Make these small adjustments to your syllabus and watch spaces open to connect to children's multiple mathematical knowledge bases.
Corey Drake is an associate professor and Director of Teacher Preparation at Michigan State University. Her research interests include supporting preservice teachers in productively using curriculum materials and other resources.
Tonia J. Land, an assistant professor in the Drake University Teaching and Learning Department, is currently interested in examining ways to support preservice teachers in their use of curriculum materials and how teachers use number choice in their problem posing.
Tonya Gau Bartell is an assistant professor in the Department of Teacher Education at Michigan State University. Her research focuses on the tools and experiences that can support math teachers' development of equitable pedagogical practices with explicit attention toward social justice, culture, race, and power.
Julia M. Aguirre, an associate professor in the Education Program at the University of Washington–Tacoma, is interested in working with K–grade 12 teachers to connect children's mathematical thinking and children's funds of knowledge to teach equity-based math lessons to K–grade 12 students.
Mary Q. Foote is an associate professor in the Department of Elementary and Early Childhood Education at Queens College–CUNY. For fourteen years, she was a classroom teacher at PS84M in New York City, a Title I school serving a population of children of whom 55 percent were Latino and 35 percent of whom were African American.
Amy Roth McDuffie, a professor in the Washington State University–Tri-Cities Department of Teaching and Learning, focuses on teachers' learning in and from practice with attention to equity and teachers' use of curriculum resources.
Erin E. Turner is an associate professor in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona as well as a previous bilingual elementary school teacher in Phoenix. She currently focuses on issues of equity and social justice in mathematics education.