Monica Anthony is a former middle school mathematics teacher. She holds a BS in Mathematics and a Masters of Curriculum and Instruction from the University of Maryland, College Park. While teaching in Prince George's County, Monica authored curriculum, mentored undergraduate and graduate students from UMD, and scored edTPA, both locally and nationally. Her research interests include pre-service teacher education, continuing professional development, and developing student number sense.
Diana Bowen graduated from the University of Virginia in 2008 with a bachelor's degree in mathematics and sociology and a master' in teaching in secondary mathematics education. After graduation, Diana spent five years teaching public high school at Western Albemarle High School in Crozet, Virginia, where she also coached swimming, instructed the color guard, sponsored the math honor society and the personal finance team. Additionally, she was a member of the school’s collaboration program and a member of the district's diversity team. She coached for the Fluvanna Aquatics Sports Team, a community summer league swim team, during her time in central Virginia. Currently, Diana is a volunteer for the international education non-profit organization EduCorps in addition to her work at the University of Maryland. Her current research interests are related to issues revolving around diversity and equity in secondary mathematics education. Outside of mathematics education, Diana is interested in hiking and camping, the outdoors, Scrabble, gardening, and playing Wii. She always enjoys a good concert.
Tarik Buli graduated from the University of Virginia in 2014 with her bachelor’s degree in philosophy. She then taught 6th grade math in Louisville, KY. As she was teaching, she was earning her master’s in teaching middle school math and serving as the Beta Club Co-Sponsor and a New Teacher Mentor. Her research interests center around the experiences of African American students in mathematics environments.
Barbie Dunnan considers herself a life-long learner and tries to utilize those “golden moments” from every situation she encounters. Teaching and learning has been a guiding force in her life both personally and professionally. Barbie has a master’s degree in both mathematics education and mathematics and focused her studies and research around best practices. She has been teaching for 12 years: 7 years in K-12 and 5 years in post-secondary. Barbie is currently fascinated by and focusing her doctoral research around mathematical literacy and mathematics anxiety in terms of cognitive development, identity, and the relationship between literacy and anxiety.
Kellyn Farlow-Morris has a bachelor's and a master's degree in Mathematics Education from Brigham Young University. Prior to attending UMD, she was an active participant in an ongoing research community doing research in mathematics education. During this time Kellyn worked on three different projects involving pre-service and in-service elementary school teachers and undergraduate students majoring in Dance. Her thesis research was based on data from an experimental teaching project with dance students. These students were invited, through real-world problem tasks that raised central conceptual issues, to invent major ideas of calculus. The focus of Kellyn's research was on the work and the thinking of the students, as they sought to build key ideas, representations, and compelling lines of reasoning. Kellyn is still highly interested in student thinking, especially student proof development and representational use. She has continued to be a part of similar work here at UMD in both the Case Studies and Necessity Project research groups.
Matt Griffin's primary research interests are urban education, teachers' mathematical knowledge and mathematics education policy. He is also interested in the use of technology in mathematics education and students' learning of geometry. Before arriving at UMD, Matt taught secondary mathematics for four years and, prior to that, worked in the actuarial industry for over a decade.
Josh Himmelsbach earned his bachelor’s degree in mathematics from Harvard, and taught middle and high school mathematics for five years in Rockville, MD. He then returned to school and earned a Master’s degree in Mathematics from the University of Maryland. While teaching as a graduate student he became interested in undergraduate mathematics and teacher prep curriculum. Josh is currently a full-time faculty member in the department of mathematics at the Catholic University of America.
Kelly Ivy completed her undergraduate degree in Mathematics with a professional minor in Secondary Education at Howard University. She taught high school mathematics in DC Public Schools for 3 1/2 years then decided to take a break from teaching to pursue graduate studies. She worked at Trinity Washington University for 3 years while obtaining a Master's degree in Education with a focus in Curriculum and Instruction. Kelly's research interests include meaningful professional development for elementary school teachers in culturally responsive mathematics pedagogy.
Kristyn Lue is originally from the west coast, where she graduated from UC Berkeley with her degree in applied mathematics and her teaching credential. She moved out to Maryland to obtain her master's degree in higher education at UMD. She has worked in various educational settings and roles over the past few years while studying full-time. She is particularly interested in the STEM identity development of underrepresented students of color through the P-20 pipeline."
Angela Stoltz has a BA from the University of Delaware and an MEd from Wilmington University. Angela taught over five years of Middle School Mathematics in Delaware where she participated in the University of Delaware's, MSERC run, P-Cubed Project and Converging Curriculum Project for a total of 5 years. She also participated in Connected Mathematics training in Delaware and at Michigan State University. She is passionate about improving mathematics education for struggling learners, including special education students, and enjoys the prospect of fostering meaningful, long-term change in education.