices are implicated in patterns of marginalization. He has also explored how mathematics education can address the global environmental crisis, and how discourses of mathematics contribute to exploitative human practices, again from the perspective of dialogicality. He believes there is no more urgent challenge.

Major Disciplines: Education, Higher Education, Mathematics Education, Pedagogy, STEM Education, Teacher Education

Areas of Research: Ambitious Instruction, Learning, Postsecondary & Adult Education, School Reform, Secondary School Education, Knowledge for Teaching, Mathematical Cognition

Methods: Qualitative, Design-Based Research, Theory/Philosophy

Dan Battey is a Professor in Mathematics Education at the Graduate School of Education at Rutgers, the State University of New Jersey. He studies teaching that disrupts racism for African American and Latinx students in mathematics. Dr. Battey is currently using the lenses of teacher-student relationships and traditional mathematics logics to both counter whiteness and name antiracist mathematics instruction. His work has been published in the American Educational Research Journal, Harvard Educational Review, Teachers College Record, Educational Studies in Mathematics, Curriculum Inquiry, Urban Education, and Journal for Research in Mathematics Education, among others.

Major Disciplines: Education, Mathematics Education, Qualitative Research Methods, Teacher Education

Areas of Research: African-American Students, Identity, Teachers, Race

Methods: Qualitative, Ethnography

Mary Betsy Brenner is a professor emeritus in the Department of Education at the University of California where she worked from 1991 to 2021. She was department chair for 6 years and served as interim co-dean of the in 2015-16. Professor Brenner did her graduate work in Anthropology at UC Irvine. Her dissertation research looked at how the western type schools in Liberia incorporated and conflicted with the local culture in both teaching methods and mathematical topics. After completing her Ph.D., she worked at the Kamehameha Early Education Program in Hawaii. After Hawaii, Brenner taught in the SESAME program at UC Berkeley and continued her research in Liberia on the differences between modern and traditional forms of education. Since coming to UCSB in 1991, Brenner has been examining how mathematics can be taught more effectively for diverse groups of learners including English language learners, Native Alaskans, students in various Asian nations, and Micronesian students. She has also been working with several different after school programs to understand better how different kinds of learning environments can enhance student learning. In addition to her ongoing research work in Liberia, she has maintained a connection with the education system in the country by supporting an elementary school that began during the civil war, helping a number of students to attend high school and college and doing some professional development with teachers. Her primary teaching responsibilities were in the areas of qualitative methodology, educational anthropology, and mathematics education.

Major Disciplines: Cultural Studies, Education, Learning Sciences, Mathematics Education, Politics of Education, Qualitative Research Methods, Technology Studies

Areas of Research: Equity and Diversity, Identity, Informal/Out-of-School Learning, Learning, Middle School Education, Technology, Social Class/Stratification

Methods: Qualitative, Discourse Analysis, Ethnography, Design-Based Research

Travis J. Bristol 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. Using qualitative methods, Dr. Bristol 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. Dr. Bristol’s research has appeared in over 60 peer-reviewed articles, book chapters, policy briefs, and opinion editorials including Urban Education, the American Educational Research Journal, Educational Evaluation and Policy Analysis, the Journal of Teacher Education, Teachers College Record, Harvard Educational Review, Brookings, and The Washington Post. He co-edited (with Conra Gist) The Handbook of Research on Teachers of Color and Indigenous Teachers, which was published by the American Educational Research Association (AERA). The National Academy of Education/Spencer Foundation, Ford Foundation, and AERA awarded Dr. Bristol dissertation fellowships in 2013. In 2016, he received the inaugural teacher diversity research award from the American Association of Colleges for Teacher Education. In 2019, Dr. Bristol received a Ford Foundation Postdoctoral Fellowship and an emerging scholar award from the Comparative and International Education Society, African Diaspora SIG. In 2020, he received a National Academy of Education/Spencer Postdoctoral Fellowship. In 2021, Dr. Bristol received the Early Career Award from AERA (Division-K). He is also the chair of the National Board for Professional Teaching Standards Board of Directors and chairs the California Department of Education Teacher Diversity Advisory Group.

Major Disciplines: Mathematics Education

Areas of Research: African-American Students, Equity and Diversity, Middle School Education, Race, School/Community Partnerships, Secondary School Education, Urban Students

Methods: Quantitative, Qualitative, Mixed Methods

Dr. Erika C. Bullock is Associate Professor in the School of Education at the University of Wisconsin-Madison. She is a member of the Holtz Center for Science and Technology Studies and an affiliate faculty member in the Department of Afro-American Studies. Dr. Bullock’s work spans curriculum studies, urban education, mathematics education and STEM education. As a transdisciplinary scholar, she uses theories from urban sociology, cultural studies, literary theory, and science and technology studies to examine how issues and ideologies within mathematics and STEM education grow out of historical precedents and to examine how power operates within these disciplines to create and maintain racial inequities. Dr. Bullock is a 2017 National Academy of Education/Spencer Foundation postdoctoral fellow and 2019-20 Nellie McKay Postdoctoral Fellow. She was awarded the 2017 Taylor and Francis Publication Best Paper Award from the American Educational Research Association and the 2021 Early Career Publication Award for the American Educational Research Association’s Special Interest Group on Research in Mathematics Education. She is also a fellow in the University of Wisconsin-Madison Teaching Academy, an honor bestowed upon faculty with consistent demonstrated excellence in teaching. Dr. Bullock presently serves as Secretary-Elect of Division B (Curriculum Studies) of the American Educational Research Association. She earned her B.S. in Computer Science from Spelman College and her M.Ed. and Ph.D. in Mathematics Education from Georgia State University.

Major Disciplines: Bilingual Education, Education, Mathematics Education, Qualitative Research Methods, STEM Education, Teacher Education

Areas of Research: Bilingual/Multilingual Learners, Classroom Discourse, Equity and Diversity, Immigrants, Informal/Out-of-School Learning, Language, Latine Students, Middle School Education, Teachers, Technology, School/Community Partnerships, Teaching/Pedagogical Studies, Integration of Mathematics and Computer Programming

Methods: Archival, Qualitative, Discourse Analysis, Case Study

Theodore Chao (he/him/his) is an Associate Professor of Mathematics Education at The Ohio State University in Columbus, Ohio. Professor Chao uses video, photovoice, and technology to engage children, teachers, and community members in telling and sharing their mathematics stories so we can all recognize our mathematical power. First, he actively works to help remove our blinders about what mathematics is and how it is taught, helping teachers and students see that another way of knowing and understanding mathematics is possible beyond their own school experiences. Second, he believes in collecting multiple opportunities for connection, delving into the ways all our mathematics stories and lives intersect with each other. Third, his scholarship and teaching revolve around radical love, the belief that the only path to freedom is through the very hard and necessary step of loving each other and ourselves. Fourth, he sees competition, especially in mathematics learning, as problematic, stealing opportunities for joy that come from collaborative mathematical thinking. These core values guide Professor Chao’s scholarship, teaching, and service towards a humanizing, loving, and decolonizing vision of mathematics and STEM Education.

Major Disciplines: Bilingual Education, Mathematics Education, Multicultural Education, Qualitative Research Methods, Teacher Education, Family/Community Engagement in Mathematics

Areas of Research: Bilingual/Multilingual Learners, Equity and Diversity, Immigrants, Informal/Out-of-School Learning, Latine Students, Multicultural Education and Diversity, Postsecondary & Adult Education, Primary School Education, Teachers, School/Community Partnerships, Secondary School Education

Methods: Archival, Qualitative

Lawrence M. Clark is an Associate Dean in the Office of Undergraduate Studies and Associate Professor of Mathematics Education at the University of Maryland Center for Mathematics Education. He obtained his bachelor’s degree in mathematics from Hampton University, and M.Ed. and Ph.D. degrees from Emory University. Prior to joining the Maryland faculty, Dr. Clark was a postdoctoral research fellow at the Center for Proficiency in Teaching Mathematics at the University of Michigan. Prior to his appointment at the University of Michigan, Dr. Clark served as the National Director of Mathematics for Project GRAD USA, a national school reform initiative in several urban school districts. Dr. Clark is currently Principal Investigator for an NSF-funded project focused on exploring and supporting adolescents’ interest in mathematics and statistics through immersion in sports data analytics. Dr. Clark has served in multiple leadership roles at the departmental, college, and campus level, and participates in national organizations focused on the advancement of mathematics education. Dr. Clark has experience as a mathematics teacher educator in the U.S., Ethiopia, Ecuador, and Kenya. From 1992 – 2000, Dr. Clark taught middle school mathematics in Atlanta, GA. Dr. Clark’s research interests focus on examining and exploring relationships between teachers’ knowledge, beliefs, and dispositions and their instructional practices. An additional research focus is mapping and supporting adolescents’ mathematics identity formation.

Major Disciplines: Anthropology, Education, Ethnic Studies, Pedagogy, Qualitative Research Methods, Women’s Studies, LGBTQ Studies in Education

Areas of Research: Informal/Out-of-School Learning, Latine Students, Race, Secondary School Education, Urban Students, Queer and Trans Youth, Houselessness, Poverty

Methods: Qualitative, Ethnography

Linda Darling-Hammond is the President and CEO of the Learning Policy Institute. She is also the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign.

Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. She led the Obama education policy transition team in 2008 and the Biden education transition team in 2020. In 2022, Darling-Hammond received the Yidan Prize for Education Research in recognition of her work that has shaped education policy and practice around the most equitable and effective ways to teach and learn.

Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices. Among her more than 500 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World, and The Flat World and Education. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude).

Major Disciplines: Behavioral Sciences, Education, Educational Leadership, Human Development, Learning Sciences, Mathematics Education, Pedagogy, Philosophy, Politics of Education, Science Education, Statistics/Measurement/Research Methods, STEM Education, Teacher Education, Technology Studies, Evaluation

Areas of Research: Achievement, African-American Students, Equity and Diversity, Identity, Informal/Out-of-School Learning, Learning, Middle School Education, Teachers, Technology, Race, School Reform, School-to-Postsecondary Education Transitions, School/Community Partnerships, Teaching/Pedagogical Studies, Urban Students, Evaluation Studies

Methods: Quantitative, Mixed Methods, Design-Based Research, Theory/Philosophy, Program Evaluation

Zandra de Araujo 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. Zandra 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. She earned a Bachelor of Science in Mathematics from the University of Florida, and her Master of Education in Mathematics Education from the University of Central Florida. In 2008, Zandra began her doctoral program in mathematics education at the University of Georgia. Upon completing her Ph.D. in 2012, she joined the faculty at the University of Missouri and was an associate professor of mathematics education there until joining the Lastinger Center in September 2021.

Edward Doolittle is Kanyen’kehake (Flint Nation, Mohawk) from Six Nations in southern Ontario. He earned a PhD in pure mathematics (partial differential equations) from the University of Toronto in 1997. He is currently Associate Professor of Mathematics at First Nations University of Canada in Regina, Saskatchewan. His research is on Indigenous mathematics, Indigenizing mathematics, Indigenous mathematics education, and applications of mathematics to areas of interest to Indigenous people.

Dr. Traci English-Clarke is an independent consultant and researcher whose work encompasses both education-related evaluation research and STEAM curriculum development. In both areas, she focuses on issues of socialization and identity and aims to increase equity around access to quality mathematical and STEM experiences. Her research has focused on the racial, mathematical, racial-mathematical, and science socialization and identity of students of color in middle school, high school, and college. She has worked both independently and with Creative Research & Evaluation to conduct qualitative and mixed-method evaluation research that helps STEM-focused equity initiatives to ensure that their programs are having the desired positive impact on students of color and on specific STEM fields. Her curriculum development work has primarily focused on youth in grades K-8, although she is currently working with an organization to develop out-of-school mathematical experiences for youth in grades Pre-K-3. She has developed math and science curriculum for out-of-school programs through Say Yes to Education’s Philadelphia Freedom School and the UPenn CDF Freedom School. For ThinkLive! in collaboration with researchers at the University of Chicago, she led a team of curriculum developers (including herself) in creating a culturally relevant curriculum for after-school programs aimed at middle school and high school youth that created a bridge between Djing/turntablism and STEAM concepts. Dr. English-Clarke earned her Ph.D. in Teaching, Learning, and Curriculum, with a focus on math education from the University of Pennsylvania. She earned her B.A. in Sociology from Harvard University.

Major Disciplines: Education, Mathematics Education, Multicultural Education, Teacher Education

Areas of Research: Bilingual/Multilingual Learners, Indigenous Students, Learning, Literacy, Multicultural Education and Diversity, Native American Students, Secondary School Education, Teaching/Pedagogical Studies

Methods: Mixed Methods

Megan Franke is a Professor of Education at UCLA. Dr. Franke’s research focuses on understanding and supporting student and teacher learning. She studies how teachers make use of research-based information about the development of children’s mathematical thinking to support students to learn mathematics. She is particularly interested in how teaching mathematics with attention to students’ mathematical thinking (CGI) can challenge existing school structures and support students who are often marginalized to be seen as productive participants with rich mathematical understanding. She has been engaged in a series of studies with her colleagues that link classroom practice and student outcomes in elementary mathematics classrooms. She is currently partnering with LAUSD to support preschool and elementary teachers and principals in 230 schools as they reconsider the teaching and learning of mathematics. Her research work to support teachers, schools and communities was recognized with the AERA Research into Practice Award.

Major Disciplines: Education, Learning Sciences, Mathematics Education, Qualitative Research Methods, Women’s Studies, Childhood Studies

Areas of Research: African-American Students, Equity and Diversity, Gender, Identity, Learning, Race

Methods: Qualitative, Ethnography

Melissa Gresalfi is a professor of Mathematics Education and the Learning Sciences, and Dean of Residential Colleges and Residential Education at Vanderbilt University. Her research considers how to design learning environments that support students’ empowered engagement with mathematics. Her projects explore how tasks, social interactions, norms, and broader narratives support student learning and identity. These projects share a commitment to understand how classroom structures and curricular designs create (or limit) opportunities for students to engage meaningfully with information. Her research is published in journals such as Educational Studies in Mathematics, the Journal for Research in Mathematics Education, The Journal of the Learning Sciences, and Computers and Education. She has served as Associate Editor of the American Educational Research Journal and the Journal of the Learning Sciences. She was awarded the Jan Hawkins Early Career award by Division C of the American Educational Research Association, and was a postdoctoral fellow for the National Academy of Education. Gresalfi has served as PI or co-PI on numerous grants funded through the Gates Foundation, the Institute of Education Sciences, the MacArthur Foundation, the National Science Foundation, and the Spencer Foundation. She received her B.A. from Franklin and Marshall College in Psychology and French, and her M.A. in Education and PhD in Educational Psychology from Stanford University.

Gutiérrez (Xicana/Rarámuri) grew up on Ohlone lands (California Bay) in an activist family, where she learned the value of organizing from her father who was an electrician and the art of creative insubordination from her mother who advocates for farmworkers, undocumented people, and students in community colleges. Gutiérrez runs the Political Conocimiento Development Tools Lab at the University of Illinois, where she supports teachers to deconstruct the politics in teaching/mathematics and to use creative insubordination to rehumanize mathematics/science. She has been an active member of Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) and Science for the People; helped build the Program (now Department) of Latina/Latino Studies and the Center for Indigenous Science in the Carl R. Woese Institute for Genomic Biology; served on the national writing team for the AMTE Standards for Preparing Teachers of Mathematics; and offers professional development on activism and rehumanizing STEM for mathematicians/scientists (e.g., Park City Mathematics Institute). Before and throughout graduate school she taught mathematics to adolescents attending Title 1 schools. For the past 30 years, she has been deeply and passionately invested in supporting teachers to teach meaningful and culturally relevant mathematics and to advocate for justice. Her work on Rehumanizing Mathematics and creative insubordination has been used in school districts and university mathematics/science departments in the US and internationally. In seeking to broaden ethnomathematics, she developed the concept Living Mathematx and has argued for a spiritual turn in mathematics education research, which relies on Indigenous perspectives and futures.

Major Disciplines: Education, Human Development, Learning Sciences, Pedagogy, Psychology, Qualitative Research Methods, Science Education, STEM Education

Areas of Research: Classroom Discourse, Equity and Diversity, Identity, Immigrants, Informal/Out-of-School Learning, Learning, Postsecondary & Adult Education, Race, School/Community Partnerships, Social and Emotional Learning, Urban Students

Methods: Qualitative, Discourse Analysis, Ethnography, Mixed Methods, Design-Based Research, Theory/Philosophy

Dr. Horn’s work is motivated by the underperformance of American secondary students in school mathematics. Her research centers on ways to make authentic mathematics accessible to students, particularly those who have historically been disenfranchised by our educational system. She focuses primarily on mathematics teaching in two ways. First, she look at classroom practices that engage the most students in high quality mathematics. Second, viewing teaching as a situated practice, she is interested in how school environments, communities, colleagues, and policies shape what is instructionally possible. Her scholarship lies at the intersection of mathematics education, learning sciences, and sociology of teachers’ work.

Her research projects have spanned questions of in-service teachers’ professional learning, pre-service education, district level instructional improvement, and students’ experiences of different forms of mathematics instruction. These projects implicate the way teachers’ work is organized in supporting the best forms of instruction for students. Theoretically, she draws on ethnomethodology and sociocultural studies of learning. Methodologically, Dr. Horn conducts comparative case studies with discourse analysis as a tool to understand local meanings.

Major Disciplines: Education, Mathematics Education, Pedagogy, Qualitative Research Methods, Teacher Education

Areas of Research: Ambitious Instruction, Equity and Diversity, Learning, Middle School Education, Teachers, School/Community Partnerships

Methods: Qualitative, Ethnography, Design-Based Research

Christopher C. Jett is an associate professor of mathematics education in the Department of Middle and Secondary Education. His research examines Black male students’ mathematical and racialized experiences drawing upon race-based and culturally relevant frameworks. His work has been funded by the National Science Foundation, New Venture Fund and the U.S. Department of Education.

Jett’s awards include an NSF CAREER award, the 2019 Association of Mathematics Teacher Educators (AMTE) Early Career Award and a 2019 Presidential Early Career Award for Scientists and Engineers (PECASE). His scholarship has been published in the Journal for Research in Mathematics Education, Investigations in Mathematics Learning and the Journal of Higher Education. He is the author of Black Male Success in Higher Education: How the Mathematical Brotherhood Empowers a Collegiate Community to Thrive (Teachers College Press, 2022) and the co-editor of Critical Race Theory in Mathematics Education (Routledge, 2019).

Major Disciplines: Education, Geography, Policy Studies, Quantitative Research Methods, Sociology, Statistics/Measurement/Research Methods, STEM Education, Public Health

Areas of Research: Achievement, African-American Students, Gender, Race, Social Class/Stratification, Urban Students, Neighborhoods, Housing, Discipline

Methods: Quantitative, Mixed Methods, Legal/Policy Analysis, Data Science

Nicole M. Joseph is an associate professor with tenure of mathematics education in the department of Teaching and Learning at Vanderbilt University. She is also the Associate Dean of Equity, Diversity, and Inclusion at Peabody College. She directs the Joseph Mathematics Education Research Lab (JMEL), an intergenerational lab that focuses on training and mentoring its members on Black Feminist and intersectional epistemological orientations. Using critical perspectives, JMEL produces theoretical and methodological scholarship that challenges hegemonic notions of objectivity to emphasize more humanizing, empowering, and transformative research. Dr. Joseph’s research explores two lines of inquiry, (a) Black women and girls, their identity development, and their experiences in mathematics and (b) gendered anti-blackness, whiteness, white supremacy and how these systems of oppression shape Black girls’ learning, access, underrepresentation, and retention in mathematics across the pipeline. Her scholarship has been published in top-tiered journals such as Educational Researcher, Review of Educational Research, Teachers College Record, Harvard Education Review, and the Journal of Negro Education. Dr. Joseph’s research perspective was also featured in Essence Magazine (February 2018). Her activist work includes founding the Tennessee March for Black Women in STEM, an event held every fall that seeks to bring together the Tennessee community to raise awareness about issues Black women and girls face in STEM learning, education, and industry. She is also the founder and director of Black Girls Becoming Summer Research Institute, a two-week residential program at Vanderbilt for rising 7th and 8th grade Black girls focused on a holistic STEAM curriculum.

Major Disciplines: Education, Mathematics Education, Pedagogy, Politics of Education, Psychology, Qualitative Research Methods, Special Education, Disability Studies

Areas of Research: African-American Students, Ambitious Instruction, Asian Students, Bilingual/Multilingual Learners, Classroom Discourse, Equity and Diversity, Gender, Identity, Immigrants, Latine Students, Learning, Middle School Education, Primary School Education, Teachers, Race, Social and Emotional Learning, Teaching/Pedagogical Studies, Urban Students, White Students, Disabled Students, Neurodiversity

Methods: Qualitative, Discourse Analysis, Ethnography, Design-Based Research, Theory/Philosophy, Narrative Analysis

Dr. Gregory Larnell specializes in the study of mathematics education as a curricular field, as an institutional-policy enterprise, and as a site for experiencing learning and teaching. He has drawn on theoretical ideas from multiple fields toward critically examining the role of standards in school mathematics; Black learners’ experiences in non-credit remedial mathematics courses; teaching and learning mathematics for social justice; identities, stereotypes, and mathematics-learning experiences; urban mathematics education; and the use of critical race theory in mathematics education research. He is currently developing projects on Black family mathematics socialization, mathematics and citizenship, STEM-mentoring experiences, and the question of equity in mathematics education. His scholarship has been published in several journals and edited volumes; find and download his work here.

Dr. Larnell develops and teaches undergraduate and graduate courses in the College of Education across curricular and degree programs (including in the general education program): Introduction to Urban Education; STEM, Education, and Society; Teaching and Learning Elementary Mathematics in the Urban Classroom; Research on the Learning of Mathematics; Research on the Mathematics Teachers and Teaching; and Curriculum and Teaching. He also serves in multiple service capacities locally, institutionally, nationally, and internationally—including faculty mentoring programs; community organizations; ad-hoc reviewing for the National Science Foundation, Journal for Research in Mathematics Education, American Educational Research Journal, The Urban Review (among others); and a past invited member of the National Council for Teachers of Mathematics Research Committee and the American Educational Research Journal editorial board.

Amanda E. Lewis is the Director of the Institute for Research on Race and Public Policy and College of Liberal Arts & Sciences Distinguished Professor of Black Studies and Sociology at the University of Illinois at Chicago. Her research focuses on how race shapes educational opportunities and on how our ideas about race get negotiated in everyday life. She is the author of several award-winning books including, with co-author John Diamond, Despite the Best Intentions: Why racial inequality persists in good schools (Oxford University Press, 2015), and Race in the Schoolyard: Negotiating the color-line in classrooms and communities (Rutgers University Press 2003). Her research has appeared in a number of academic venues including Sociological Theory, American Educational Research Journal, Ethnic & Racial Studies, Educational Researcher, Anthropology and Education Quarterly, The Sociology of Race and Ethnicity, Urban Education and The Du Bois Review. She has received numerous grants and awards including from the National Science Foundation, National Institutes of Health, Spencer Foundation, Russell Sage Foundation, MacArthur Foundation, Field Foundation, and the American Sociological Association. As Director of IRRPP, she has co-authored a number of reports as part of the State of Racial Justice in Chicago project chronicling the experiences and conditions of racial/ethnic groups in the city. Dr. Lewis lectures and consults regularly on issues of racial and educational equity and contemporary forms of racism.

Katie Lewis is an Associate Professor at the University of Washington’s College of Education. Her research lies at the intersection of mathematics education and critical special education. She is concerned with understanding the nature of mathematics disabilities (dyscalculia) and designing accessible educational contexts – particularly for students with disabilities and students in foster care. In the context of authentic learning environments, she evaluates the accessibility of mathematics instruction, designs more accessible mediational tools, and considers the ways in which students with disabilities actively create access for themselves. Her work draws upon sociocultural theories and Disability Studies, and has been informed by her own firsthand experience having a learning disability. In her teaching she focuses on supporting preservice special education teachers to engage in anti-deficit high quality inquiry-oriented mathematics assessment and instruction. Her work has been published in Journal for Research in Mathematics Education, Journal of the Learning Sciences, Journal of Mathematical Behavior, and Cognition & Instruction, among others. Her work has been funded by a Spencer Dissertation Award and a National Academy of Education / Spencer Postdoctoral Fellowship.

Luis Antonio Leyva is an Associate Professor of Mathematics Education & STEM Higher Education in the Department of Teaching & Learning at Vanderbilt University – Peabody College of Education & Human Development. He directs the Power, Resistance & Identity in STEM Education (PRISM) Research Lab. His research examines and seeks to disrupt how interlocking systems of power, including racism and cisheteropatriarchy, shape classroom teaching and student support in undergraduate mathematics and STEM higher education broadly. He centers undergraduate STEM students’ narratives of oppression, agency, and support to uncover how educational practices limit and expand learning opportunities that affirm their identities across intersections of race, gender, sexuality, and other social differences. Leyva draws on critical race theory, women of color feminisms, and queer of color critique to ground his research conceptually and methodologically. Leyva’s research has been supported by the Bill & Melinda Gates Foundation (Mindset Scholars Network), National Academy of Education/Spencer Foundation, and National Science Foundation.

Leyva has published his research in the American Educational Research Journal, Cognition & Instruction, The Journal of Higher Education, Journal for Research in Mathematics Education, and Journal for Women and Minorities in Science and Engineering. His scholarship has been distinguished with various national awards and honors, including Emerging Scholar honoree (Diverse: Issues in Higher Education, 2024), LGBTQ+ Educator of the Year Award (Out to Innovate, 2022), and Early-Career Publication Award (AERA Special Interest Group on Research in Mathematics Education, 2018). Leyva holds experience with editorial leadership in the International Journal of Qualitative Studies in Education, Journal of Diversity in Higher Education, and Journal for Research in Mathematics Education. Prior to his faculty appointment, Leyva was certified as a high school mathematics teacher and worked in several student support programs for historically marginalized populations in STEM, including the STEM Talent Expansion Program and the TRIO Upward Bound Math-Science program.

Major Disciplines: Mathematics Education, Pedagogy, Policy Studies, Sociology, Teacher Education

Areas of Research: Achievement, Classroom Discourse, Equity and Diversity, Gender, Teachers, Race, School Reform, Social Class/Stratification, Math Problem Solving

Methods: Quantitative, Mixed Methods

Major Disciplines: Cultural Studies, Education, Learning Sciences, Mathematics Education, Pedagogy, Qualitative Research Methods, Science Education, STEM Education, Teacher Education

Areas of Research: African American, Equity and Diversity, Identity, Primary School Education, Race, Teaching/Pedagogical Studies, Urban Students,  

Methods: Qualitative, Mixed Methods

Dr. Luz A. Maldonado Rodríguez is an associate professor of Bilingual Mathematics Education in the department of Curriculum and Instruction. She earned her PhD in Mathematics Education with a doctoral portfolio in Mexican American Studies from the University of Texas at Austin. She has a M.S. in Mathematics Education with a Minor in Bilingual/Bicultural Education from Teachers College, Columbia University and a BS in Mechanical Engineering from Rice University.
Dra. Maldonado Rodríguez has taught elementary mathematics methods courses at central Texas universities for over 10 years and conducts yearlong professional development sessions on Cognitively Guided Instruction with K-6th grade teachers from Texas, Arkansas, Florida and California. Dra. Maldonado Rodríguez’s primary research interests follow the mathematical learning experiences of the bilingual learner, from elementary student to pre-service teachers, in particular documenting humanizing teaching and learning practices. Her research is currently focused on understanding translanguaging in the bilingual elementary classroom in which students are encouraged to develop their bilingual identities and utilize their entire linguistic repertoires to engage in mathematics.

Dr. Lou Matthews is a global mathematics creative, leader, and the founder of InspireMath, where he is dedicated to developing sustainable and authentic math and STEM experiences in communities worldwide. With his extensive experience in national and international initiatives across the United States, and Caribbean and African diasporas, Dr. Lou has responded to the critical need for responsive math and STEM education. As a regarded equity and belonging advocate and sought-after speaker, Dr. Lou has logged countless hours in schools and classrooms supporting educators and leaders in cultivating inspiring math and STEM content experiences. Drawing from turbulent social times, Dr. Lou invented the acclaimed Hope Wheel in 2019 as an innovative planning tool to inspire the redesign of mathematics learning. In 2020, he created Pi Before Dinner, an ongoing online math network of educators, parents, and media channels. Over the years, he has authored several books, studies, chapters, blogs, and videos on culturally relevant mathematics teaching. Dr. Lou’s co-authored book, Engaging in Culturally Relevant Math Tasks: Fostering Hope in the Elementary Classroom, has achieved publisher best-seller status. He also led the founding of the Journal of Urban Mathematics Education in 2008, serving as its founding editor in chief. Dr. Lou continues to impact the preparation of STEM teachers. As the Director of Mathematics and Science at Urban Teachers, a teacher residency program in partnership with American University, Dr. Lou leads the development and coaching of culturally responsive mathematics teachers in Baltimore, Philadelphia, Washington, DC, and Dallas.

Major Disciplines: Behavioral Sciences, Education, Human Development, Mathematics Education, Psychology

Areas of Research: Learning, Primary School Education, Secondary School Education, Fractions Knowledge, Early Algebra, Procedural and Conceptual Knowledge

Methods: Quantitative, Experimental Methods

Karen Mayfield-Ingram is the project director of the Oakland Urban Teacher Residency Program. She also is a program coordinator for the Center for Equity and Excellence at the Lawrence Hall of Science at the University of California – Berkeley and Associate Director of the Bay Area Math Project. Ms. Mayfield-Ingram has 15 years of teaching experience and has conducted numerous workshops and given keynote addresses on mathematics and equity, and transitioning to the Common Core State Standards in Mathematics (CCSS-M) at the state and national level. She is the co-author of several books about teaching, including Rethinking K-8 Mathematics Teaching: Equity-Based Practices to Strengthen Children’s Mathematics Learning and Identity published by the National Council of Teachers of Mathematics. Her work focuses on equitable mathematics teaching and learning, teacher education and parent involvement with a primary goal of strengthening access and advancement in mathematics education for historically marginalized youth.

Major Disciplines: Education, Ethnic Studies, Higher Education, Mathematics Education, Qualitative Research Methods, Technology Studies

Areas of Research: African-American Students, Asian Students, Equity and Diversity, Gender, Identity, Native American Students, Technology, Race

Methods: Qualitative, Discourse Analysis, Ethnography, Mixed Methods

Gigliana Melzi is Professor of Applied Psychology and affiliated faculty at the Center for Latin American and Caribbean Studies in New York University. Dr. Melzi’s work examines the intersection of cultural and linguistic practices and their relation to child development and learning. Using mixed-methods and emic approaches, she investigates how Latine immigrant parents nurture their children, the role of language in that process, and how classroom instruction can leverage these culturally and linguistically grounded practices to support young children’s school-based learning. Her latest work focuses on Latine family math and science practices. Dr. Melzi’s research has been funded by the Spencer Foundation, National Institute of Health, the U.S. Department of Health and Human Services, and lately by the Brady Education Foundation, the Brooke Astor Foundation, the Heising-Simons Foundation, and the National Science Foundation.

Major Disciplines: Education, Mathematics Education, Qualitative Research Methods, Quantitative Research Methods, STEM Education 

Areas of Research: Postsecondary & Adult Education, Teacher Knowledge, Community Colleges, Interactive Textbooks

Methods: Quantitative, Qualitative, Discourse Analysis,  Mixed Methods, Design-Based Research, Psychometrics

Dr. Moschkovich received her PhD from UC Berkeley, Department of Education in Mathematics Science and Technology (EMST). Before coming to UCSC in 1999, she was a lecturer at UC Berkeley, a Researcher at IRL (Institute for Research on Learning) in Palo Alto, and a Project Director at TERC in Cambridge, MA. At IRL she collaborated with MMAP (Middle School Mathematics through Applications) project, conducting research in mathematics classrooms. While at IRL she was awarded a National Science Foundation Research Planning Grant and a National Academy of Education (NAE/Spencer) Postdoctoral Fellowship. She also worked at TERC, collaborating with the Cheche Konnen project and as Principal Investigator on the NSF research project “Mathematical discourse in bilingual settings: Teaching and learning mathematics in two languages.” She is also a former mathematics instructor (San Francisco State University, USF Upward Bound Program, and UCSC Yo Puedo Programs).

Major Disciplines: Cultural Studies, Education, Learning Sciences, Mathematics Education, Teacher Education

Areas of Research: Ambitious Instruction, Equity and Diversity, Teachers, School Reform, Teaching/Pedagogical Studies

Methods: Qualitative, Mixed Methods, Design-Based Research

Major Disciplines: Anthropology, Bilingual Education, Education, Higher Education, Human Development, Human Rights Education, Learning Sciences, Linguistics, Literacy Ed./Reading/Language Development, Mathematics Education, Medicine, Multicultural Education, Qualitative Research Methods, Religion/Theology, Science Education, STEM Education, Teacher Education

Areas of Research: African-American Students, Bilingual/Multilingual Learners, Classroom Discourse, Early Childhood Education, Equity and Diversity, Foreign Language Studies, Gender, Identity, Immigrants, Indigenous Students, Informal/Out-of-School Learning, Language, Latine Students, Learning, Literacy, Multicultural Education and Diversity, Teachers, Race, Religion, School/Community Partnerships, Urban Students, Narrative Inquiry, Medical Education 

Methods: Qualitative, Discourse Analysis,  Ethnography, Mixed Methods, Design-Based Research, Narrative Analysis 

Dr. Riegle-Crumb’s research interests center upon gender and racial/ethnic inequality in educational experiences and achievement. As a sociologist of education, she is particularly interested in the role of social contexts, including friendships, schools, and communities, in increasing or ameliorating educational disparities in math and science. Her research also focuses on the complex intersection between gender and race/ethnicity with regard to educational inequality. Dr. Riegle-Crumb’s work has been funded with grants from several agencies and foundations, including the National Science Foundation and the National Institutes of Health. Her research expertise includes quantitative research methods and analyses of national datasets.

Major Disciplines: Education

Areas of Research: Achievement, Classroom Discourse, Assessment, Assessment Development, Assessment Evaluation

Methods: Quantitative, Qualitative

Geoffrey Saxe is a Professor of the Graduate School at UC Berkeley. His research has focused on learning processes in varied settings—elementary and middle school classrooms in the United States, remote settings in Papua New Guinea, urban and rural areas of Northeastern Brazil, family practices involving numerical activities in the lives of toddlers in New York. He has been awarded grants from the National Science Foundation, the Spencer Foundation, and the Institute of Education Sciences. He has received fellowships as a visiting scholar at the Center for Advanced Study in the Behavioral Sciences at Stanford University and Rockefeller’s Bellagio Center in Italy. His books and monographs include Social Processes in Early Number Development (with S. Guberman and M. Gearhart, 1987), Culture and Cognitive Development: Studies in Mathematical Understanding (1991), Cultural Development of Mathematical Ideas: Papua New Guinea studies (2012). His most recent book, Cultural Development of Mathematical Ideas, received most outstanding book awards from the American Psychological Association (2015), the American Anthropological Association (2014), and the Cognitive Development Society (2013), and he received two Presidential citations from the American Educational Research Association for his research on culture-cognition relations (2010, 2022). He is past Editor of the journal, Human Development, and he is past-President of the Jean Piaget Society for the Study of Knowledge and Development. He has been an elected member of the National Academy of Education in the United States since 2005, and an inaugural fellow of the American Educational Research Association.

Major Disciplines: Art Education, Behavioral Sciences, Comparative Education, Education, Learning Sciences, Mathematics Education, Policy Studies, Politics of Education, Quantitative Research Methods, Science Education, Statistics/Measurement/Research Methods, Quantitative Studies Related to Issues of Inequalities of Opportunities to Learn Mathematics

Areas of Research: Achievement, African-American Students, Ambitious Instruction, Arts, Equity and Diversity, Gender, Latine Students, Learning, Primary School Education, Teachers, Race, Secondary School Education, Social Class/Stratification, White Students

Methods: Quantitative, Mixed Methods, Comparative, Design-Based Research, Psychometrics

Alan Schoenfeld is a Distinguished Professor at the University of California, Berkeley. He holds the Elizabeth and Edward Conner Chair in the School of Education and is an Affiliated Professor in the Mathematics Department. Schoenfeld is a Fellow of the American Association for the Advancement of Science, a Fellow of the American Educational Research Association (AERA), and a Laureate of the education honor society Kappa Delta Pi. He is an elected memberof the International Academy of Education and the U.S. National Academy of Education, and has served as President of AERA and vice President of the National Academy. Schoenfeld holds the International Commission on Mathematics Instruction’s Klein Medal, the highest international distinction in mathematics education; AERA’s Distinguished Contributions to Research in Education award, AERA’s highest honor; and the Mathematical Association of America’s Mary P. Dolciani award, given to a pure or applied mathematician for distinguished contributions to the mathematical education of K-16 students.

Major Disciplines: Learning Sciences, Mathematics Education, Pedagogy, Politics of Education, Qualitative Research Methods, STEM Education

Areas of Research: Ambitious Instruction, Classroom Discourse, Equity and Diversity, Identity, Learning, Teaching/Pedagogical Studies

Methods: Qualitative, Ethnography, Design-Based Research

Dr. Niral Shah is an Associate Professor of Learning Sciences and Human Development in the College of Education at the University of Washington in Seattle, where he also directs the Race, Theory, and Design Lab. His research concerns how people learn racism and anti-racism. Shah’s prior work has focused on race and racism in STEM education, specifically how racial narratives about STEM ability affect students’ identities and participation in classrooms. He is also a co-developer of the EQUIP classroom observation tool (https://www.equip.ninja/), which supports teachers and educational leaders to identify and mitigate bias in classrooms. Dr. Shah is a National Academy of Education/Spencer Dissertation Fellow and Postdoctoral Fellow, and his work has been funded by the National Science Foundation, Spencer Foundation, and the Institute of Education Sciences.

Major Disciplines: Cultural Studies, Education, Mathematics Education, Multicultural Education, Pedagogy, Philosophy, Politics of Education, Quantitative Research Methods, Teacher Education, Women’s Studies

Areas of Research: African-American Students, Equity and Diversity, Gender, Multicultural Education and Diversity, Postsecondary & Adult Education, Teachers, Race, Secondary School Education, Social Class/Stratification, Teaching/Pedagogical Studies, Urban Students

Methods: Qualitative, Ethnography, Theory/Philosophy, Critical and Postmodern Theories

Dr. Guillermo Solano-Flores is Professor of Education, Stanford University Graduate School of Education. His research focuses on the intersection of assessment, cultural and linguistic diversity, and fairness. This research is relevant to the testing of students who are not proficient in English in the U.S., students from different countries in the context of international comparisons, and students with disabilities. His research is based on the use of multidisciplinary approaches that use psychometrics, sociolinguistics, semiotics, and cognitive science in combination. He is the author of the theory of test translation error, which addresses testing across cultures and languages. Also, he has investigated the use of generalizability theory—a psychometric theory of measurement error—in the testing of English language learners and indigenous populations, and the use of Boolean algebra in complex coding endeavors. He has advised Latin American countries on the development of national assessment systems and has been the advisor to countries in Latin America, Asia, Europe, Middle East, and Northern Africa on the adaptation and translation of performance tasks into multiple languages. Current research projects examine academic language and testing, formative assessment practices for culturally diverse science classrooms, and the design and use of testing accommodations and accessibility resources for students with special needs in computer-administered tests. He has been member of technical advisory boards for several assessment projects and institutions, including the Smarter Balanced Assessment Consortium, the National Assessment of Educational Progress, the National Academy of Sciences, and the Department of Education of Hawaii.

Beth Warren is Sylvia Earl Professor and Director of the Earl Center for Learning & Innovation at Boston University Wheelock College of Education & Human Development. She is also Professor in the Department of Language and Literacy Education. Dr. Warren’s research imagines possibilities for learning and teaching beyond the settled forms of schooling that have failed too many of our children and youth, especially those from historically oppressed communities. Her research builds from the heterogeneity of human cultural practices to design educational ecologies that cultivate justice, dignity, and mutual flourishing. Working in partnership with teachers, youth, scientists, and artists, Dr. Warren and colleagues investigate questions at the intersection of culture, language, race, learning and teaching across STEM, humanities, and arts disciplines. They also explore designs for teacher learning that work at disrupting and transforming power in moment-to-moment classroom interaction in ways that sustain multiple values, purposes, and arcs of human learning. Prior to BU, Dr. Warren was Senior Scientist in the Education Department at BBN Laboratories and then co-Founder and co-Director of the Chèche Konnen Center (“search for knowledge” in Haitian Creole) at TERC, a not-for-profit educational research and development organization. She has collaboratively led numerous private foundation and government-funded projects that pursue design-based research to reimagine disciplinary learning and teaching by attending closely to their cultural, historical, political, and ethical dimensions.

Major Disciplines: Education, Mathematics Education, Statistics/Measurement/Research Methods, STEM Education

Areas of Research: Achievement, Equity and Diversity, Multicultural Education and Diversity, Teachers, Teaching/Pedagogical Studies, Urban Students

Methods: Quantitative, Meta-analysis, and Literature Synthesis

Bill Zahner is an associate professor in the mathematics department at San Diego State University and the Director of the Center for Research in Mathematics and Science Education. Zahner’s research focuses on developing classroom learning environments in which students from historically excluded and marginalized communities have greater opportunities to learn mathematics. Zahner is especially focused on developing classrooms in which multilingual students who are bureaucratically classified as English Learners can benefit from participating in classroom discussions. Zahner has been PI or co-PI on multiple funded research projects and his research has been published in venues such as Mathematical Thinking and Learning, Educational Studies in Mathematics, Teachers College Record, and Review of Educational Research. Zahner started his career as a secondary mathematics teacher in Chuuk, Federated States of Micronesia. He later taught in San Jose, California. In his current role in the mathematics department SDSU, Zahner teaches undergraduate mathematics courses as well as graduate courses in mathematics and science education research. Zahner also mentors doctoral students and postdoctoral researchers working on funded research project.