Shari Stockero is a professor of mathematics education at Michigan Technological University. Her primary interest is understanding how to support teacher learning at both the pre-service and inservice levels. Her research has focused on using video to support mathematics teacher learning and on helping mathematics teachers learn to notice important events that occur during instruction and use them to better support students' learning of mathematics.

www.mtu.edu/math/department/faculty/stockero/

Laura Van Zoest is a professor of mathematics education at Western Michigan University specializing in secondary mathematics teacher education. She is interested in how people become effective mathematics teachers, teacher educators, and researchers, and ways university programs can accelerate that development. Her research has investigated the effect of reform curriculum materials on teacher development, the use of practice-based materials in university methods courses, and the cultivation of productive norms in teacher education.

www.wmich.edu/math/directory/van-zoest/

Keith R. Leatham is professor of mathematics education at Brigham Young University in Provo, UT. His research focuses on understanding how teachers learn to facilitate student mathematics learning. In particular, he studies how teachers learn to use technology in teaching and learning mathematics, how they learn to recognize and use students' mathematical thinking, and how their beliefs about mathematics, its teaching and learning are related to the learning-to-teach and teaching processes.

mathed.byu.edu/team-manager/keith-leatham/

Blake Peterson is a professor of mathematics education at Brigham Young University. His research centers on how preservice teachers learn to teach mathematics. More specifically, he has studied student teaching in the United States and in Japan and how the structure of that experience influences the opportunity for preservice teachers to learn. Intertwined with his research in Japan is an effort to understand how to teach preservice mathematics teachers to recognize and effectively build on student mathematical thinking during instruction. More specifically, he is interested in how to recognize and build on "teachable moments"—what we call MOSTs.

mathed.byu.edu/team-manager/blake-e-peterson/

Nishat Binte Alam is a master's student in the Applied Cognitive Sciences and Human Factors program at Michigan Technological University. She worked with the MOST project from September 2021 to April 2023. Her contributions to the MOST project include being a part of the coding team and rehearsals analysis. Her research interests mainly focus on teacher decision-making, especially the types of questions teachers ask to engage students in making sense of a student's contribution.

Zeynep Arslan is a PhD student in the Department of Mathematics Education at Trabzon University in Turkey where she works as a research assistant. She was a visiting scholar at Western Michigan University working on the MOST project from August 2020 - May 2022. Her contributions to the MOST project include being a part of the coding team and designing diagrams to represent aspects of each element of the building practice. Her research focuses on developing prospective teachers' noticing skills about student mathematical thinking through MOSTs cases. The purpose of her studies is to have a better understanding of how teachers notice teachable moments and how they take advantage of those opportunities.

Ben Freeburn was a Mathematics Education Research Associate at Western Michigan University. He worked with the MOST project 2016-2018 and 2020-2022, and has contributed to all aspects of the project, including the work with public records that support the productive use of student mathematical thinking. His research centers on mathematics teaching practices and how prospective teachers learn to teach mathematics. Specifically, he has studied classroom instructional practices oriented on student thinking, prospective teacher learning in practice-based mathematics methods courses, and the design of practice-based coursework activities.

Sini Graff received her Masters in Mathematics Education from Brigham Young University in 2023. She worked on the MOST project from April 2020 to May 2023. Her significant contributions to the MOST project include coordinating work with undergraduate research assistants, organizing and analyzing video data, and working closely with public record and building element teams.

Alicia Heninger's work on the MOST project since October 2015 as an undergraduate student inspired her to continue to graduate school to learn more about student mathematical thinking. She received her Masters in Mathematics Education from Brigham Young University in 2020. Her significant contributions to the MOST project were coordinating work with undergraduate research assistants and investigating the student statements that might be mathematical but cannot articulate the mathematics.

Carlee Hollenbeck worked on the project from 2018 until receiving her Masters in Mathematics Education from Western Michigan University in 2020. Her research interests focus on the teaching development of preservice teachers and the enactment of curriculum with the hope to provide the richest mathematical opportunities to students. Her contributions to the MOST project were analyzing video data, organizing records of the meeting conversations, and investigating four subpractices of the teaching practice of building on student thinking.

Nitchada Kamlue is a mathematics education Ph.D. student at Western Michigan University. She worked on the MOST project from May 2020 to May 2023. Her contributions to the project include being a part of the coding team and designing diagrams such as aspects of each element of the building practice and public record. Additionally, she informally disseminated the MOST work to Thai teachers and educators. Her research interests are productive struggle and investigating how teachers in different cultures implement the building practice.

Mary A. Ochieng received her PhD in Mathematics Education from Western Michigan University in 2018. Her dissertation investigated what and how preservice mathematics teachers learn through pedagogies of enactment. She began work on the MOST project in 2013 and has contributed in significant ways to all aspects of the project.

Kylie Palsky received her Masters in Mathematics Education from Brigham Young University in 2018. Her thesis explored principles of productivity revealed from secondary mathematics teachers' discussions around the productiveness of teacher moves in response to teachable moments. She worked on the MOST project from 2016-2018 and was responsible for coordinating work with undergraduate research assistants and facilitating project work on the teacher development experiments.

Jessica Postma is a Mathematics Education Ph.D. student at Western Michigan University. She worked on the MOST project from May 2021 to May 2023. Her contributions to the MOST project include being a part of the coding team and working to better understand the role that rehearsals can play in understanding and building a complex teaching practice. Her main research interest is instructional sequences and how they can be used to help pre-service teachers be better prepared to address student mistakes in their future classrooms.

Josh Ruk received his Ph.D. in Mathematics Education from Western Michigan University in December 2021. His dissertation work investigated the maintenance of cognitive demand when teachers were attempting to attend to student thinking during task enactment. He started working with the MOST project in 2017 and has contributed to all aspects of the project, especially organizing the coding teams and working on the Teacher Response Coding (TRC) instructional manual.

Amanda Seiwell graduated from Western Michigan University in 2019 with an M.A. in Mathematics Education. She worked for the project from 2018-2020 as part of the coding teams and managed the initial data collection for the MEP enactments.

Lincoln Sorensen worked on the project during the 2020-2021 academic year while he was a Ph.D. student at Michigan Technological University. He was a part of the coding teams.

Kevin Dykema is an 8th grade math teacher at Mattawan Middle School in Mattawan, MI. He earned his BA in Secondary Education from Calvin College majoring in mathematics and an MA in Mathematics Education from Western Michigan University. Kevin served on the Board of Directors for the National Council of Teachers of Mathematics from 2016-2019.

Dwight Epperson earned his degree from BYU and now teaches math decision making at Granger High School to juniors and seniors.

Matt is a third-generation math teacher and lifelong learner. He received a M.Ed in teaching Mathematics from the University of Oregon and is currently teaching mathematics at Summit High School in Bend, OR. When not teaching, his hobbies include playing music and snowboarding!

Sarah grew up just outside of Houghton, Michigan and loves and misses Lake Superior like crazy. She received a bachelor's in mathematics with a concentration in secondary education from Michigan Tech in 2010. She now teaches at Carney-Nadeau Public Schools, a small district with about 250 students K-12. Sarah teaches 6th grade math, 8th grade math, algebra 1, and calculus. She spends most of the fall in the gym coaching JV volleyball. When not at school, she enjoys reading and spending time with her husband and Maggie, her 7 year old black lab.

Anna Kruizenga is a math teacher at Schoolcraft High School in Schoolcraft Michigan. She received both her bachelors and masters degrees in mathematics education from Western Michigan University.

Travis teaches 9th grade at American Fork Junior High in Utah. He also currently serves on the editorial panel for Mathematics Teaching in the Middle School and is the program committee chairman for NCTM's Salt Lake City region conference to be held in the fall of 2019. Additionally, Travis is a co-author of the Mathematics Vision Project (MVP) high school math series of courses and enjoys working with teachers as they seek to improve their practices.

Olivia Payne is a math teacher at Pleasant Grove High School. She earned her undergraduate degree from BYU in mathematics education. She recently returned to BYU part-time to work on a masters degree, also in mathematics education. When she isn't at school, she enjoys spending time in the kitchen trying new recipes to bake and cook.

Jennifer is a middle school math and science teacher at Jeffers High School in Painesdale, MI. Her undergraduate degree is in mathematics from Michigan Technological University and also has a masters degree in mathematics education from Northern Michigan University. Jennifer is involved in the Mi-STAR science project at Michigan Tech. A fun fact is that she met Muhammad Ali while attending an NCTM conference in Minneapolis during the 90's!

Kyle graduated from Brigham Young University in Mathematics Education. After teaching a variety of math classes at Pleasant Grove High School, he went back to BYU part-time to earn a masters degree in Math Education. Kyle is currently serving as the Secondary Math Specialist in the Alpine School District and most enjoys spending time supporting the first-year teachers around the district.

Jane Porath is a mathematics teacher at Traverse City East Middle School. She earned her BS in Secondary Education from Central Michigan University majoring in mathematics and physics/chemistry. Her MA is from Michigan State in Curriculum and Teaching.

Danielle Reycer is an upper school math teacher at Kent Denver School in Denver, CO. She attended Western Michigan University for her undergraduate degree and earned her masters degree from Michigan State University. Danielle has been teaching high school math for eleven years, and her favorite subject to teach is Geometry. She is the mom of a boisterous boy named Jackson, and spouse to AJ.

Tiffany Scullion is a middle school math teacher at Houghton Middle School and a graduate of Michigan Technological University. She is interested in improving student confidence in math. When she is not teaching, Tiffany enjoys spending time with her husband and four children.

Rina teaches 7th and 8th grade math at Chaparral Middle school as well as a STEM elective class and run an afterschool program called MESA. She enjoys spending time with my students working on robotics and their arduino inventions. Rina has three sisters and one brother along with two dogs. She earned a Bachelor's in Education and a Master's in Curriculum and Instruction from New Mexico State University.

Tyler Winiecke is a mathematics teacher at Mountain View High school in Orem, Utah. He graduated from Brigham Young University (BYU) with an undergraduate degree in mathematics and mathematics education and later received a masters degree from BYU in mathematics education. Tyler is primarily interested in teaching students how to use mathematics to make sense of the world around them and enjoys working with the enthusiasm of high school students.

Joe is originally from Tampa Bay, Florida. He earned his undergraduate and Masters degrees in Mathematics Education at BYU and taught for 11 years at Orem High School in Utah. From 2019-2022 he worked as a Clinical Faculty Associate in the BYU Department of Mathematics Education.