is Distinguished Professor of Mathematics Education in the School of Education at the University of Witwatersrand, Johannesburg, having previously held Professorships at Kings College, University of London and Monash University, Melbourne. Originally a primary school teacher, Mike moved into teacher education and there developed his interest in research. He has directed many research projects including the influential Effective Teachers of Numeracy in Primary Schools and was deputy director of the five-year Leverhulme Numeracy Research Programme. His books include: Transforming Primary Mathematics, A Practical Guide to Transforming Primary Mathematics and the popular Maths for Mums and Dads (with Rob Eastaway). Mike believes that mathematical activity can be, and should be, engaging and enjoyable for all learners and that the majority of learners can come to see themselves as mathematicians, in the sense of having confidence in their ability to do maths. From April 2018 Mike is pleased to be the President of the UKs Mathematical Association.
Anastasios (Tasos) Barkatsas
is a Senior Academic in Mathematics and Statistics Education and a Quantitative Data Analyst at the School of Education, rmit University, Australia and has published more than 100 refereed journal and conference research papers, chapters and books. Tasos is also Series Editor of the Brill Sense series: Global Education in the 21st Century, an Editorial Board member in a number of international research journals and a reviewer in numerous international research journals and conferences and is currently co-editing two books, which will be published in 2018 as part of his book series.
is a doctoral student in mathematics education at NC State. Prior to joining the sudds team, Mike taught high school mathematics in North Carolina for seven years and spent three years developing a digital middle grades mathematics curriculum. He earned his Bachelors degree in mathematics from Wake Forest University and his Masters degree in mathematics education from Teachers College, Columbia University.
is Adjunct Associate Professor and a mathematics educator at the University of Tasmania. She has an extensive background in mathematics education in Australia, at school, system and tertiary levels, including mathematics curriculum development and implementation, large-scale testing, and pre-service teacher education. Her specific research interests include teachers pedagogical content knowledge, statistical literacy, mental computation, and assessment of mathematics and numeracy.
is Kennedy Endowed Chair in Early Childhood Learning and Distinguished University Professor at the University of Denver. He is a major scholar in the field of early childhood mathematics education, whose work has relevance to the academy, to the classroom, and to the educational policy arena he has published over 135 refereed research studies, 22 books, 86 chapters, and 300 additional publications. At the national, level, his contributions have led to the development of new mathematics curricula, teaching approaches, teacher training initiatives, and models of scaling up interventions. He has served on the U.S. Presidents National Mathematics Advisory Panel, the Common Core State Standards committee of the National Governors Association and the Council of Chief State School Officers, the National Research Councils Committee on Early Mathematics, the National Council of Teachers of Mathematics national curriculum and Principles and Standards committees and is and co-author each of their reports. He has directed more than 35 funded projects. Additional information can be found at http://du.academia.edu/DouglasClements and http://www.researchgate.net/profile/Douglas_Clements/
is the Joseph D. Moore Distinguished Professor of Mathematics Education at North Carolina State University. She directs the sudds team (Scaling Up Digital Design Studies) in building new learning maps and related diagnostic assessments to support personalized learning. She served on the National Validation Committee on the Common Core Standards and built www.turnonccmath.com, a website unpacking the Common Core. She was Vice Chairman of the Mathematics Sciences Education Board, National Academy of Sciences (19982004), chaired the nrc Committee, which produced On Evaluating Curricular Effectiveness, and was a coauthor of nrcs Scientific Research in Education. She authored Math Projects, Function Probe, Precalculus Interactive Diagrams, Graphs N Glyphs and lpp-Sync software. Dr. Confrey received a Ph.D. in mathematics education from Cornell University.
is an experienced academic. Her teaching experience spans many decades in schools and university. She is Editor of Australian Primary Mathematics Classroom, a former President and Life Member of The Mathematical Association of Western Australia, member of the Mathematics Education Research Group of Australasia and past member of the National Council of the Australian Association of Mathematics Teachers. Lorraine has been a member of the Reframing Mathematical Futures II research team, working on algebraic reasoning, and as part of this team was a recipient of the 2018 Beth Southwell Practical Implications Award. Currently she is a member of the Australian research team of the Principals as Stem Leaders Project. Lorraines passions are engaging students in mathematics and supporting the important work of teachers. She is a regular contributor to professional learning facilitation and has been involved in the development of mathematics education at both a state and national level in Australia.
received her BA in Liberal Arts from St. Johns College in 2008. After she received her mat degree from Duke University in 2012, she taught high school mathematics at Durham School of the Arts. She is a recipient of the Knowles Science Teaching Fellowship, which grants financial and professional support to early-career math and science teachers. Since leaving the classroom, she has worked both at Duke and at NC State on grant-funded projects to improve secondary teaching and learning of math and science.
is an Adjunct Professor of Mathematics Education at The Australian Catholic University, is an experienced teacher of mathematics at all levels from Early Childhood through to University. She was an active researcher on the Early Numeracy Research Project, Contemporary Teaching and Learning of Mathematics Project, and the Family School Partnerships project. Marj is currently engaged in the Reframing Mathematical Futures II project where her particular interests and expertise are in the development of evidence-based learning frameworks for Algebraic and Geometrical Reasoning and the corresponding teaching advice and activities to support targeted teaching in those areas.
is a research scientist with roots in both biological sciences (PhD, Stanford) and, for the past 15 years, mathematics education. He co-founded Quest Math & Science Multimedia, Inc., and the design of Interactive Diagrams for High School Mathematics. His research focus has included design of mathematics educational software and, more recently, the development of learning trajectories and diagnostic assessment for K-8 mathematics. He is the lead editor of Learning over Time: Learning Trajectories in Mathematics Education, and a co-developer of TurnOnCCMath.com. He received his PhD in biological sciences from Stanford University.
has spent five years as a middle school mathematics teacher, and three years developing a digital mathematics curriculum. He has worked with teachers on implementing new curricula and technology in the classroom. Will earned his Ed.D. in mathematics education at Rutgers University where he studied the ways in which teachers attend and respond to student reasoning.
began his career teaching secondary mathematics and statistics for 9 years, before returning to Auckland University in 1997 where he taught undergraduate mathematics (Calculus and Linear Algebra) and post-graduate mathematics education. In 2016, he moved to the University of Tasmania, Launceston Australia, where he currently teaches mathematics education for pre-service teachers in primary and secondary school. His research interests include the integration of technology into mathematics curricula, collaborative learning in mathematics; mathematical reasoning and proof; beliefs and productive disposition; and professional development for teachers with a specific focus on pedagogical content knowledge (pck).
has been working as Project Manager for the Reframing Mathematical Futures II (rmfii) Project. Her research interests revolve around the use of digital technologies in mathematics education with her PhD thesis having focused on the use of Computer Algebra System (cas) devices in senior secondary mathematics. Having specialised in Mathematics and Chemistry as part of her Science and Education (Secondary) double degree, Claudia also teaches in undergraduate and post-graduate courses within these disciplines.
is Kennedy Endowed Chair in Innovative Learning Technologies and Distinguished University Professor at the University of Denver, Colorado, usa. She has taught high school mathematics, computer science, middle school gifted mathematics and early childhood mathematics. She has directed over 10 projects funded by the National Science Foundation and the Institute of Education Sciences and has authored over 77 refereed articles, 6 books, 55 chapters, and over 80 additional publications. She has also developed and programmed over 50 award-winning educational software products. Her research interests include childrens development of mathematical concepts and competencies, implementation and scale-up of educational interventions, professional development models influence on student learning, and implementation and effects of software environments.
is a Mathematics Education lecturer in the School of Education, rmit University, Melbourne, Australia. She is part of the research team in the Reframing Mathematical Futures II project. Her research interests include: spatial and geometric reasoning, assessments and instructional design, numeracy and students with special needs.
is a postdoctoral researcher with the Dr. Confreys research team and is interested in validating classroom-based diagnostic assessments, learning sciences, and geometry. Before joining sudds and the doctoral program at NC State, Meetal taught high school mathematics (grades 7 to 12) in Sydney, Australia for 10 years. During that time, she taught the Mathematics Methods course at the University of New South Wales. Meetal has earned her Bachelors degree in mathematics from the University of Sydney, Postgraduate Diploma in Secondary Education from the University of New South Wales, and a Master of Education from Macquarie University.
is a Professor of Mathematics Education in the School of Education at rmit University (Bundoora) where she is involved with the preparation of pre-service teachers and the supervision of higher degree students. Di is currently the Director of the Reframing Mathematical Futures project, which is working with 32 secondary schools nationally to develop an evidenced based teaching and learning framework for mathematical reasoning in the middle years. She is also actively involved in the professional development of practicing teachers, particularly in relation to the development of the big ideas in number, the teaching and learning of mathematics in the middle years, and the use of rich assessment tasks to inform teaching. Di has directed a number of other large-scale research projects including the Scaffolding Numeracy in the Middle Years Project (20032006), the Researching Numeracy Teaching Approaches in Primary Schools Project (20012003), and the Middle Years Numeracy Research Project (19992001). Di is a past President of the Australian Association of Mathematics Teachers and a life member of the Mathematical Association of Victoria.
is an Adjunct Professor in the School of Education at rmit University. His research areas focus on: developing and using a construct of Teacher Capacity to improve the teaching and learning of mathematics and investigating the development of students algebraic thinking in the primary and early secondary years of school. He has interests internationally in curriculum and assessment, notably in Japan and in China. He is concurrently a senior research fellow in the Melbourne Graduate School of Education at the University of Melbourne. Prior to that, he occupied senior roles with the Victorian Department of Education and at the Victorian Curriculum and Assessment Authority. For the Australian Government he has been a coordinator of numeracy research projects in the Australian States and Territories and has been a reviewer of the Australian Curriculum: Mathematics and has provided interpretations of international assessments in Mathematics for Australian schools.
is a professor of mathematics education at the University of Colorado Denvers School of Education and Human Development. He earned a PhD degree from the University of Georgia at Athens (1995). Having served as a Principal Investigator on several research projects funded by the US National Science Foundation (nsf), his research program interweaves five interrelated foci: (a) childrens construction of whole number and fractional knowledge, (b) a cognitive mechanism for learning a new concept, (c) a pedagogical approach to promote such learning, (d) mathematics teachers professional development of such pedagogy, and (e) linking mathematical thinking/learning with brain processes.
is Professor Emerita and has had a long and distinguished career in mathematics education at the University of Tasmania. In addition to gaining many awards for teaching, she has contributed extensively to the field of statistics education research, leading many large research teams. Her work has led to several prestigious awards, including the Clunies Ross National Science and Technology Award, the inaugural Mathematics Education Research Group of Australasia merga Career Research Medal; and the University of Tasmania Vice-Chancellors Research Excellence Medal. She is an elected Fellow of the Academy of the Social Sciences in Australia.