Ruth Balf

Ruth is a former elementary school teacher, with 17 years of teaching experience, who is now working with the Mathematics Education Project as a professional educator full time. She has experience teaching mathematics methods courses for elementary school teachers and leading professional development for practicing teachers. Through her work with teachers, she hopes to build leadership capacity within schools and systems and help foster professional communities that focus on understanding students' mathematical thinking and experiences in classroom.

Allison Hintz

Prior to being a doctoral student and teaching assistant in the College of Education, Allison taught 5th grade for eight years in local Washington school districts. Her research interests have focused on the types of questions teachers and students use in mathematical discourse. In hopes of supporting students' participation and feelings of efficacy in mathematics, she is currently studying girls' underlying feelings about participation in discussion-intensive math classrooms.

Mandy Hubbard

Mandy is a doctoral candidate in the Cognitive Studies program, a former New York City public school teacher, and former Educational Director of Morry's Camp, a year-round youth development organization in New York State.  She has worked with children ages 2-17 and her primary research interest is teacher learning in elementary mathematics, leading her to focus on student thinking, classroom discourse, and issues of identity and equity. 

Elham Kazemi

Elham is an associate professor of Curriculum and Instruction. Her teaching and research interests include sociocultural analyses of learning and change, teacher education, and school reform initiatives. Her work centers on mathematics education, and she is particularly interested in how teachers interpret and make use of research-based frameworks on the development of children's mathematical thinking. Her work situates teacher learning and professional growth within broader school cultures.

Megan Kelley-Petersen

Megan is a former elementary classroom teacher who is now working on a Ph.D. in Curriculum and Instruction in the area of Elementary Math Education. She is most interested in the area of teacher learning and collaboration and how these impact student understanding and performance in regards to elementary math instruction. She still works for Seattle Public Schools as a Math Coach, continuously working with elementary teachers in collaborative settings to improve their instructional practices.

Anita Lenges

Anita is a member of faculty in the Masters in Teaching program at The Evergreen State College. Her research and professional development focus is teacher preparation that supports racially, culturally, and linguistically diverse students to thrive in mathematically rich environments.

Rosemary Sheffield

Rosemary Sheffield is director of Center Connect, the College of Education’s outreach unit, and senior director in UW Educational Outreach.  She coordinates the development and offering of content-focused professional development for educators.  Most recently, she has been project director for Creating a Community of Mathematics Learners and Expanding a Community of Mathematics Learners, two projects funded by the National Science Foundation and focused on professional development in mathematics education for elementary, middle and high school teachers in six districts.  Currently, she directs the Mathematics Education Project which partners with districts to offer content-focused, site-based professional development.

Virginia Stimpson

Gini is a teaching associate within the College of Education, former high school mathematics teacher for the Mercer Island School District, and former chair of the Research Advisory Council of the National Council of Teachers of Mathematics. She works to bridge the worlds of math education research and those directly responsible for the teaching and learning of mathematics within schools by supporting districts with a long-term vision for systemic change. Most recently Gini has been involved in researching Leadership Content Knowledge as a result of her work as the internal evaluator of Lenses on Learning Secondary.