Delaware Math Equity Annual Conference

Dr. Michael Flynn is the Director of Mathematics Leadership Programs at Mount Holyoke College.  He is a highly sought out speaker with a reputation for  engaging his audience in  thoughtful conversations about important ideas around teaching and learning mathematics. He is an expert in hybrid learning and used innovation to expand and connect educators across the globe in high quality learning experiences as part of Mount Holyoke’s Mathematics Leadership Programs.

Dr. Amber Willis is an experienced mathematics teacher and educator with 19 years of experience. She obtained a Ph.D. in Educational Studies, specializing in Mathematics Education from the University of Michigan. Her professional agenda focuses on designing and studying practice-based professional learning experiences for pre-service teachers, practicing K-12 mathematics teachers, and teacher educators. She is motivated by a commitment to children and a desire to (re)humanize their experiences in schools. She is a program director at Deans For Impact where she contributes to their mission by leading work with the Learning by Scientific Design Network

Dr. Ilana Horn is an Associate Professor in Vanderbilt University’s Peabody College.  Her research focuses on ways to math authentic mathematics learning accessible to all students. She is especially interested in studying ways to impact students who have been historically disenfranchised by the education system. She is the author of a number of books, one of which includes “Strength in Numbers: Collaborative Learning in Secondary Mathematics.”

Dr. Nicol Turner Lee is the Director of the Center for Technology Innovation and Co-Editor in Chief of TechTank. Her research interests include public policies that enable equitable access to technology across the U.S. and harnessing its power to produce positive change in every community. She is an expert on the intersection between race, technology, and wealth within the context of civic engagement, criminal justice, and economic development.

Dr. Brian Lawler has invested more than 25 years supporting teachers in schools and districts that are invested in dismantling structures and practices that perpetuate racism, eliticism, and systems of oppression. He is co-author of several books including the internationally acclaimed “Interactive Mathematics Program” series and more recently, the book “High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice.”

Dr. Lynsey Gibbons is an Assistant Professor in the School of Education at the University of Delaware. Her research interests include exploring teacher learning through an organizational and systems level perspective. She is committed to understanding how teachers can promote rich learning opportunities that respond to their children’s brilliance. She has written numerous articles, been a led PI on a number of large-scale grants, and recently received AMTE’s 2021 Early Career Award.

Kristin Gray is a national level mathematics professional development provider, consultant, and highly sought out speaker. She began her teaching career in the Cape Henlopen School District in Lewes Delaware where she invested nearly two decades engaging students in high quality mathematics experiences and garnering the respect of her colleagues. She later served as one of the district’s Elementary Math Specialists. She was instrumental in developing content for the Teaching Channel and a lead author on the Illustrative Mathematics K-5 program. Twitter: @MathMinds.

Dr. Tanji Reed Marshall is the director of P-12 practice, leading Ed Trust’s Equity in Motion assignment analysis work. Her graduate studies focused on curriculum and instruction with an emphasis on teacher practice with high-achieving African American students. She is a national level speaker and agent of change. She was drawn to education because of her deep desire for students who looked like her to get the kind of education our nation purports to want every child to have (but often does everything in its power to do the opposite).

Dr. Michael Reitemeyer is a Math Curriculum Supervisor and coach at Las Americas Aspira Academy in Newark Delaware. He is a former high school mathematics teacher and district Mathematics Specialist. He is national level speaker, international level professional developer, and active proponent of helping students own their learning. His research interests include building classroom environments were all students engage in productive grappling around the mathematics.

Dr. Amanda (Mandy) Jansen s a professor of mathematics in the School of Education at the University of Delaware. She conducts research related to students’ motivation and engagement in mathematics classroom. She is a highly sought out national speaker. She is passionate about issues of access and equity and continues to be invested in supporting students’ voices through her research and ongoing study of engagement in the mathematics classroom. Her most recent book Rough Draft Math: Revising to Learn is published by Stenhouse.

Dr. Corey Webel is an Associate Professor at the University of Missouri in the Department of Learning, Teaching, and Curriculum. He teaches mathematics courses for prospective elementary teachers, and is the director of the Elementary Mathematics Specialist certification program. He is a recipient of NCTM”s “Research into Practice Award” for his article entitled “Shifting Mathematical Authority from Teacher to Community.” His research interests include exploring how individual and institutional factors can support and inhibit improvements to mathematics teaching.

Berkeley Everett is the creator of Math Flips and MathVisuals.wordpress.com. He facilitates professional development for the UCLA Mathematics Project, develops curriculum and digital manipulatives for DragonBox, and speaks internationally on math visuals and fluency. He believes that math is more about doing (noticing, wondering, playing) than knowing and that students enjoy mathematizing the world. He also believes that math power is not equally distributed and is committed to changing that dynamic as part of his work with educators, students, and the community.

Dr. Kobett is an Associate Professor at Stevenson University. In addition to teaching mathematics and math methods courses, she serves as Director of the First Year Seminar program at the college. She is an active leader in the Maryland Teachers of Mathematics and National Council of Supervisors of Mathematics organizations. Dr. Kobett is a highly regarded national level speaker, consultant, and the author or co-author of numerous articles, book chapters, and books. Her most recent publication is entitled “Strengths Based Teaching & Learning in Mathematics.”

Jennifer Ranum is currently a Curriculum Consultant for the Math Learning Center. She takes her knowledge and expertise from 20 years as a classroom teacher, instructional leadership team member, and her experiences using Bridges in Mathematics as she works with new and existing Bridges districts. She enjoys modeling lessons, coaching teachers and administrators, writing blogs, facilitating Getting Started and Support Workshops for both Bridges and Intervention, and presenting at various math conferences around the United States.

Jennifer Christensen is a Curriculum Consultant for the Math Learning Center. She has been a classroom teacher for over 25 years, with additional experience in her district as an Instructional Facilitator. She has worked with teachers and coaches implementing Bridges in Getting Started workshops, lesson studies, and a variety of other topics related to implementation. She recognizes the challenges that face elementary teachers and is passionate about empowering teachers to see the potential in every student.

Zeba Savage loves to learn and play with mathematics, especially with children, parents, and fellow educators. She finds joy in following the lead of the learners around her and advocates for Black and Brown children’s proud and worthy ownership of their ideas and stories. Over the past 22 years, Zeba has served as a middle and high school math teacher, a cognitive coach with the UCLA Center X Professional Learning Partnerships, a facilitator of family workshops with the Coalition for Educational Partnerships, and a coach and professional development facilitator for the UCLA Mathematics Project.

Dr. Kathryn B. Chval is the Dean of the College of Education and Professor of Mathematics Education at the University of Illinois Chicago (UIC). Chval began her career as an elementary teacher. Her research focuses on effective preparation models and support structures for mathematics teachers, effective elementary mathematics teaching for multilingual learners, and curriculum standards and policies. She is the author of “Teaching Math to Multilingual Students: Positioning English Learners for Success” and has been recognized with numerous honors and awards (2018 TODOS Iris M. Carl Equity and Leadership Award, AMTE Early Career Award, INSIGHT Into Diversity Giving Back Award for Administrators, etc.)

Kassia Omohundro Wedekind spent many rewarding years as a classroom teacher and math coach in Fairfax County Public Schools in Virginia. Currently she serves as a Math Coach and editor at Stenhouse Publishers. She relishes investing time in classrooms learning from the many ways children talk, listen and negotiate meaning together. She is a co-author of “Hands Down: Listening and Talking Across Literacy and Math” as well as “Math Exchanges: Guiding Young Mathematicians in Small-Group Meetings.”​

Christy Thompson is a Literacy Coach in Fairfax County Public Schools in Virginia. She has invested her teaching and coaching career focused on listening to and learning from the talk of our youngest students. Working in collaboration with her co-author Kassia, Christy explored the crossovers between the ways students talk in math and literacy, leading to their publication ​”Hands Down, Speak Out​.”

Eli Luberoff is the CEO of Desmos, a math technology company used by millions of students and teachers around the world. His two dueling loves are learning and programming, which he combined in Desmos. Before Desmos, Eli founded and sold a tutoring software platform, and studied Math and Physics at Yale, where he graduated Summa Cum Laude with distinction in both majors. When not glued to his computer, Eli blows off steam by playing piano or kicking around a soccer ball — both mostly at random.

Dr. Michael Kijowski is the Supervisor of Curriculum and Instruction for the Caesar Rodney School District. He is an active member of the Delaware Math Coalition and service on the organization’s Executive Board. He is passionate about teaching and learning and prides himself with being “a true teacher at heart,.” His responsibilities as a District Supervisor include overseeing math, science, and gifted education. During his leisure time, he volunteers as a 4-H leader, travels with his wife Sherry, collects comic books, and loves to cook.

Charlie Webb is the Coordinator of Instruction for the Appquinimink School District. Across the years, Charlie has invested time as an elementary teacher, a middle school mathematics teacher, and she currently serves as a coordinator for the districts mathematics program. Charlie is an active member of the Delaware Math Coalition and is a member of the DMC Executive Board,. She is passionate about issues of equity and access and is a devoted mother and wife. She loves to cook, take walks, and spend time with friends and family.

Bryan Meyer is a former high school mathematics teacher and currently works as a Mathematics Program Specialist in San Diego, CA. His work and interests involve systemic changes to mathematics programs that can function towards realizing a vision of meaningful, joyful, and equitable mathematics education. Bryan believes that people form their definition of mathematics and their identity in relation to that mathematics through their experiences in the classroom. His research has led him to investigate how student agency, or the willingness and/or perceived ability to act in our experience, is intimately connected to mathematical identity.

Patty Clark was a teacher and math coach for twenty years in diverse schools and districts across the country. During that time, she began working with Marilyn Burns at Math Solutions, supporting teachers in building their math instructional practices. Since leaving her classroom and district work, Patty has continued to collaborate with Marilyn, most recently supporting her work with Do The Math and Listening to Learn. Patty is the former Senior Director, Services Content Development at Math Solutions and is currently leading services and development strategy for Heinemann Math.

Basil Conway IV taught middle and high school for 10 years in a rural and city school system. He is an associate professor of mathematics education at Columbus State University. He seeks to use his own privileges and experiences as a place to empower students to seek justice, love mercy, and walk humbly. Learn more about Basil’s work and research interests at https://coehp.columbusstate.edu/profiles/conway-basil.php.

Leigh Nataro is an experienced secondary math educator, Desmos Certified Teacher and Fellow, and National Board Certified Teacher. She is a frequent presenter at local, and national conferences, often speaking on best ways to use technology to increase student engagement in the math classroom. Leigh is passionate about helping educators discover the joy of learning mathematics that can happen when students use Desmos for exploration and creation. Leigh uses Desmos to build a classroom environment where “mistakes” are seen as a valuable part of the learning process. In her spare time, Leigh volunteers with the Global Math Department by hosting webinars and coordinating behind the scenes work for the webinars. Leigh tweets math ideas @mathteacher24 and occasionally blogs at mathteacher24.blogspot.com.

Tiayana Marks began her career in education as an elementary and middle school teacher. She worked for many years as a mathematics content specialist for the New York City Department of Education overseeing the development of city-wide mathematics assessments. She also supported the development of state and national assessments and the development of high quality instructional materials. Currently she works as an education consultant, engaging in similar work, supporting universities, nonprofits, districts, and schools. Tiayana believes all children should feel comfortable and supported in the learning of mathematics and teaching should leverage discipline specific pedagogical practices that engage and value the capacity and humanity of all children.

Sheena Lights is a former elementary teacher, mentor, and instructional leader. She currently heads up leads a division focused on managing Teaching Lab’s long-term growth through philanthropy and business development, as well as strategic communications and marketing.Sheena joined Teaching Lab from UnboundEd where she was Director of Mathematics, and led the development and production of math content for the Standards Institutes, and where she curated and adapted OER curricula with a focus on supporting students with unfinished learning and increasing language access for English learners. Sheena has worked in education for over a decade, with a focus on high quality instruction in urban schools.

Tamala Wiley joined Teaching Lab with 20 years of experience at Detroit Public and Charter Schools teaching, coaching, and leading mathematics teachers. Her educational career has been focused on mentoring teachers and improving the educational outcomes for all students. She has spent the last few years creating professional learning experiences for teachers and leaders that promote equitable outcomes for every student as well as writing national curriculum training materials for new math teachers. In her current role at Teaching Lab, Tamala develops, coordinates and implements growth strategies to expand Teaching Lab’s presence and role as a valuable professional learning partner.