Program
Full Digital Program
Web Version
App Version
You will need to download the Cvent App to access the app version of the program. In either platform, enter your name and email and then the system will send you a verification code. Please log in, look over the program, and start to build your own schedule.
Sunday evening, October 11
- 3:00 - 7:30 PM Registration (Marriott Hotel)
- 5:00 - 7:30 PM Virtual Plenary (Jo Boaler)
- 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, Lorraine Males)
- 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 - 7:30 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
Dr. Jo Boaler
Opening Up Possibility: A Mathematical Mindset Approach, Learning, and Academic Life
Dr Jo Boaler is the Nomellini Olivier Professor of Education at Stanford University. Former roles have included being the Marie Curie Professor of Mathematics Education in England, and a maths teacher in London comprehensive schools. Her PhD won the national award for educational research in the UK. She is an elected fellow of the Royal Society of Arts (fRSA), a White House presenter on women and girls and a former president of the International Organization for Women and Mathematics Education (IOWME). She is the recipient of a National Science Foundation ‘Early Career Award’, the NCSM Kay Gilliland Equity Award (2014) and the CMC Walter Denham Mathematics Leadership award (2015). In 2022 she was awarded an honorary doctorate by the Open University for “services to education”. She is the author of nineteen books and numerous research articles.
Dr Boaler co-founded youcubed which is used in two-thirds of schools in the US, and over 200 countries, to give teachers, parents and students the resources and ideas they need to inspire and excite students about mathematics. She is also the cofounder of K–6 Supplemental Math | Number Sense & Growth Mindset an award winning online maths learning tool. Her work has been published in the New York Times, TIME magazine, The Telegraph, The Atlantic, The Wall Street Journal and many other news outlets. Her latest book is: Math-ish:Finding Creativity, Diversity and Meaning in Mathematics. published by Harper Collins. She was one of the writing team for the 2023 California Mathematics Framework, is co-leading a K-12 Data Science Initiative and was named as one of the 8 educators “changing the face of education” by the BBC.
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. Lorraine Males
From Methods to Measurement: AI Across the Educator Preparation Journey
Dr. Lorraine M. Males serves as Professor and Wyoming Excellence Chair in Mathematics Education in the School of Teacher Education at the University of Wyoming. Before joining UW, she spent 14 years at the University of Nebraska-Lincoln, where she was the Julie and Henry Bauermeister Associate Professor in Mathematics Education and served as the Graduate Programs Chair. She also has extensive classroom experience, having taught middle and high school mathematics and computer science in diverse public and private settings across Hawai’i, New Jersey, Massachusetts, and New York.
Dr. Males's nationally recognized, externally funded research program centers on teacher learning, specifically focusing on how teachers use curriculum materials to plan and enact equitable, ambitious, and inclusive mathematics instruction and develop critical consciousness. This includes her work in co-developing the Curricular Noticing Framework as well as pioneering the use of eye-tracking technologies to capture and study teachers' visual attention to resources during planning.
Her current work actively explores how Generative AI tools can serve as critical collaborative design partners to lessen teacher workload while strengthening inclusive lesson planning.