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Gulden Karakok (Ph.D. Mathematics Education, Oregon State University): Dr. Karakok's research area is in undergraduate mathematics education and focuses on transfer of learning of mathematics and how this construct helps to understand mathematical creativity. Together with the , she has helped to develop the Creativity-in-Progress Reflection for proving and problem solving to be used in undergraduate mathematics courses. Currently, the research group is working on implementation of these formative assessment tools in Calculus courses through NSF-funded project. Dr. Karakok uses inquiry-based learning (IBL) teaching practices in her courses and worked with the Academy of IBL to facilitate workshops for other faculty members. She also works with a group of researchers to offer funded by NSF. In addition to her research and professional development work at undergraduate level, Dr. Karakok has worked with K-12 teachers in state funded professional development programs both in Oregon and Colorado. Dr. Karakok also co-directs the Northern Colorado Math Circles program that offers monthly problem-solving sessions to 4th-8th grade students and teachers as well as week-long summer workshops. 

Jodie Novak (Ph.D. Mathematics, Oklahoma State University): Dr. Novak’s work focuses on the mathematical preparation of pre- and in-service mathematics teachers. Over the last 12 years, she has been involved with eight, multi-year partnerships with local school districts to support the professional development of K-12 mathematics teachers. These efforts always focus on deepening teachers’ mathematical knowledge for teachers but often through different mechanisms such as supporting teachers to engage in lesson study or to adopt a new curriculum. Dr. Novak led the Math Teacher Leadership Center, a 6.5 year, $5.3M NSF project, which developed and researched a blended delivery master’s program for secondary math teachers and a math teacher leadership program. She is currently wrapping up, in collaboration with Oklahoma State University, a 5-year, $1.2M NSF funded project, Initiating a Foundational Research Model for Secondary Mathematical Knowledge for Teaching, to develop a model for studying secondary teachers’ mathematical knowledge for teaching exponential functions. These projects provide opportunities for graduate students to engage in research and to develop their capacity in delivering professional development. She works regularly with K-12 math teacher leaders to develop their leadership capacity for developing and delivering math professional development. In addition, Dr. Novak brings an equity-minded focus to her work.

Robert Powers (Ed.D. Curriculum & Instruction, University of Houston): Dr. Powers’ background is in curriculum and instruction. His research involves investigations of expert teachers’ mathematical knowledge for teaching exponential functions in high school based on the Initiating a Foundational Research Model for Secondary Mathematical Knowledge for Teaching, a $1.17 million grant from the NSF. Other interests include investigations of the practice of mathematics teacher educators, including the nature of tasks used to teach mathematics pedagogy in methods courses of teacher education programs. He frequently mentors doctoral candidates to teach methods of teaching mathematics courses and mathematics courses required in the secondary teacher education preparation program.

Lindsay Reiten (Ph.D. Curriculum and Instruction, University of Wisconsin-Madison): Dr. Reiten’s research interests include the preparation of preservice mathematics teachers, teaching with vs. near technology, and supporting the development of academic discourse 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. These interests build from her experience as a middle and high school mathematics teacher, as well as her work with preservice mathematics teachers. Outreach activities include fostering partnerships with community organizations and local districts aimed at supporting students and teachers. 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.

Jocelyn Rios (Ph.D. Mathematics, University of Arizona): Dr. Rios’s research lies in the area of equity in undergraduate mathematics education. She is particularly interested in learning how to better center and serve students from diverse cultural and linguistic backgrounds in the undergraduate mathematics classroom, particularly at Hispanic-serving institutions (HSIs). In her work, she explores the relationship between language, identity, power, and active learning in post-secondary mathematics classrooms. She has also been involved in developing a place-based, culturally responsive precalculus curriculum for dual-enrollment precalculus programs in the Southwest.

In addition, Dr. Rios co-organizes Cafecito con Matemática, a bilingual family math night that offers dinner for families, followed by engaging them in fun, culturally relevant math games and activities.