Wednesday / December 6
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Tonya Bartell is currently an associate professor of mathematics education in the College of Education at Michigan State University and serves as the associate director of elementary programs. Tonya began teaching 25 years ago as a high school mathematics teacher, including 3 years as a founding teacher in an alternative high school to support students labeled as not succeeding by the system. For the last 15 years, she has volunteered in elementary mathematics classrooms and studies elementarymathematics education.

Cathery Yeh started teaching 24 years ago, beginning her  tenure in dual-language classrooms in Los Angeles and abroad in China, Chile, Peru, and Costa Rica. As a classroom teacher, she made home visits to every student home (over 300) and co-taught mathematics lessons with parents/caregivers and community organizers to integrate students’ lived experiences, knowledge, and identities into the curriculum. As a learner of mathematics, her own schooling mirrors my research commitments to bilingualism, culturally sustaining pedagogies, and ethnic studies

Mathew D. Felton-Koestler is currently an associate professor in the Department of Teacher Education at Ohio University in Athens, Ohio, where he primarily teaches mathematics methods courses for future elementary and middle school teachers. Throughout his career, Mathew has benefited from opportunities to collaborate with practicing teachers in the classroom and in professional development settings. He particularly enjoys the challenge of blending rich mathematics with explorations of our social and political world in tasks that are accessible to a broad audience.

Robert Q. Berry III is the Dean of the College of Education at the University of Arizona and the Paul L. Lindsey & Kathy J. Alexander Chair. He served as President of the National Council of Teachers of Mathematics (NCTM) from 2018–2020. He taught in public schools and served as a mathematics specialist. Equity issues in mathematics education are central to my research efforts with four related areas: (a) understanding Black children’s mathematics experiences, (b) measuring standards-based mathematics teaching practices, (c) unpacking equitable mathematics teaching and learning, and (d) exploring interactions between technology and mathematics education. Robert is also a two-time recipient of NCTM’s Linking Research and Practice Publication Award.