Dr. Mark Ellis

Awards and Key Positions

• Board of Directors, Executive Committee, National Council of Teachers of Mathematics (NCTM)
  
• Department Chair and Professor, Education, CSU Fullerton
  
• Distinguished Faculty, College of Education, CSU Fullerton
  
• Certification Council, National Board for Professional Teaching Standards
  
• National Board Certified Teacher
  
• Research to Practice Award, Mathematics Teaching in the Middle School 
  

Publications and Advisory Focus 

• Coauthor of Reimagining the Mathematics Classroom: Creating and Sustaining Productive Learning Environments, K–6
  
• Equitable and inclusive practices in mathematics education
  
• Culturally responsive mathematics teaching and learning
  
• Preparation of teachers of mathematics
  
• History of school mathematics in the United States

Whitepapers

• Knowing and Valuing Every Learner: Nora’s Story about Culturally Responsive Mathematics Teaching
• Recognizing Misconceptions as Opportunities for Learning Mathematics with Understanding
• Fostering Student Engagement in the Mathematical Practices

Webinar

• Rehumanizing Mathematics Learning through Culturally Responsive Mathematics Teaching

Dr. Gladis Kersaint

Awards and Key Positions 

• Vice Provost of Academic Affairs, Professor of Mathematics Education, University of Connecticut
  
• Dean, Neag School of Education, University of Connecticut, 2016–2021
  
• Professor of Mathematics Education, University of South Florida, 1998–2016
  
• Board of Directors, NCTM, 2012–2015
  
• Board of Directors, Association of Mathematics Teacher Educators, 2008–2011
  
• Mathematics teacher, Miami-Dade County Public Schools

Publications and Advisory Focus 

• Coauthor of Teaching Mathematics to English Language Learners and Mathematical Literacy: Helping Students Make Meaning in the Middle Grades
  
• Equity and discourse in mathematics education
  
• Mathematics teaching and learning
  
• Preparation of teachers of mathematics

Whitepapers

• Orchestrating Mathematical Discourse to Enhance Student Learning
• Selecting and Sequencing Student Solutions

Grace Kelemanik, M.S.T.

Key Positions

• Cofounder, Fostering Math Practices
  
• National consultant supporting teachers, coaches, and school leaders
• Board of Directors, NCTM
  
• Education Development Center, project director
  
• Boston Teacher Residency Program, teacher educator
  
• Urban 6–12 mathematics teacher and leader

Publications and Advisory Focus 

• Coauthor of Routines for Reasoning: Fostering the Mathematical Practices in All Students and Teaching for Thinking: Fostering Mathematical Practices through Reasoning Routines
  
• Teaching with instructional routines and implementing high-leverage pedagogical strategies
  
• Urban education
  
• Mathematics instruction for special populations
  
• Teacher development

Whitepapers

• Supporting Productive Struggle for Mathematics Learners
• Integrating Effective Teaching Practices

Amy Lucenta, M.Ed.

Key Positions

• Cofounder, Fostering Math Practices
  
• National consultant supporting teachers, coaches, and school leaders
  
• Board of Directors, National Council of Supervisors of Mathematics
  
• Mathematics teacher and leader (Grades K–12)

Publications and Advisory Focus 

• Coauthor of Routines for Reasoning: Fostering the Mathematical Practices in All Students and Teaching for Thinking: Fostering Mathematical Practices through Reasoning Routines
  
• Teaching with instructional routines and implementing equitable teaching practices
  
• Integrating mathematical practices into instruction
  
• Engaging and supporting all learners

Whitepapers

• Supporting Productive Struggle for Mathematics Learners
• Integrating Effective Teaching Practices

Dr. Cathery Yeh

Dr. Cathery Yeh is an assistant professor at Chapman University. She has been in education for more than 20 years, beginning her tenure in dual-language classrooms in Los Angeles and Orange County, CA and abroad. At Chapman University, Yeh teaches mathematics methods with a focus on teaching practices that challenge deficit-based thinking and draw on student strengths. She also developed the community mathematics learning program and has authored many journals and books, including coauthoring Reimagining the Mathematics Classroom. Yeh is the 2022 Early Career Award recipient from the Association of Mathematics Teacher Educators and a member of the NCTM Board of Directors.

Dr. Sharroky Hollie

Dr. Sharroky Hollie provides professional learning to thousands of educators in the area of cultural responsiveness. Since 2000, Hollie has trained more than 150,000 educators and worked in nearly 2,000 classrooms. He has been a classroom teacher, a central office professional learning coordinator in the Los Angeles Unified School District, a school founder and administrator, and a university professor in teacher education at CSU. He wrote Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success, published in 2011, and Strategies for Culturally and Linguistically Responsive Teaching and Learning in 2015.

Michael Flynn

Mike Flynn, director of the Mathematics Leadership Programs at Mount Holyoke College, Massachusetts, is an active leader in mathematics education. He is the author of numerous publications on mathematics teaching, including Beyond Answers: Exploring Mathematical Practices with Young Children.  

Dr. Bob Dolan

Dr. Bob Dolan, Diverse Learners Consulting, brings 30+ years of experience in neuroscience, learning science, instructional design, assessment, and software development. He is an expert of applying the Universal Design for Learning to instruction and assessment in both publishing and research environments.

Harold Asturias

Harold Asturias is the director of the Center of Mathematics Excellence and Equity at the University of California, Berkeley. He provides professional learning in the areas of standards and assessment in mathematics for large urban districts and smaller, rural districts. His current focus is supporting Grades K–12 teachers with students from underrepresented and underserved groups, connecting mathematics and English language development.

Sarah Bent

Sarah Bent, assistant director of the Mathematics Leadership Programs at Mount Holyoke College, Massachusetts, supports professional learning programs for Grades K–8 mathematics teachers around the country. Bent is a former Grades 3 and 4 teacher. 

English Learners Success Forum (ELSF)

ELSF is a collaboration of researchers, teachers, state and district leaders, content creators, and education funders who are dedicated to improving the quality and accessibility of instructional materials for English Learners. ELSF’s experts provide guidance to curriculum developers in addressing the linguistic and cultural assets and needs of English Learners with the goal of providing English Learners full access to grade-level content and quality learning.

The Council of the Great City Schools

The Council of the Great City Schools brings together 76 of the nation’s largest public-school systems in coalition dedicated to the improvement of education for children in the inner cities. Mathematics and English Learner experts from member districts provided feedback to Curriculum Associates and other publishers to meet the criteria for instructional materials set forth in A Framework for Re-envisioning Mathematics Instruction for English Language Learners.