Jane M. Kang is a co-author of Transition to Algebra, developed at Education Development Center (EDC), funded by the National Science Foundation (NSF) and published by Heinemann. This innovative resource focuses student learning on key algebraic habits of mind. She is a member of Assessing Secondary Teachers' Algebraic Habits of Mind, an NSF-funded research project that includes developing an assessment to measure how teachers use mathematical habits of mind, as well as collecting classroom observation data to determine how teachers bring these habits to their teaching practice. She is also a part of a team creating mobile apps that help students build logic through mathematical puzzles (solveme.edc.org). Before joining EDC, Jane taught mathematics for seven years at Charlestown High School in the Boston Public Schools. She has advanced degrees in international education policy and mathematics for teaching from Harvard University.

Laura B. Kent is an Associate Professor of mathematics education at the University of Arkansas. As a former middle school mathematics teacher and graduate student at the University of Wisconsin, Laura collaborated with the Cognitively Guided Instruction (CGI) research and development team and has facilitated CGI workshops throughout the nation. She currently works with other researchers to extend elements of CGI professional development for upper elementary and middle school teachers focused on rational number concepts.

William G. McCallum is a University Distinguished Professor of Mathematics at the University of Arizona. Born in Sydney, Australia in 1956, he received his Ph.D. in Mathematics from Harvard University in 1984, under the supervision of Barry Mazur. After spending two years at the University of California, Berkeley, and one at the Mathematical Sciences Research Institute in Berkeley, he joined the faculty at the University of Arizona in 1987. In 1989 he joined the Harvard calculus consortium, and is the lead author of the consortium's multivariable calculus and college algebra texts. In 1993-94 he spent a year at the Institut des Hautes Etudes Scientifiques, and in 1995-96 he spent a year at the Institute for Advanced Study on a Centennial Fellowship from the American Mathematical Society. In 2005 he received the Director's Award for Distinguished Teaching Scholars from the National Science Foundation. In 2006 he founded the Institute for Mathematics and Education at the University of Arizona, and is currently its director. In 2009-2010 he was one of the lead writers for the Common Core State Standards in Mathematics. His professional interests include arithmetical algebraic geometry and mathematics education. He has received grants and written articles, essays, and books in both areas.

Jennifer McCray is an Assistant Research Scientist at the Erikson Institute in Chicago where she serves as Director of the Early Math Collaborative. She began her career as a preschool teacher, and completed her graduate work at Erikson Institute, the nation's leading graduate school in child development. As part of her dissertation, she developed the PM-PCK, an interview that assesses teacher knowledge for teaching preschool mathematics. She received two national awards for this work, and the PM-PCK interview has recently been adopted as an evaluation measure for a large efficacy trial of a STEM-focused preschool curriculum, funded by the Institute for Education Sciences. As director of the Early Math Collaborative, she has helped grow it from a single professional development project serving a small group of preschool and kindergarten teachers to a group of over 20 adult educators and researchers working with hundreds of teachers throughout the U.S. to improve math instruction for young children. The Collaborative maintains a robust and systematic website, developing and curating video and written materials for teachers of young children, and its first book, The Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know, is just out from Pearson Publishing.

Julie Ruck is a Math Coach and Interventionist, Professional Developer, and Technology Coach for the Oshkosh School District. In addition, she teaches math courses at the University of Wisconsin - Oshkosh, including a series of 8 courses leading to certification as a math interventionist, and math methods courses for K-8 pre-service teachers. Julie is a Math Recovery Specialists, and AVMR Champion, and has presented and conducted workshops for both technology and math conferences throughout the United States.

Pamela Weber-Harris is the author of Building Powerful Numeracy for Middle and High School Students and Lessons & Activities for Building Powerful Numeracy. A former secondary mathematics teacher, Pam currently teaches at The University of Texas, is a K-12 mathematics education consultant, a T^3 (Teachers Teaching with Technology) Instructor, and an author of several teacher professional development courses, including the new Focus on Algebra series. Pam presents frequently at local and national conferences. Her particular interests include numeracy, technology, assessment, and vertical connectivity in curricula in schools K-12.

Elizabeth (Betsy) Greenwell Yanik was born and raised in Huntington. West Virginia. She graduated from Marshall University with a B.S., double majoring in mathematics and physics. She received her Master's and Ph.D. degrees in mathematics from the University of Kentucky. She has served on the faculty of Louisiana State University and Virginia Commonwealth University and since 1990 at Emporia State University where she is a Roe R Cross Distinguished Professor. She has been awarded the Mary Headrick award and the Ruth Schillinger award for her work on behalf of young women in the Emporia community. Dr. Yanik's interests include educational reform efforts in mathematics, outreach programs to encourage young people especially those from underrepresented populations to continue to study mathematics, and in interdisciplinary work connecting math with biology and physics. She has served on the Board of Governors of the Mathematical Association of America. She is a past president of the Women and Mathematics Education Association and is currently a member of their advisory board. In 2004 she received the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. She currently serves as the National Director of the Women and Mathematics Network and is co-director of five STEM outreach programs at Emporia State.