Kristin’s continuous curiosity around students’ mathematical ideas drives her work in writing instructional materials that create a coherent mathematical story for all students. She is a National Board Certified 22-year veteran teacher of grades 5, 7, and 8, and was a Teaching Channel Laureate. 

Kristin has a B.S. in Elementary Education with a concentration in Mathematics from the University of Delaware, an M.Ed. in Applied Technology in Education, and is the 2014 Presidential Awardee for Excellence in Mathematics and Science Teaching.

Having served as a curriculum writer on IM 6–8 Math, and as the IM K–5 Math Director of Curriculum and Professional Learning, she is committed to providing opportunities for teachers and students to find joy in learning.

Dionne began her career in education in 2001 as an elementary teacher at LAUSD in South Los Angeles, CA, then taught middle school math in Brooklyn, NY, and later served as an instructional coach to new teachers with New York City Teaching Fellows. Dionne then spent 6 years as a Math Content Specialist with Aspire Public Schools in Los Angeles, where she led K–8 teachers and leaders through the transition to CCSS, the adoption of a new math curriculum, and the implementation of equitable teaching practices in mathematics.

Since 2016, Dionne has also worked as a facilitator at UnboundEd’s Standards Institutes, helping teachers and leaders from across the country deepen their understanding of the Common Core Standards and engage in critical conversations about systemic bias and racism in math education. 

Dionne successfully supported implementation of the IM K–5 Math beta pilot at LAUSD in 2020–21 and now serves as the Director of Strategic Initiatives at IM in the Marketing department. She earned her undergraduate degree in Sociology and Business at UCLA. She has an MBA in Entrepreneurship and Global Marketing from Babson College, and a Masters in Math Education from CUNY Brooklyn College.

Brianne believes that all students deserve the chance to learn mathematics as a subject that makes sense, that this sense-making should be done individually as well as within a math community, and that students need to believe in the value of sharing and reflecting upon their ideas as well as the ideas of others in their math community.

She was a classroom teacher in grades 2 and 4 for a total of 12 years before becoming a math coach. She spent 5 years as a math coach and interventionist for grades K–2 at Community Roots Charter School in Brooklyn, NY. She is also a member of the Math Collective, a group that offers professional learning materials and experiences to teachers in New York City.

Brianne led the Grade 1 revisions for v.I and continues to work at IM as a K–5 Curriculum Specialist. Through her work with IM, she is able to help provide students with a mathematics experience that makes sense and encourages learning with a community of peers.

Now based in Florida, Deborah taught for over 25 years in New York, Connecticut, and Georgia in the public and private sectors. Deborah is the founder of My Mathematical Mind and speaks on a variety of topics related to math identity and literacy connections to mathematics. Blending her training in yoga and mindfulness with mathematics instruction, Deborah advocates for a mindful approach to teaching mathematics in order to address math anxiety, build confidence, and support the development of positive math identities. She has dedicated her career to helping other educators approach teaching in innovative ways that allow students to see themselves as valued mathematical thinkers and lifelong learners.

Deborah was the lead writer for second grade for the Illustrative Mathematics Elementary Math Curriculum project. Currently, as a Mathematics Content Specialist at UnboundEd, Deborah Peart works with a team to develop and implement professional development programs for K–12 mathematics. 

Kaneka believes that math can change the trajectory of a person’s life, by empowering them to view themselves as capable.

For the last two decades, she has had the privilege of leading in and out of the classroom. Her journey as an educator includes experience as a classroom teacher, teacher of gifted education, elementary math coach, Title I elementary math specialist, and district math specialist. In addition to her work in local school districts, she has also served teachers as an author facilitator of math professional learning for more than 18 years.

Her work on the IM K–5 Curriculum has amplified her dedication to changing lives through teaching, coaching, curriculum development, and professional learning.

She started her teaching career on an island off the coast of Maine, teaching in a K–8 one-room schoolhouse, then she spent four years teaching grade 4. Since 2001 she has been a K–12 math coach and coordinator, and she also presents professional development at local, state, and national conferences.

At IM, she facilitated professional learning for the Illustrative Mathematics Middle School Curriculum, and her work as a Grade 5 Lead puts her passion for listening and collaboration at the heart of every lesson she designs, teaches, and places in a teacher’s hand.

He began his career as a high school math teacher and Secondary Mathematics Curriculum Specialist in Hartford, Connecticut. Now a Ph.D. student at the University of Connecticut, his focus is Curriculum and Instruction in Secondary Mathematics. His passion for teaching and learning has taken him as far as Rwanda, where he works with the Rwanda Teacher Education Program helping to design and implement a national teacher training program.

His work with IM is a perfect extension of his dedication to providing mathematics educators the resources they need to succeed.

He is an Emeritus Distinguished Professor of Mathematics at The University of Arizona, where he researches number theory and arithmetical algebraic geometry, authors textbooks, and advises researchers and policymakers. Bill’s work as a lead writer of the Common Core State Standards in Mathematics earned him the Distinguished Public Service Award from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America.

As CEO and co-founder of Illustrative Mathematics, he chairs the Board of Directors where he helps craft the strategic direction of the organization and contributes to the curricula; he also represents IM to funders, at speaking events, and in workshops.