Janet is a Learning Scientist and Mathematics Educator. She earned her Doctorate from Northwestern University in the Learning Sciences in 2013. She also holds an MS in Mathematics from the University of Illinois at Chicago and a BA in Mathematics from the University of Chicago. Before enrolling in graduate school, Janet taught high school mathematics (from 1996-2006), earning National Board Certification in 2003.

Janet’s research interests include teacher noticing/ teacher responsiveness in the mathematics classroom. In particular, she is interested in how teachers attend to and make sense of student thinking and other student resources including but not limited to student dispositions and students’ ways of communicating mathematics.

Gozde is a mathematics education researcher and a professor at the Mathematics and Science Education Department, Faculty of Education at Tokat Gazisomanpasa University, Turkey. She completed her doctoral research in the secondary science and mathematics education department at Middle East Technical University in Turkey. She was a visiting researcher at the Center for Math Education at the University of Maryland for her post-doctoral research for one year. Her research interests include teaching and learning algebra, algebraic thinking, teacher noticing of student thinking, and mathematical modelling. She is teaching various courses at the undergraduate and graduate levels in the mathematics education major.  

Peter is an educator and researcher who graduated from University of Maryland's Ph.D. program in Mathematics Education in 2024. He also holds an M.A.T. (Secondary Mathematics) from Loyola University Maryland, and a B.A. in Psychology from the University of Pennsylvania. Before starting grad school, he taught math, statistics, and computer science at Archbishop Curley High School in Baltimore while coaching swimming. Previously at UMD, he taught courses in statistics for undergraduate middle grades pre-service teachers. 

Peter’s research interests include expression of algebraic and pre-algebraic thinking, statistics and data science education, computational thinking tasks leading to mathematical learning, and learning through games. 

Matt, a Maryland native, graduated from Washington University in St. Louis with a bachelor's in Mathematics in 2016 and earned a Master's degree in Math Education from University of Maryland. On campus, he has been an instructor in the Developmental Math and uTERP programs since 2018. 

His research interests lie in the intersection of curriculum, cognition, and equity. Thus, Matt is passionate about queer, feminist, and critical math pedagogy and empowering underrepresented populations in STEM fields.

Mary Ziegler Zimmerman earned her BFA in Studio Art from Truman State University and M.Ed in Curriculum and Instruction from the University of Washington. After working in outdoor education, she transitioned to teaching for Denver Public Schools, serving as a teacher and leader at the middle and elementary levels in mathematics and special education. Her experiences mentoring, coaching, and evaluating new and experienced teachers led to her interest in mathematics teacher education, teacher noticing, and implementation of equity-based mathematics instructional practices. 

Jade A. Johnson is a New Jersey native with a BS in Integrated Elementary Education and Special Education from Towson University and an MA in Educational Leadership and Administration from The George Washington University. Her experience includes roles as a classroom teacher, a Mathematics Resource Teacher, and a Magnet School Coordinator at a K-5 magnet school. Jade’s research interests include exploring the intersection of race, gender, and class in mathematics education and how these elements impact student achievement and future career goals. She is particularly interested in the history of mathematics, empowering black girls to form a strong mathematical identity in their elementary years and developing teaching practices to foster student agency in the mathematics classroom.