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Clark-Wilson began as a UK school mathematics teacher in the early 1990s and 鈥済rew up鈥� with educational technologies. Her curiosity and creativity led her to work on a number of national and international curriculum development projects that aim to make mathematics accessible to all learners 鈥� through engaging and context-based maths activities that bring the concepts to life 鈥� especially algebra. She is allergic to apps that 鈥渟kill and drill鈥� students on concepts that they have not yet encountered! Clark-Wilson has authored/edited five books, numerous journal articles and materials for teachers.

Coffey, Senior Academic Director at MIND Research Institute, has served as a principal of elementary and middle schools, as well as a STEM instructional coach, in the Columbus, Ohio area. Coffey aims to expand the reach and impact of innovative education that engages, challenges, and inspires school districts and communities with successful edtech strategies that enhance student learning. As a principal, Coffey led his school to become the first elementary campus to earn the state鈥檚 official designation as a STEM school in 2017. He also served on the Ohio Department of Education鈥檚 STEM Working committee that researched and identified innovative educational best practices. Prior to that, Coffey co-authored the Past Foundation鈥檚 publication Problems, Projects, Products: Designing Transdisciplinary Problem-based Learning, which explored design thinking and problem-based learning in STEM fields. Coffey received bachelor鈥檚 in secondary education and in sociology from Indiana University, a master鈥檚 in educational administration from Ashland University, and his Superintendency Licensure from Ohio State University.

Nordstrom is the Manager of Online Experience at MIND Research Institute. Before joining MIND over six years ago, she worked with students and teachers in both math and science as an elementary and middle school teacher, adjunct math professor, and principal investigator on several large grants examining teacher professional learning in STEM. Nordstrom combines that experience and extensive graduate work in child clinical psychology and online learning with a passion for math, math history, and math instruction in her work at MIND.

Matt Rector is the math department chairperson at Grant Union High School in Sacramento, Calif. He spent 17 years teaching math and chemistry on the island of Guam before leaving the classroom to run the Guam Federation of Teachers, serve on multiple school boards, and eventually become a senator in Guam, where he chaired the labor committee and served on the education committee. Upon moving back to California, Matt re-entered the classroom about five years ago and has focused on becoming the modern, progressive math teacher his students need him to be.

Jon Star is an educational psychologist who studies children鈥檚 learning of mathematics in middle and high school, particularly algebra. He is currently studying the development of flexibility in mathematical problem-solving, with flexibility defined as knowledge of multiple strategies for solving mathematics problems and the ability to choose among them. Star also investigates instructional and curricular interventions that may promote the development of mathematical understanding. His most recent work is supported by the National Science Foundation. A former middle and high school math teacher, he is also interested in the preservice preparation of middle and secondary mathematics teachers.

Bobson Wong teaches math at a public high school in New York City. He is the co-author of The Math Teacher鈥檚 Toolbox: Hundreds of Practical Ideas to Support Your Students (Jossey-Bass, 2020). He is a three-time recipient of the Math for America Master Teacher Fellowship.