Chair - Gloriana González, University of Illinois Urbana-Champaign
Secretary/Treasurer - Melissa M. Soto, University of Florida
Program Chair - Beatriz E. Quintos, University of Maryland
Assistant Program Chair - Trena Wilkerson, Baylor University
Graduate Student Representative - Meghan Smith Durkin, Stanford University
Gloriana González is a 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.
Beatriz Quintos is a Clinical Associate Professor in the Department of Teaching and Learning, Policy and Leadership, at University of Maryland. The long-term goal of her work is to challenge historical patterns of marginalization in schools. Her recent work highlights the critical role of bilingual communities’ cultural and linguistic funds of knowledge to create culturally sustaining learning environments in mathematics education using lesson study as a space for collaboration.
Trena Wilkerson is Professor of Mathematics Education and Department Chair in the Department of Curriculum and Instruction in the School of Education at Baylor University. She served on the National Council of Teachers of Mathematics (NCTM) Board of Directors from 2014 to 2017 and as President of NCTM from 2020-2022, along with various professional leadership roles, such as with the Association of Mathematics Teacher Educators, the School Science and Mathematics Association, and state mathematics education organizations. She has also served in leadership roles in the AERA Lesson Study SIG being one of its founding members. She teaches both graduate and undergraduate mathematics education courses, mentors doctoral students, conducts professional development for PK-12 teachers and engages in research in the teaching and learning of mathematics with a particular focus on Lesson Study. Her Lesson Study work has been with both preservice and Inservice teachers along with engaging with mathematics teacher educators. She finds Lesson Study to be a powerful way to engage impact teaching and learning mathematics, especially her own! She has authored or co-authored numerous articles and book chapters has been a speaker for numerous state, national, and international mathematics education conferences and meetings. She has received several state and national awards for teaching, research, and leadership with the most recent, the 2024 Louise Hay Award for Contributions to Mathematics Education from the Association for Women in Mathematics. Excited to work together with our Lesson Study SIG community!
Meghan Smith Durkin is a third-year doctoral candidate in Curriculum Studies and Teacher Education at Stanford University, with a focus on mathematics education. She holds a B.S. in Early Childhood Education, an M.Ed in Urban Teaching, and spent a decade as an elementary teacher in Chicago, where she was actively engaged in lesson study at both the school and district levels. Her research examines the impact of teacher professional development programs on both educators and students in public schools.