Imani Goffney is assistant professor of mathematics at the University of Maryland. Her research focuses on equitable mathematics instruction with a specific emphasis on investigating how issues of race, culture, and social class intersect with students' opportunities for learning mathematics. She manages her own research projects with funding from NSF and private foundations and co-edited a book published by NCTM, Rehumanizing Mathematics for Black, Indigenous, and Latinx Students (2018).

education.umd.edu/directory/imani-dominique-goffney

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/

Michelle Wilson-Banks is a teacher of high school mathematics at Phoenix High School, which is a part of Kalamazoo Public Schools in Kalamazoo, MI. She earned her Bachelor of Science in Mathematics with a concentration in Education from Michigan Technical University in 1993 and her Master of Arts in Mathematics Education from Western Michigan University in 1996. When she is not teaching, she is traveling and spending time with her family.

Offir Romero is a Mathematics Education Ph.D. student at Western Michigan University and joined the MOST project in 2022. He graduated in 2018 with a B.A. in Mathematics Education from Francisco Morazán National Pedagogical University (Honduras). During his bachelors degree, he participated in a student exchange for 10 months at Uppsala University (Sweden). He completed the M.Sc. in Pure Mathematics at University of Puerto Rico - Mayagüez Campus. His master's thesis focused on graphs of factors in integral domains. His interest in mathematics education research focuses on equity in math classrooms. Specifically, he is interested in the teaching and learning of students with disabilities and/or exceptional math talent.

Shekira Edgar is a Mathematics Education master's student at Western Michigan University and joined the MOST project in 2023. In 2022, she completed her Bachelor's degree in Mathematics and Secondary Certification from Aquinas College in Grand Rapids Michigan. She is currently a Graduate Teaching Assistant for the Mathematics department at Western Michigan University but has begun exploring research interests in educational equity as it applies to both the present-day United States Mathematics curriculum as well as the local Mathematics curriculum used in her home island, St. Lucia.

Yaronn James (YJ) C. Arciaga is a master's student and research assistant in mathematics education at Western Michigan University. He graduated from West Virginia University with a B.S. in Mathematics, with research in dual-enrollment teachers and Mastery-Based Grading. He worked on the MOST project during Spring 2023 as the team leader of the Empowerment in Equity project.