Liza (Cope) Bondurant, PhD began her career in 2005 as a 7-12 math teacher in upstate New York and is currently an Associate Professor at Mississippi State University. Liza’s research focuses on bridging the gap between theory and practice in mathematics teacher education. She uses an equity-focused lens to study simulations, noticing, embodied cognition, and math action technology. She was a PI on two consecutive Department of Education Math Science Partnership grants (2013-2018) and has been a research participant on several NSF-funded projects. She has over twenty peer-reviewed publications, has written and edited K-20 mathematics curriculum materials, and is an editor of a forthcoming book Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers. Liza was selected as the 2020 College Teacher of the Year by the Mississippi Council of Teachers of Mathematics (MCTM). She served as the President of the Mississippi Association of Mathematics Teacher Educators (MAMTE) 2017-2020. Liza enjoys spending time with her family, walking, biking, and crafting.Daniel L. Reinholz, Ph.D. is an Associate Professor in the Department of Mathematics and Statistics at San Diego State University. Dr. Reinholz engaged in groundbreaking work in the study of classroom equity in postsecondary mathematics. This work has been organized around the development of the EQUIP tool and the equity analytics approach, which focuses on generating actionable data to illuminate the subtle and sometimes invisible patterns that play out in classroom participation (by race, gender, disability, etc.). Beyond the classroom, Dr. Reinholz serves as a Working Group Leader in the Accelerating Systemic Change Network, which aims to catalyze sustainable and scalable changes to STEM higher education. This work involves developing new models grounded in organizational change, and helping STEM departments build their own capacity for change. Dr. Reinholz has published over 67 refereed journal articles, and has a forthcoming book, Equitable and Engaging Mathematics Teaching: A Guide to Disrupting Hierarchies in the Classroom.Links:<ul><li>SDSU press: <a href="https://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=79227" rel="noopener noreferrer" target="_blank">https://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=79227</a>&nbsp;</li><li>EQUIP: <a href="https://www.equip.ninja/" rel="noopener noreferrer" target="_blank">https://www.equip.ninja/</a>&nbsp;</li><li>Article: <a href="https://doi.org/10.5951/MTE.2021-0041" rel="noopener noreferrer" target="_blank">https://doi.org/10.5951/MTE.2021-0041</a>&nbsp;</li><li>Tasks came from: <a href="https://www.map.mathshell.org/" rel="noopener noreferrer" target="_blank">https://www.map.mathshell.org/</a>&nbsp;</li><li>Call for chapters Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers: <a href="https://www.igi-global.com/publish/call-for-papers/call-details/6684" rel="noopener noreferrer" target="_blank">https://www.igi-global.com/publish/call-for-papers/call-details/6684</a>&nbsp;</li><li>Toward Anti-Oppressive Teaching: Designing and Using Simulated Encounters Based on Elizabeth Self’s and Barbara Stengel’s SHIFT Project at Vanderbilt University: <a href="https://www.hepg.org/hep-home/books/toward-anti-oppressive-teaching" rel="noopener noreferrer" target="_blank">https://www.hepg.org/hep-home/books/toward-anti-oppressive-teaching</a>&nbsp;</li><li>Justin Reich’s & Gregory Benoit’s work at MIT on the Teacher Moments project: <a href="https://teachermoments.mit.edu/" rel="noopener noreferrer" target="_blank">https://teachermoments.mit.edu/</a> an outgrowth of Teaching Systems Lab: <a href="https://tsl.mit.edu/" rel="noopener noreferrer" target="_blank">https://tsl.mit.edu/</a>&nbsp;</li></ul><hr> Hosted on Acast. See <a style='color:grey;' target='_blank' rel='noopener noreferrer' href='https://acast.com/privacy'>acast.com/privacy</a> for more information.

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