2021 CCTM Annual Conference National PanelistsZandra de Araujo
Theresa Wills
Theresa Wills, PhD, is the author of Teaching Math at a Distance, K-12: A Practical Guide to Rich Remote Instruction. Theresa is an assistant professor of mathematics education at George Mason University, working with in-service mathematics specialists and pre-service elementary and secondary teachers. Theresa has taught synchronous online classes and webinars since 2010 and researchers teaching practices that are adaptable to the online environment. As a former classroom teacher and math coach, Theresa still volunteers regularly in K-12 classrooms. Marian Dingle
Marian Dingle has been a veteran classroom elementary educator for twenty-two years. Currently, she serves as the Community Engagement Manager for Assessment for Good, an organization centered around assessment that is identity-affirming and asset-based. Always passionate about mathematics, her early career involved advocating for marginalized students and families. Passionate about advocating for marginalized students, families, and educators, she has written for the NCTM publication, Mathematics Teacher: Learning and Teaching PK-12, Learning For Justice Magazine, the Global Math Department, and EdWeek, and has been featured on podcasts such as Teaching Hard History, TODOS, and Pushing the Edge. She a member of the Georgia K-12 Mathematics Advisory Council, a Director for TODOS, and is on the Learning For Justice Advisory Board. Jose Vilson José Luis Vilson is a veteran educator, writer, speaker, and activist in New York City, NY. He is the author of This Is Not A Test: A New Narrative on Race, Class, and Education. He has spoken about education, math, and race for a number of organizations and publications, including the New York Times, The Guardian, TED, El Diario / La Prensa and The Atlantic. He's a National Board Certified teacher, a Math for America Master Teacher, and the executive director of EduColor, an organization dedicated to race and social justice issues in education. He is currently a doctoral student studying sociology and education at Teachers College, Columbia University. He is now on the board of directors for the National Board of Professional Teaching Standards and PowerMyLearning.
2021 CCTM Annual Conference Colorado PanelistsJoseph Bolz Joseph Bolz has been a high school mathematics teacher for the past 20 years. He has taught all levels of mathematics from Pre-Algebra through college level Calculus and beyond. He currently works for Denver Public schools as a teacher, department chair, and as a member of the Instructional Leadership Team where he spends half of his day coaching and evaluating teachers. He has presented at numerous local conferences as well as several national conferences including the National Council for Teachers of Mathematics (NCTM), Elevating and Celebrating Effective Teachers and Teaching (ECET2), American Association of Teaching and Curriculum (AATC), and TODOS (Mathematics for All). Additionally, he has authored and co-authored articles that have appeared in several sources including The Mathematics Teacher. As a teacher, he has been awarded for both outstanding work in his classroom, being nominated by students and evaluators alike, as well as for his work as a mentor and coach of teachers. He is currently pursuing his Doctoral degree in Curriculum and Instruction at the University of Denver. He is married to an amazing English Teacher and has three wonderful children at home.
Dominique ConnerDominique Conner lives in Colorado Springs with her two daughters and her dog. She comes from a military family she moved around a lot as a child. She has been teaching for over ten years in Oklahoma and Colorado, and has taught every grade except third and fifth in elementary. Math was not Dominique's favorite subject in school so when she started teaching fourth grade she was not thrilled with the math. However after learning the different strategies that we teach students, her outlook completely changed. She now loves teaching math and tries to find ways to encourage her students and hopefully change their opinion of learning math. Cathy Martin
Cathy served on the NCTM Board of Directors (2014-17) and most recently was an Associate Editor for the Mathematics Teacher: Learning and Teaching Pre-K-12 (MTLT) journal. Cathy also serves on the Board of Directors of Teachers Development Group. Yunnuen McLaughlinYunnuen McLaughlin has taught 7th grade Math and Science in Spanish at the Dual Immersion Academy in Grand Junction, Colorado for the last 11 years. Yunnuen, a native Spanish speaker, was born in Chihuahua, Mexico and grew up mostly in El Paso, Texas. Yunnuen has a Bachelor’s in Business Management and a Master’s in Bilingual Education from the University of Texas at El Paso. She is passionate about social justice and empowering students to become lifelong learners. Lindsay Reiten Lindsay Reiten is an Assistant Professor of Mathematics Education in the School of Mathematical Sciences at the University of Northern Colorado. She received her Ph.D. in Curriculum and Instruction (Mathematics Education) from the University of Wisconsin-Madison. Dr. Reiten holds a bachelor's degree in mathematics and a master's degree in mathematics education. Prior to completing her doctorate, Dr. Reiten taught middle and high school mathematics for seven years and spent two years teaching undergraduate mathematics at North Dakota State University. At UNC she is the co-coordinator of the middle and secondary mathematics education programs. Her teaching at UNC focuses on preservice elementary, middle, and secondary students, as well as teaching in the master’s (supporting in-service mathematics teachers) and PhD programs (supporting future mathematics education teachers and researchers). Dr. Reiten's research interests include the preparation of pre-service mathematics teachers, teaching with vs. near technology, and supporting the simultaneous development of mathematics knowledge and language in mathematics classrooms. Teaching with technology entails using technology and technology-based tasks to support students' development of understanding through reflecting, communicating, and connecting multiple representations. Dr. Reiten continues work on Initiating a Foundational Research Model for Secondary Mathematical Knowledge for Teaching and Supporting Students' Proof Practices through Quantitative Reasoning in Algebra projects, both of which stem from National Science Foundation (NSF) grants. Dr. Reiten mentors graduate students as they explore how to foster and support secondary mathematics teachers striving to equip all students to read and write the world with mathematics. Additionally, she partners with local school districts and community outreach projects aimed at engaging ALL students in quality mathematics and STEM activities.
|
