Chair - Gloriana González, University of Illinois Urbana-Champaign
Secretary/Treasurer - Melissa M. Soto, University of Florida
Program Chair - Karie C. Brown, Georgia State University
Assistant Program Chair - Beatriz E. Quintos, University of Maryland
Graduate Student Representative - Oliver Soper, Bowling Green State University
Graduate Student Representative - Johana Elizabeth Thomas Zapata, Washington State University
Gloriana González is Professor at the University of Illinois Urbana-Champaign. She studies mathematics classrooms with a particular focus on implementations of problem-based instruction through lesson study. Her current work supported by a National Science Foundation grant with Saad Shehab engages geometry teachers in lesson study for them to teach lessons using a human-centered design approach. Her experience implementing lesson study with pre-service and in-service teachers have prompted her enthusiasm for learning more about how this strategy can be used widely. The Lesson Study SIG community is a wonderful place to share this enthusiasm about lesson study!!
Melissa M. Soto is a Clinical Associate Professor of Mathematics Education at the University of Florida. She has facilitated Lesson Study (LS) groups with Kindergarten, 3rd-5th grade teachers and served as a Mathematics and Equity Commentator. Dr. Soto has spent 15 years providing Cognitively Guided Instruction mathematics professional development (PD) to K-6th grade teachers throughout the U.S. In Fall 2016, Dr. Soto and three colleagues from across the U.S. began engaging in LS as a form of PD for Mathematics Teacher Educator.
As an elementary mathematics teacher educator, I use lesson study to provide rich and contextualized learning experiences for early-career elementary teachers (ETs) and/or Elementary Pre-Service Teachers, (EPSTs). My use of lesson study in my mathematics teaching courses was recognized by the University of Illinois Urbana-Champaign, where I was awarded the excellence in teaching award as a graduate student. In 2024, I received Georgia State Universities Faculty Teaching Fellowship for demonstrating “a strong commitment to teaching and who are actively pursuing Scholarship of Teaching and Learning research.” Also, in 2024, I received the AMTE/NCTM Early Career Research Grant to document the ways EPSTs situated in an accelerated elementary urban teacher certification program take up and exercise their burgeoning teaching identities while participating in lesson study. As a faculty member at a minority-serving institution, I specifically work with minoritized ETs/EPSTs, ETs/EPSTs who work in urban context and ETs/EPSTs who work with students who are English language learners or in dual language programs. I primarily use ethnographic case study to capture the ways EPSTs shift their beliefs about mathematics and the teaching of mathematics over the course of a certification program through lesson study. Using the mathematical wounds framework, I analyze data for shifts in how EPSTs conceptualize mathematics learning, mathematics, and themselves as both doers and teachers of mathematics.