Rongjin Huang, Middle Tennessee University, Chair

Colleen M. Eddy, University of North Texas

Jada Kohlmeier, Auburn University

Joanna C. Weaver, Bowling Green State University, Chair

Saadeddine Shehab, University of Illinois Urbana-Champaign

Dr. Rongjin HUANG is a professor in the Department of Mathematical Sciences at Middle Tennessee State University. His research interests include lesson study, classroom research, teacher education, and comparative education. He has published scholarly work extensively, including, more than 50 SSCI journal articles, co-editing nine theme books such as Theory and practice of lesson study in mathematics (Springer, 2019) and Teacher professional learning through lesson study in virtual and hybrid environments (Routledge, 2023). Dr. has served as a guest editor for ZDM Mathematics Education and International Journal for Lesson and Learning Studies (IJLLS), co-editing seven specials such as Interactive practices in promoting professional development of didacticans and teachers of mathematics: An international perspective (ZDM,2014) and Networking theories for understanding and guiding lesson study (IJLLS, 2023). He has given plenary presentations at various international conferences such as International Congress of Mathematicians (2018), International Congress on Mathematical Education (2020), World Association of Lesson Studies 2018 Conference. Dr. Huang was a member of international program committee for ICMI STUDY 25 and is currently a council member of World Association of Lesson Study.

Colleen McLean Eddy, Ed.D., is an associate professor of mathematics education and curriculum and instruction at the University of North Texas. Her prior teaching experience includes 10 years of teaching mathematics at the secondary and college levels. Her scholarship focuses on providing agency to mathematics teachers. The research areas include teacher efficacy, formative assessment, and equitable pathways in STEM education. Lesson study is a professional development tool that transcends this research.

Dr. Jada Kohlmeier is a Humana-Germany-Sherman Distinguished Professor and Program Coordinator of Secondary Social Sciences Education at Auburn University. She is a past board member and program chair for the College and University Faculty Assembly of the National Council for the Social Studies. She has conducted research on student reasoning (historical, ethical, and civic) and teacher learning. She has researched Lesson Study in local, regional, and national contexts. Dr. Kohlmeier is co-leading with constitutional scholar, Dr. Steven Brown, a $2 million grant from the U.S. Department of Education to conduct virtual Lesson Study blended with teacher noticing involving 40 secondary social studies teachers for 3 years in under-resourced classrooms. She and Dr. Brown are facilitating a project staff of 14 teacher educators who will lead and research 10 Lesson Study teams. Each team will develop authentic pedagogy lessons that engage students in civic reasoning to prepare these students to tackle complex self-governance problems.

Saadeddine Shehab is currently the Associate Director of Assessment and Research at the Siebel Center for Design (SCD) at the University of Illinois at Urbana-Champaign. His research focuses on studying students’ collaborative problem-solving processes and the role of the teacher in facilitating these processes in design-based STEM classrooms. Over the past year, Dr. Shehab has been working on exploring synergies between lesson study and Human-Centered Design to design and implement a professional development where researchers and teachers design human-centered design problem-based mathematics research lessons.