Click on a member's name here or scroll down to read their bio.
Members are listed alphabetically by last name.
Robert C. Bonfiglio* (he/him/his)
Affiliations: Rochester Institute of Technology, Assistant Director for Assessment and Academic Success - Henrietta, NY
Research Areas: Community engagement; ethics in (mathematics) education instruction; racial justice; gender, sexuality, & feminism; assessment.
Background: Robert double majored in Mathematics and Comparative American Studies at Oberlin College and completed his MS in Education Policy at the University of Rochester. Robert has taught K - 12 mathematics and led institutional efforts on equitable practices in instruction and assessment for the success of economically disadvantaged students. He does not view mathematics as a siloed academic discipline, but as an interdisciplinary venture for nurturing in his students and peers self-reflection on values and ethics.
David M. Bowers* (they/them/their) or (he/him/his)
Available for: Guest Lectures/Talks, Seminars/Workshops, Consulting, Writing, Curriculum Development
Affiliations: University of Tennessee – Knoxville
Research areas: Anarchism as methodology, research as/through activism, holistic intersectionality (class, race, gender/sexuality, dis/ability), genre/rhetorical analysis, critical philosophy (post-Kantian)
Background: Dr. Bowers holds Masters degrees in mathematics and in education from The Ohio State University, and a PhD in mathematics education from Michigan State University. He has taught mathematics with grades 7-16 and has participated in curriculum development efforts both at district levels (Columbus City Schools) and international levels (The Connected Mathematics Project). His research is firmly grounded in a view of mathematics education as inherently political, coupled with the ethical understanding that our involvement in mathematics education can never be neutral—that is to say, it is not possible for us to occupy some outside or objective perspective, so we must at every juncture reckon with the ways in which our actions and beliefs shape possible and probable futurities. These understandings have grown and developed not just from his reading of research (including substantial exposure to philosophy and critical theory beyond the bounds of traditional socio-scientific mathematics education research), but from his personal experiences with minoritization (e.g., neurodivergent, nonbinary gender identity), activism, and his time teaching in intersectionally minoritized communities (in terms of race, class, and the broad confluence of other identity markers). Rather than focusing on equity in a singular vein (e.g., race, SES, gender), his work collectively surfaces and applies ideas from across these interrelated efforts with focus on anti-hierarchic (anarchic) theory and practice.
Joshua Case (he/him/his)
Affiliation: West Virginia University
Research Areas: undergraduate mathematics education, proof, the post-structural philosophy of Gilles Deleuze and Félix Guattari
Background: Josh is a doctoral candidate in Educational Theory and Practice at West Virginia University's School of Education. His primary research interest is the study of mathematical proof. He approaches this work using the post-structural philosophy of Gilles Deleuze and Félix Guattari in order to understand how we can see proof as a virtual becoming rather than in primary relation to presupposed notions of truth, logic, cognition, etc.
Josh is from the state of Maine where, prior to his arrival at WVU, studied at the University of Maine at Farmington and the University of Maine, earning a B.A. in Interdisciplinary Studies (Music and Mathematics) and a B.A. in Mathematics as well as an M.A. in Mathematics and a Master of Science in Teaching.
Felipe Augusto de Mesquita Comelli*
Affiliations: Santos City Department of Education (SEDUC, Brazil); Research group "Maths teacher: training, profession, knowledge, and teaching work" (Pontifical Catholic University of São Paulo - PUC-SP, Brazil); Research group "Public Policies in Education" (Metropolitan University of Santos – UNIMES, Brazil).
Research Areas: Affect in Mathematics Education; Science and Mathematics Teaching; Gender and Sexuality.
Background: Felipe is a Brazilian enthusiast of the power of education. He holds a BS in Biology from the Catholic University of Santos (UniSantos) and MS in Zoology from São Paulo State University (Unesp). In 2020, at the Pontifical Catholic University of São Paulo (PUC-SP), he defended his PhD dissertation in Mathematics Education, "Mathematics and meta-affect: Affective lenses on the affect-cognition relationship in mathematics education." He has taught Science and Biology for over 20 years in public and private schools for students from 6th grade to high school. He has also dedicated himself to Youth and Adult Education (YAE) programs—a key segment in countries with huge discrepancies in access to education for low-income people or minority groups, as is Brazil's case. In the last decade, at the Santos City Department of Education, he has worked on teachers' training and qualification and the revision and elaboration of curricula. His premise is that without understanding the multiple dimensions of affect—and their interrelation with cognition—the teaching and learning of mathematics and other STEAM disciplines will continue to be painful and incomplete.
Christopher Dubbs* (he/him/his)
Available for: Guest Lectures/Talks, Seminars/Workshops, Consulting, Writing
Affiliations: Department of Mathematics, East Stroudsburg University of Pennsylvania
Research areas: philosophy, ethics, and history of mathematics education research; humanities-oriented research; queer theory; citation network analysis
Background: Dr. Dubbs’ research interests include the philosophy and ethics of mathematics education, issues of equity and diversity in education, and the history of mathematics education. His research methods leverage graph theory and philosophy to map, analyze, and critique the field of mathematics education research. Dr. Dubbs is a graduate of Michigan State University where he earned a Ph.D. Mathematics Education (‘20) and an M.S. Industrial Mathematics (‘13). He also earned a B.S. Mathematics from Lock Haven University of Pennsylvania (‘11). Details of his ongoing research project are available at https://MathEdAtlas.org.
May be available For: Guest Lectures/Talks, Seminars/Workshops, Consulting, Writing
Affiliation: University of Exeter, UK; Managing Editor, Philosophy of Mathematics Education Journal
Research Areas: Paul’s early work included research on the pedagogy of mathematics, mathematics curriculum and mathematics teacher education. For the past thirty plus years his focus has been on the philosophy of mathematics education including aims, learning theory, epistemology, semiotics, social justice, critical mathematics education and ethics. He also works in the history and philosophy of mathematics including social constructivist theory, and the philosophy of research methodology.
Background: Paul grew up in London in the 60s. He had an erratic start in which he failed his school examinations, worked as a garbage collector, was thrown out of university and became a computer programmer. On being readmitted to his studies Paul completed his bachelor’s degree in mathematics, logic and philosophy at Sussex University, and both his masters degree in mathematical logic, and his doctorate in the philosophy of mathematics at London University. He became a school mathematics teacher in Punk-era London in the 70s. He moved into mathematics teacher education at Homerton College, Cambridge; De Montfort University, Bedford; University of the West Indies, Jamaica; and finally Exeter University, UK. As full professor at the University of Exeter he founded and directed the master’s and doctoral programmes in mathematics education. In the past twenty years has been visiting professor at Oslo University, the National Technical University in Trondheim, Liverpool Hope University, and Brunel University. Paul has given seminars and conference presentations on all six inhabited continents and his best known authored books are The Philosophy of Mathematics Education (Routledge 1991) and Social Constructivism as a Philosophy of Mathematics (SUNY Press 1998). He founded and edits the Philosophy of Mathematics Education Journal, now in its 31st year, freely available online at http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/
Paul’s research questions the nature of mathematics and its relation to teaching, learning and society. It includes published work in mathematics education, the philosophy of mathematics and research methodology.
Jennifer Hall* (she/her/hers)
Available For: Guest Lectures/Talks, Seminars/Workshops, Consulting, Writing
Affiliation: Faculty of Education, Monash University
Research Areas: Gender, Sexuality, Feminism, Identity, Numeracy, Media
Background: Jennifer holds an Honours B.Sc. in Applied Mathematics and Physiology from the University of Western Ontario and a B.Ed. in Intermediate/Senior (Grades 7–12) Mathematics and Biology from the University of Ottawa. She also completed her M.A.(Ed.) in Mathematics Education and Ph.D. in Mathematics Education at the University of Ottawa. Jennifer is a Lecturer in Mathematics Education at Monash University in Melbourne, Australia. In her research, Jennifer focuses on students’ relationships with and views of mathematics, investigating the influence of in-school and out-of-school experiences. She has a particular interest in exploring students’ gendered relationships with mathematics and the ways in which gender-related research in mathematics education is conducted. Additionally, Jennifer researches university mathematics students’ experiences in mathematics degree programs, as well as pre-service teachers’ views of and experiences with numeracy.
Merve N. Kursav*
Available for: Guest Lectures/Talks, Seminars/Workshops, Consulting, Writing, Curriculum Development, Data Analysis
Affiliations: PRIME, Michigan State University
Research areas: Productive Disciplinary Engagement, Equity, Experiences and cognition of mathematics teachers in engaging English Learners (ELs) in mathematics classrooms, STEM Education, Mixed Methods
Background: Merve N. Kursav is a Ph.D. student at Michigan State University, serving as a research assistant for the Connected Mathematics Project (CMP). She has been an instructor of record in Elementary Mathematics for Teachers and a fellow in the Scholarship of Undergraduate Teaching and Learning program. She has B.S. degrees in Elementary Mathematics Education and in Counseling Psychology. She has an M.S. degree in Secondary Mathematics Education from Middle East Technical University. She attended the University of Georgia as a Fulbright scholar, earned an M.A. degree in Mathematics Education. She has taught mathematics with grades 6-16. Her current research focuses on the experiences and cognition of mathematics teachers in engaging English Learners in middle-grade mathematics classrooms. During her Ph.D. Program, she specifically focused on mixed research methods and has been able to apply her research methods skills as she has played an active role in different research projects.
Miriam Makramalla (she/her/hers)
Affiliations: NewGiza University
Mariam is an educational consultant and scholar whose work is mostly concerned with socio-cultural and socio-political questions of educational transfer across contextual boundaries. As a Cambridge Partnership consultant, she has been engaged in the post-reform activity at the Ministry of Education in Qatar and is currently consulting the Ministry of Education in the UAE on matters of educational reform. As a consultant, she is interested that buy in from pre-reform stakeholders is achieved so that the transfer can happen from within. As a researcher, she has been heavily engaged with the post-curricular reform educational context of Egypt, trying to unpack ways in which practitioners relate to the mindset shift that is underpinning a given curricular reform setup. While most of her scholarly contributions have mainly targeted the K-12 sector, as a practitioner she has also recently been engaged with cross-cultural curricular transfer in the Higher Education sector. More information can be found at her Linked In profile: https://www.linkedin.com/in/dr-mariam-makramalla-a1492425/
Alexander S. Moore* (he/him/his)
Founder/Director and Editor-in-Chief
Available for: Guest Lectures/Talks, Seminars/Workshops, Consulting, Writing
Affiliations: School of Education, Virginia Tech; Technology Editor, Virginia Mathematics Teacher Journal
Research areas: Lacanian psychoanalysis, ideological criticism, gender & sexuality, feminist/queer theory (queer negative), applications of feminist science and technology studies, axis of Lacan-Hegel-Marx-Žižek.
Moore’s work is based on the view that educational institutions are sites of capitalist production in modernity. He draws heavily on Lacanian psychoanalysis and ideological criticism—as well as Marxist feminism, Žižek’s Hegelian philosophy, and applications of feminist science and technology studies—to investigate the psychic relationship of gender, sexuality, and mathematics in educational settings, and the role this relationship plays in social reproduction more broadly under capitalism. His dissertation performs a Lacanian ideology critique of existing literature on gender in mathematics education. The paper for which he was selected as a Bassi Scholar argues that the capitalist mode of school forces the creation of the signifier ‘woman,’ which is then reified through neoliberal and postmodern research on gender in mathematics education.
Moore’s overarching project contributes to the field of mathematics education research by problematizing ideological commitments made by researchers and society generally regarding the purpose of teaching and learning mathematics, as well as the purpose of “equity” research (specifically research on gender) focused on students’ achievement of success in mathematics. By taking a psychoanalytic and psychosexual approach to the role of social identities (such as gender) in mathematics education settings, Moore’s work offers a critical counter-narrative to the prevailing neoliberal fashions in mathematics education research that disavow (or in most cases, ignore) the role of the unconscious and desire in structuring relations of sexual difference with respect to mathematics—a language of pure signifiers that represents a peculiar and psychically unique educational content. Often pondering the question, "What is the point of all this 'mathematics education?'," Alex views the Institute as a research-as-activism project, with the spirit of "working on it" (Hegel). Alex holds a BS in Physics from Roanoke College, an MS in Mathematics Education from Radford University, and his PhD in Mathematics Education is expected in 2023 from Virginia Tech (Virginia Polytechnic Institute and State University). More information can be found at his personal website: https://amoore.net.
Affiliations: University of Massachusetts–Dartmouth
Research areas: Geometry Education, specifically how to make geometry as we make arts and how mathematics can be seen in the making of cultural artifacts; Ethnomaking as a pedagogical approach for ethnomathematics; Restorative social justice; Equity for people of color and low income students; Cultural-Historical Activity Theory; Materialism
Background: Emmanuel is a graduate of the University of Cape Coast, Ghana, West Africa, where he earned both his Bachelor and Master of Philosophy in Mathematics Education. For the past three years, he has been a research assistant to the Department of Mathematics and ICT Education, and also taught as a part-time tutor at the Institute of Education, both at the University of Cape Coast. Additionally, Emmanuel is also a full time high school mathematics educator with the Ghana Education Service. Currently, he is at the University of Massachusetts–Dartmouth pursuing a PhD in STEM Education focusing on Mathematics Education.
Theodore M. Savich*
Available for: Guest Lectures/Talks, Seminars/Workshops, Consulting, Writing
Affiliations: School of Education, Indiana University
Research areas: first philosophy through a philosophy of language, equity, identity, modal logic, expressivism, and the phenomenology of confusion. Theodore primarily draws on the work of Robert Brandom, Jürgen Habermas, Phil Carspecken, Sebastian Rödl, Gillian Rose, and Hegel.
Background: Theodore holds a BA in mathematics from Earlham College, an MAT from the University of Indianapolis, and his PhD in Mathematics Education is expected Spring 2021 from Indiana University. He has spent the better part of the last two decades thinking about mathematics education as a tutor, administrator, curriculum designer, teacher, student, and writer—particularly focusing on how to engender students’ self-actualization through mathematical expression. One of the reasons he is excited to contribute to this project is the explicit interest in creating space for expressing theory in alternative forms, which mirrors the lack of such modes of expression in typical mathematics classrooms.
James Sheldon* (he/they)
Available for: Guest Lectures, Workshops, Consulting, Writing, Professional Development, Curriculum Development, Teacher Activism
Affiliations: University of Arizona; Pima Community College; FirstStep Critical Pedagogy
Research Areas: Disability Studies, Classroom Metaphors, Educational Philosophy, Queer Curriculum Theory, Critical / Queer Pedagogy, Contemplative Pedagogy, Spatiality and Temporality in the Classroom
Background: If you were to ask James why they study mathematics education, his response would likely be "it is the subject students find the most challenging, so it was the area in which I could make the most difference." James started his career doing teacher union organizing, which became his impetus for becoming a teacher. Beginning their career in special education, he quickly became dissatisfied with rote approaches used to teach mathematics and drifted fairly quickly over to mathematics education.
Having completed a MA in Equity and Social Justice in Education and a MA in Special Education (both at San Francisco State), and having taken virtually every possible mathematics education course at San Francisco State University, he applied and was accepted to the University of Arizona, where they've studied for the past 6 years. Seeking to further their knowledge in the field of mathematics as well during this time, James completed a Masters in Mathematics at University of Northern Colorado in 2019. James is also presently an adjunct faculty member at Pima Community College and teaches grades 6-12 mathematics at the Art of Problem Solving.
James' current research involves a reconsideration of the metaphors used for classroom spaces, such as safe spaces, and the ways in which these metaphors are connected to risk and problem-solving in the classroom. They also write on queer curriculum theory and disability studies, and are often found at curriculum studies conferences. James additionally does research and professional development in contemplative pedagogy, particularly as it relates to asynchronous teaching, with a particular focus in the use of labyrinths in education.
James uses he/they pronouns, with a preference for alternating them whenever possible. Learn more about James at their personal website, personal Twitter, FirstStep Critical Pedagogy, SafeSpace Math on Twitter, and Google Scholar.