Gwen Johnson is an
Associate Professor of Teacher Education at the University of North Texas at
Dallas, where she has taught since 2010. Her area of expertise is in
mathematics education, particularly at the upper-elementary and middle-grades
levels. She teaches graduate-level Education courses related to
mathematics content and undergraduate Mathematics courses for teacher
candidates.
Theresa Jorgensen is an Associate Professor in
the Department of Mathematics at the University of Texas at Arlington. Her
research and professional interests in mathematics focus on the mathematical
education of teachers, vertical connections within mathematics curricula, and
program development.
Sarah Quebec Fuentes is currently an Associate Professor in
mathematics education at Texas Christian University. Prior to receiving her
doctoral degree, she was a middle and high school mathematics teacher for 10
years. Her research focuses on classroom discourse, preservice teacher
education, teacher knowledge, educative curriculum materials, teacher
self-efficacy, collaboration, and developing fraction sense.
Christopher Kribs is a Professor at the
University of Texas at Arlington. He holds a joint appointment in Mathematics
(mathematical biology) and Curriculum & Instruction. His research
interests in mathematics education include K-8 students' invented
strategies, teacher professional development, and classroom discourse
analysis.
Christina L. Gawlik, PhD is the owner of
CLG Consulting LLC, which provides collaborative and consulting services to
education institutions and leaders in small businesses. She develops
mathematics curriculum in various mediums for collegiate and K-12 levels. Her
prior experience includes teaching in university and high school settings.
Author Note
The authors would like to acknowledge the contributions of Colleen Eddy, Winifred Mallam, Yolanda Parker, John M. Switzer, Elizabeth Ward, and Nicholas Wasserman.