Angela Chan Turrou,
PhD,
is senior researcher and teacher educator at the University of California, Los
Angeles (UCLA) Graduate School of Education and Information Studies. Her work
lives at the intersection of children's mathematical thinking, classroom
practice, and teacher learning. In her work with teachers and teacher educators
across preschool and elementary settings, Angela leverages purposeful
Instructional Activities driven by children's mathematical thinking to support
teacher learning, collaboration, and generative growth. She is continually inspired
by teachers who, on a daily basis, create space for children to drive the mathematical
work and challenge the broader discourse of who does and does not get to be "good
at math." Angela is coauthor of Young
Children's Mathematics: Cognitively Guided Instruction in Early Childhood
Education (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK-5 Math
Classroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her on
Twitter @Angelaturrou. Nicholas C. Johnson, PhD, is assistant
professor in the School of Teacher Education at San Diego State University
(SDSU). His work investigates how classrooms shape children's opportunities to
participate and learn. A former classroom teacher, instructional coach, and
county office coordinator, Nick partners with new and practicing teachers to
explore children's mathematical ideas and expand what "counts" as math in school.
He is a member of SDSU's Center for Research in Mathematics and Science
Education, coauthor of Young Children's
Mathematics: Cognitively Guided Instruction in Early Childhood Education (Heinemann, 2017), and a contributor (with
Natali Gaxiola) to Choral Counting and
Counting Collections: Transforming the PreK-5 Math Classroom (Stenhouse, 2018).
Nick lives in San Diego, CA. Find him on Twitter @CarrythZero. Megan L. Franke, PhD, is professor
of education at UCLA. Dr. Franke's work focuses on understanding and supporting
teacher learning for both preservice and in-service teachers. She is
particularly interested in how teaching mathematics with attention to students'
mathematical thinking (Cognitively Guided Instruction, or CGI) can challenge
existing school structures and create opportunities for students who are often
marginalized to mathematically thrive. Dr. Franke is a member of the
Devel