Program
Sunday evening, October 11
- 3:00 - 6:00 PM Registration (Marriott Hotel)
- 5:00 - 6:00 PM Virtual Plenary (Alessandro Ribeiro)
- 6:00 - 7:30 PM Graduate Student Reception (Marriott Hotel)
Monday, October 12
- 8:00 AM - 5:00 PM Registration
- 8:00 - 9:00 AM Breakfast
- 9:00 - 9:40 AM Individual/Brief Session 1
- 9:50 - 10:30 AM Individual/Brief Session 2
- 10:30 - 11:00 AM Break
- 11:00 - 11:40 AM Individual/Brief Session 3
- 11:45 AM - 12:30 PM Lunch
- 12:30 - 1:30 PM Plenary Session (Kevin Moore)
- 1:40 - 3:20 PM Working Groups
- 3:20 - 3:50 PM Break
- 4:00 - 4:40 PM Individual/Brief Session 4
- 4:50 - 5:30 PM Individual/Brief Session 5
Tuesday, October 13
- 8:00 AM - 5:00 PM Registration
- 8:00 - 9:00 AM Breakfast
- 9:00 - 9:40 AM Individual/Brief Session 6
- 9:50 - 11:00 AM Poster Session/Break
- 11:00 - 11:40 AM Individual/Brief Session 7
- 11:45 AM - 12:45 PM Lunch
- 12:45 - 1:45 PM Plenary Panel (Ruthmae Sears, Alden J. Edson, Min Sun)
- 2:00 - 3:20 PM Working Groups
- 3:20 - 3:50 PM Break
- 4:00 - 4:40 PM Individual/Brief Session 8
- 4:50 - 5:30 PM Individual/Brief Session 9
- 5:30 - 8:00 PM Dinner and Entertainment
Wednesday, October 14
- 8:00 - 9:00 AM Breakfast
- 9:00 - 9:40 AM Individual/Brief Session 10
- 9:50 - 10:30 AM Individual/Brief Session 11
- 10:30 - 10:45 AM Break
- 10:45 AM - 12:15 PM Working Groups
Plenary Presenters
Sunday Evening Virtual Plenary
Alessandro J. Ribeiro
Learning to Teach Mathematics in Practice: Brazilian Studies Across School and University
Alessandro Jacques Ribeiro is an Associate Professor at the Federal University of ABC (UFABC), Brazil, and a researcher in Mathematics Education. His work focuses on teacher education, specifically investigating the Professional Learning of Mathematics Teachers and Teacher Educators to bridge academic research and K-12 school practice. He serves as an Associate Editor for leading international journals and is a member of global scientific committees. Dr. Ribeiro completed post-doctoral fellowships at Rutgers University (USA), the University of Lisbon (Portugal), and the University of Alicante (Spain), bringing extensive leadership in graduate program coordination and scientific societies.
Monday Afternoon Plenary
Kevin C. Moore
The Constraint is Us: Quantitative Reasoning and Redefining the Learning-Teaching- Research Playing Field
Born and raised in Ohio, I attended The University of Akron from 2001–2006. I acted as a Graduate Assistant in the Department of Mathematics. I grew curious about my students’ mathematical thinking when teaching as part of the assistantship duties. This curiosity landed me in the sunny state of Arizona at Arizona State University under the guidance of Professor Marilyn P. Carlson. Under her guidance, I immediately grew interested in the constructivist movement in mathematics education, and specifically the ability to take a skeptical, scientific-inquiry approach to modeling students’ mathematical thinking that aligned with my applied mathematics/physics background. Since this initial interest, I have participated in this research program in the hopes of honoring and understanding students’ mathematical thinking, improving the teaching and learning of mathematics, and opposing outcome-based forces in education. As hobbies, I enjoy golf, travel, food, and conversational evenings connecting with family and friends.
Tuesday Afternoon Plenary Panel
Dr. Ruthmae Sears
From "No" to "Know" AI: In-Service Teachers' Agency Across an AI-Integrated Mathematics Curriculum
Dr. Ruthmae Sears is a Professor at the University of South Florida with a joint appointment in the Department of Teaching and Learning within the College of Education and the College of Arts and Sciences, where she also serves as Associate Director of the Coalition for Science Literacy. Her research spans curriculum development, systemic change in K-20 STEM settings, reasoning and proof, clinical experiences in secondary mathematics, and the integration of technology in mathematics.
Dr. Sears has published in leading mathematics education journals, including the Journal for Research in Mathematics Education, ZDM: The International Journal on Mathematics Education, and NCTM's Annual Perspective in Mathematics Education, and has presented her work nationally and internationally. She coordinates developmental mathematics courses and serves as associate editor for the School Science and Mathematics Journal.
An accomplished grant scholar, Dr. Sears has served as principal or co-principal investigator on projects totaling over $7.5 million, including the current NSF-Noyce Master Teacher Fellows grant, Mechatronics Integrated into STEM Teaching. She is also the Florida Department of Education's SCNS Discipline Coordinator for Mathematics Education and STEM Education, and serves on the boards of the Ronald McDonald House Charities of Tampa Bay and PACE Foundation Bahamas.
Dr. Sears is a recipient of numerous distinguished honors. She is a 2021 American Association for the Advancement of Science (AAAS) Fellow, a 2022 USF Outstanding Faculty Award recipient, and a 2026 USF World Excellence in Global Teaching & Learning Award honoree. She was recognized as a 2023 Mathematically Gifted and Black honoree and received the 2023 Griffith Leadership Society for Women – Spirit of Martha Award and the University of the Bahamas Alumni Trailblazer Award in STEM Mathematics. Earlier recognition includes the 2016 FAMTE Mathematics Teacher Educator of the Year, the 2020 NSF IAspire Leadership Academy Fellowship, and graduate distinctions, including the Organization of American States Fellowship, the Lyford Cay Foundation Graduate Scholarship, and the Kappa Delta Pi Hollis Caswell Doctoral Award.
Dr. Alden J. Edson
Designing for AI: Rethinking Curriculum Tasks, Tools, and Student Thinking in Mathematics
Dr. Alden J. Edson is a Research Associate Professor of Mathematics Education at Michigan State University. AJ received his Ph.D. in Mathematics Education from Western Michigan University and holds a Bachelor of Science with emphases in Liberal Arts Mathematics and Mathematics Education, along with a Master of Arts in Mathematics Education. Dr. Edson’s research and development interests focus on improving the teaching and learning of mathematics through innovations in curriculum and technology. Specifically, he studies the enactment of problem-based, inquiry-oriented mathematics curriculum by students and teachers in an AI-driven world. He also studies the affordances of innovative mathematics curriculum materials as a context for teacher learning. Dr. Edson’s work has been widely published in journals and edited volumes, reflecting his research on mathematics curriculum design, digital learning environments, and teacher education.
Since joining the Connected Mathematics Project in 2014, Dr. Edson is an author of Connected Mathematics®4, a middle grades mathematics curriculum for students and teachers designed to develop reasoning, communication, and problem-solving through contextual, inquiry-based learning and connected mathematical ideas. He has led or collaborated on a series of federally funded research and development projects examining how digital environments and learning analytics support problem-based teaching and learning, including four large National Science Foundation-funded projects, three of which have been completed and one of which is ongoing.
These projects collectively inform the design and study of a digital collaborative platform that helps students and teachers engage with the CMP curriculum through collaborative problem solving, multiple representations, and the documentation and analysis of mathematical thinking. In addition to his research and curriculum development work, Dr. Edson teaches mathematics education courses, advises doctoral students, and facilitates professional learning experiences for mathematics teachers.
Dr. Min Sun
From Methods to Measurement: AI Across the Educator Preparation Journey
Dr. Sun is the co-founder of Colleague AI Inc. and professor at the University of Washington where she directs the national research and development center about generative AI in classroom instruction. She specializes in teacher learning, AI research and application developments in education, and the school and policy contexts that support student learning.