Try these suggestions to increase the mathematical participation of each student.
Marcy B. Wood, email@example.com, is an associate professor of mathematics education in the College of Education at the University of Arizona in Tucson. Her passion is working with elementary school teachers to get each of their students working on interesting mathematics.
James Sheldon, firstname.lastname@example.org, is a PhD student and a university mentor for mathematics preservice teachers at the University of Arizona in Tucson. He is interested in the way in which teachers' other identities contribute to taking up reform mathematics practices.
Mathew D. Felton-Koestler, email@example.com, is an associate professor of mathematics education in the Department of Teacher Education at Ohio University in Athens. His teaching and research focus on making meaningful connections between mathematics and real-world contexts, especially those related to students' lives and issues of social justice.
Joy Oslund, firstname.lastname@example.org, is an assistant professor and coordinator of directed teaching at Madonna University in Livonia, Michigan. Her research areas include teacher knowledge and the use of groupwork to promote equal participation in math classes.
Amy Noelle Parks, email@example.com, is a former primary grades teacher and currently an associate professor at Michigan State University in East Lansing.
Sandra Crespo, firstname.lastname@example.org, is a professor in the Department of Teacher Education at Michigan State University. Her research is focused on students' resilience and creativity in the mathematics classroom and on teachers' potential to reimagine mathematics classrooms as collaborative, equitable, and nurturing spaces for teaching and learning.
Helen Featherstone, email@example.com, a writer and retired teacher-educator, is especially interested in mathematical problem solving and in strategies to combat status differences that interfere with children's participation in groups.