Janine Remillard is an Associate Professor at the University of Pennsylvania Graduate School of Education, specializing in mathematics education. Her research interests include: mathematics teaching and learning in urban classrooms and teachers' interactions with curriculum resources. She has also studied parents' experiences with school mathematics curriculum and youth's mathematical practices in informal settings. Dr. Remillard is co-editor of the volume, Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. She is the chair of the U.S. National Commission on Mathematics Instruction of the National Academy of Sciences.
Ok-Kyeong Kim is an Associate Professor at the Department of Mathematics at Western Michigan University. She has taught mathematics content and methods courses for preservice elementary/middle school teachers, and worked with classroom teachers to investigate issues in teaching and learning mathematics. Her research interest includes the relationship between teacher knowledge and instruction, especially what kind of teacher knowledge affects enacted lessons and in what ways. She is also interested in using prediction in instruction to improve mathematics teaching and learning.
Napthalin A. Atanga
Napthalin Atanga taught mathematics in several Baptist High Schools in Cameroon. He is currently a doctoral student in K-12 Mathematics Education at Western Michigan University. His research interests include understanding how teachers identify mathematically important moments as they use curriculum materials, how they come to know that these are important moments, and how they transform these important mathematical moments into mathematical learning opportunities for students in classrooms.
Nina Hoe is a doctoral student at the University of Pennsylvania in Teaching, Learning, and Teacher Education. She is interested in mathematics education, global citizenship, and measurement and assessment. Along with Dr. Janine Remillard and Luke Reinke, she is also a member of the Community Based Mathematics Project of Philadelphia, a group of teachers, graduate students, and professors who support each other in the creation of locally relevant math curriculum and engaging in conversations about the role of math and social justice. Nina joins the ICUBiT project after teaching high school mathematics for five years in Colorado, Oregon, and around the world.
Shari Lewis is a doctoral candidate at Western Michigan University. She currently is a Assistant Professor of Mathematics Education at Aquinas College in Grand Rapids, Michigan. Shari currently helps prepare both graduate and undergraduate pre-service teachers to teach elementary mathematics. She teaches both mathematics content and methods courses. Her areas of research interest include: elementary teacher preparation, specifically in regard to the exposure to mathematics curriculum materials; and the use of technology to prepare pre-service teachers.
Luke Reinke is a doctoral candidate in Teaching, Learning and Curriculum at the University of Pennsylvania. He is interested in issues of equity and curriculum in K-12 mathematics education, especially in regard to the way that real-world contexts are used in mathematics instruction. His previous work includes examining the relationship between school culture and the implementation of a standards-based mathematics curriculum program. He is also a member of the Community Based Mathematics Project of Philadelphia, a group of teachers, graduate students, and professors who support each other in the creation of locally relevant math curriculum. Before coming to Penn, Luke taught middle and high school math and science in Durham, North Carolina and Philadelphia.
Dustin Smith is a doctoral student in K-12 Mathematics Education at Western Michigan University. His research interests include teachers' use of curriculum materials as a part of ICUBiT and elementary school students' reasoning within contexts that provide complex data. Before attending Western Michigan, Dustin taught mathematics at a boarding school. Beyond teaching mathematics there, he was a dorm parent and coached academic teams.
Joshua Taton is a doctoral candidate in Teaching, Learning, and Curriculum at the University of Pennsylvania’s Graduate School of Education. In addition to his work on the iCubit project, his research experiences have also involved teacher preparation in cross-cultural contexts, distributed leadership, professional learning communities, and educational technology. He is also interested in issues related to equity and assessment practices in mathematics classrooms. Prior to his time at PennGSE, Josh taught middle and high school mathematics in Philadelphia, coached basketball and track, and worked in actuarial consulting.
University of Georgia
Drexel University and the Math Form @ Drexel
University of Delaware
Advisors and Evaluators
University of Michigan
Mary Kay Stein
University of Pittsburgh
Educational Development Center
Western Michigan University