Working with a mathematics coach and university researchers in a K-4 lesson study, teachers increase their understanding of student abilities in a fair-share sandwich problem.
Jennifer Suh, firstname.lastname@example.org, a professor of mathematics education at George Mason University (GMU) in Fairfax, Virginia, is interested in deepening teachers' understanding of the learning trajectories in mathematics through lesson study.
Sara Birkhead, email@example.com, is a doctoral candidate at GMU. She is interested in professional development (PD), especially using video of teachers' classrooms.
Rachelle Romero Farmer, firstname.lastname@example.org, has four years of math coaching and eight years of classroom teaching experience. She is also a PhD student in Math Education Leadership at GMU.
Terrie Galanti, email@example.com, is a doctoral candidate at GMU. She teaches high school mathematics at South Lakes High School in Reston, Virginia, and facilitates PD for K–12 teachers.
Alexandrea Nietert, firstname.lastname@example.org, teaches fourth grade at Fort Belvoir Upper Elementary School in Virginia. She is interested in deepening her own learning through student observation and questioning.
Tyler Bauer, email@example.com, a kindergarten teacher at Fort Belvoir Primary School in Virginia, enjoys spending time with her students and learning alongside them through the teaching experience.
Padmanabhan Seshaiyer, firstname.lastname@example.org, is a professor of mathematical sciences and serves as the Director of the STEM Accelerator Program and the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE) at GMU.