Candidate Biographies
Candidates for regional representative or member-at-large and graduate student representative are listed alphabetically by last name. Scroll down the page to view each candidates or click on a candidate’s name to be taken to their biography.
Candidates for Regional Representative or Member-at-Large
Joseph Antonides, Virginia Tech
Guadalupe Cabañas-Sánchez, Universidad Autónoma de Guerrero
Veronica Hoyos, National Pedagogical University
Asuman Oktaç, Cinvestav-IPN
Erin Smith, University of Nevada, Las Vegas
Paulo Tan, University of Missouri-St. Louis
Verónica Vargas Alejo, University of Guadalajara
Lili Zhou, California State University, Los Angeles
Candidates for Graduate Student Representative
Aida Alibek, University of Georgia
Anastasia L. Betts, University at Buffalo, SUNY
Angie Damián Mojica, Universidad Autónoma de Guerrero
K. Elizabeth Hammonds, Auburn University
Robert Knurek, University of Colorado Denver
Alexa W.C. Lee-Hassan, University of Illinois Chicago
Karina Nuñez-Gutierrez, Universidad Autónoma de Guerrero, México
Candidates for Regional Representative or Member-at-Large
Joseph Antonides, Virginia Tech
Hello! Currently, I am a Postdoctoral Associate in the Department of Mathematics at Virginia Tech. Before this, I completed my Ph.D. in Mathematics Education at The Ohio State University. My research focuses on building asset-based models of students’ mathematical thinking, with a focus on combinatorics and geometric measurement. I am especially interested in how people construct, transform, and enumerate quantitative units across mathematical domains. I have been an active member of the PME-NA community for the past five years, having previously served as a Graduate Student Representative on the Steering Committee and as the Strand Leader for Geometry and Measurement. I am humbled to be considered among the candidates for membership on the PME-NA Steering Committee. My involvement with PME-NA has had a profound influence on my development as a mathematics education researcher, and I look forward to continuing to serve this organization to the best of my ability.
Guadalupe Cabañas-Sánchez, Universidad Autónoma de Guerrero
Guadalupe Cabañas-Sánchez is a PhD in Mathematics Education for the Cinvestav-IPN, Mexico. Her Ph D Dissertation has been the recipient special mention of the Simón Bolívar Award from the Comité Latinoamericano de Matemática Educativa. She is a full professor for the Master and PhD program in Mathematics Education at the Universidad Autónoma de Guerrero, located in Guerrero State, México. Her research interests cover both theoretical and practical aspects of mathematics reasoning, argumentation, and proof. Her research takes into account both cognitive and sociocultural perspectives and involves in classroom work with pre-service teachers, teachers and students and the analysis both the curriculum and mathematical textbooks. Based on the results of her research, she frequently participates in refresher courses for primary and secondary school teachers. She has also co-authored high school mathematics textbooks. She began her relationship with PME-NA from 2017 in the PME-NA 39. Guadalupe would love the opportunity to become more involved in the PME-NA community and contribute to all activities related to this important conference from the PME-NA Steering Committee.
Veronica Hoyos, National Pedagogical University
- Mexican, Major (undergraduate) in Mathematics at the College of Sciences (UNAM), Master and PhD in Mathematics Education at CINVESTAV in Mexico City.
- Senior researcher and professor at the National Pedagogical University in Mexico City, specializing in teachers’ use of digital technologies. In addition, I have worked on distance education – mediated by digital technologies, including blended teaching and learning in mathematics.
- I have participated on many occasions in PME-NA conferences, including presentations of research reports, short research reports, or posters; as a reviewer; also, as part of the steering committee, and, finally, as part of the local committee in the organization of the PME-NA held in Merida, Yucatán, in 2006.
Asuman Oktaç, Cinvestav-IPN
I am a researcher at the Mathematics Education Department of Cinvestav-IPN in Mexico. I hold a Ph.D. from The University of Iowa, and a B.S. in Mathematics Teaching from the Middle East Technical University in Turkey. I did my postdoctoral study at the Concordia University in Canada. I participated in the organization of different international and local events and held grants from different organizations. I am part of the editorial committee of Annales de Didactique et de Sciences Cognitives. I have directed 42 graduate theses. I enjoy greatly working with graduate students and am involved in different activities that promote independency, professionalism and joyfulness as part of their preparation as young researchers. One such recent activity has been the formation of writing groups for publishing journal articles. My research has been focused on the teaching and learning of linear algebra concepts. I value greatly diversity of approaches and believe in the importance of keeping up to date with theoretical and methodological developments, as well as integrating new advancements such as investigating the influence of artificial intelligence tools in mathematics education. I feel strongly about engaging in activities that help form community. ¡Saludos afectuosos a todas y a todos!
Erin Smith, University of Nevada, Las Vegas
Erin Smith is an Assistant Professor of Mathematics Education at the University of Nevada, Las Vegas. Her research focuses on increasing access to rigorous mathematics education for multilingual learners, building caregivers’ capital in mathematics education, and leveraging community spaces to prepare culturally sustaining, community-informed anti-racist mathematics teachers. Erin first attended PMENA as a doctoral student at the University of Missouri and has continued to attend as a presenter and working group participant. Erin continues to appreciate the value and benefit PMENA has on mathematics education, including situating itself as an organization striving for equitable education as well as providing opportunities via conferencing for scholars to connect (e.g., mentor lunch, working groups), disseminate research, and perturb historic assumptions (e.g., plenaries). Erin would be honored to serve on PMENA’s Steering Committee and contribute to the organization’s growth in light of and response to changes in our social, political, and educational climate.
Paulo Tan, University of Missouri-St. Louis
Paulo Tan is an Assistant Professor of STEM Education at the University of Missouri, St. Louis. Dr. Tan is interested in serving on PMENA’s steering committee to contribute to realizing the organization’s equity ambitions. He recognizes the conference’s crucial role in shaping mathematics education scholarship and practice, including with PMENA’s Disability Justice working group in which he has been a part of since 2016. At the same time, he notices critical areas that the conference needs to immediately attend to, such as issues of inaccessibility and lack of representation. Thus, he maintains that PMENA can and must do better. Dr. Tan’s research is focused on advancing intersectional justice in and through mathematics education centering disability. He currently serves on several national-level steering committees.
Verónica Vargas Alejo, University of Guadalajara
I am a research professor at the University Center for Exact Sciences and Engineering at the University of Guadalajara, Mexico, one of the largest universities in the country. I have been coordinating a graduate program in mathematics education since 2019. My Ph.D. in Mathematics Education was earned from CINVESTAV IPN. My research interests encompass teaching mathematics through modeling and teacher preparation. Currently, my focus lies in researching the integration of modeling into mathematics education at both high school and university levels. I have actively collaborated on research projects related to mathematics education since 1995. My engagement with the PME-NA community began in 2004 when I attended as a Ph.D. student, and my involvement has persisted through subsequent annual meetings. I am keen to contribute to the PME-NA community, which has played a pivotal role in shaping my development as a researcher and educator. My aim is to support and engage graduate students and colleagues, encouraging them to become active participants within the PMENA communities of practice. Moreover, I am particularly motivated to facilitate mobility and international collaboration, with a focus on breaking down language barriers.
Lili Zhou, California State University, Los Angeles
I am an Assistant Professor in mathematics education at California State University, Los Angeles, serving in both multiple subject credential and single subject credential programs. I earned my Ph.D. degree in mathematics education from Purdue University and an M.S. in mathematics from Beijing University of Technology. My research interests lie in the areas of and intersections between mathematics education, social justice in education, and informal mathematics/STEM learning. With a specific focus on informal learning as the context, my research agenda is dedicated to addressing issues of social justice (race, gender, and their intersection) within mathematics/STEM. I first attended PME-NA in 2017 as a first-year doctoral student. Through continued participation in the annual meetings, I have established a valuable network, met fellow researchers, connected with members of my dissertation committee, and found mentors within the PME-NA conferences. I aspire to contribute to the PME-NA community by serving as a steering committee member. I am committed to carrying forward the initiatives aimed at providing space for novice researchers and teacher educators to engage with the community.
Candidates for Graduate Student Representative
Aida Alibek, University of Georgia
I am a doctoral student at The University of Georgia and my research interest is in students’ engagement in early-college mathematics courses. My passion for supporting students’ learning has brought me from my home in Qazaqstan to the US, and from working in mathematics to doing mathematics education research. During my time at UGA so far, I’ve had experience working with and teaching pre-service teachers, conducting research work on various projects, being co-editor of The Mathematics Educator research journal, and playing various leadership roles in the Mathematics Education Student Association of UGA.
As a graduate student representative at PME-NA, my commitment would be to promote student success and engagement at all levels of schooling, establish more connections between the K-12 and undergraduate mathematics education research communities, as well as support robust opportunities for newer math education scholars (graduate students and early career researchers) from diverse backgrounds to actively engage in and offer innovative ideas and perspectives for the development of scholarship in our field.
Anastasia Betts, University at Buffalo, SUNY
I am currently a doctoral candidate in the Learning Sciences PhD program at the University at Buffalo, SUNY, where my research focuses on the pivotal role families play in supporting their young children in developing critical foundational math skills. I have over 30 years working in the field of education, where much of my professional work has focused on persistent issues of underachievement in early childhood and middle grades math performance. My commitment to advancing mathematics education aligns seamlessly with the goals of the PME-NA, and I am eager to champion graduate student perspectives on the steering committee.
Angie Damián Mojica, Universidad Autónoma de Guerrero
I am a PhD student at the Universidad Autónoma de Guerrero, in Mexico. My research is focused on the understanding of the definite integral through the use of the counterexample. My interest in being part of the PME-NA Steering Committee, as a Graduate Student Representative is to support young researchers who are already conducting a research project and for those who wish to be part of the Mathematics Education community in the future. I am part of a project that involves young researchers in mathematics education, I think it is important to create spaces for young researchers that allow them to share experiences and learn from those researchers who are experts in the area. I am an empathetic, friendly, cheerful and willing to collaborate in this project. As a woman and a researcher, I am convinced that this opportunity will provide spaces for reflection in an equitable manner for future researchers.
K. Elizabeth Hammonds, Auburn University
K. Elizabeth Hammonds is a Ph.D. candidate in Secondary Mathematics Education at Auburn University in Auburn, Alabama, United States. She began her career as an Electrical Engineer before becoming a mathematics teacher and teacher educator. Elizabeth is currently a national STEM education consultant and the Treasurer of the Alabama Council of Teachers of Mathematics. She has previously served as the Co-director of UTeach and a professor at Columbus State University, an Education Specialist at the Alabama State Department of Education, a Mathematics Specialist at the Alabama Math, Science, and Technology Initiative, and a classroom teacher. Elizabeth sits on the advisory board of the DREAM-Math project as part of the Central Alabama Mathematics Teacher Education Partnership (CAMTEP). Her dissertation focuses on understanding the interplay of parent perceptions of Internet mathematical memes and their beliefs about the nature of mathematics and mathematics education utilizing mixed methods-grounded theory research. Elizabeth’s other research interest include noticing as a tool to analyze pre-service teacher instruction and equitable strategies to promote student and family engagement. If selected to serve as the PME-NA Steering Committee graduate student representative, she aims to work on projects geared toward recruitment to promote more graduate student voices PME-NA.
Robert Knurek, University of Colorado Denver
I am a Ph.D candidate and Graduate Instructor in the School of Education and Human Development at the University of Colorado Denver. I earned a B.A. and M.A. in Mathematics Education from Miami University (OH). Prior to beginning my graduate degree, I spent 6 years teaching middle school mathematics in Ohio and Colorado. Recently, I have been working as a Graduate Research Assistant on an NSF-funded research project called ITsCRITiCAL, led by my advisor Dr. Heather Johnson. The project aims to transform instructional practices in college algebra by decreasing the emphasis on answer finding while increasing the emphasis on mathematical reasoning. My current research interests are in students’ quantitative and covariational reasoning during graphing tasks. It would be an honor to represent the broader graduate student community by serving as a member of the PME-NA Steering Committee.
Alexa W.C. Lee-Hassan, University of Illinois Chicago
I am a Learning Sciences PhD student and a mathematics education lecturer at the University of Illinois Chicago. I teach math content courses for elementary, middle school, and secondary preservice teachers, and my dissertation explores the political conocimiento that manifests when those students engage in courses that integrate critical reflection and the analysis of data from local school contexts. I have presented my work at PME-NA every year since 2019 and have benefited from participating in multiple working groups at the conference over the years, including my current involvement with the Disability Justice working group. Conversations in some of those working groups, my positionality as the genderqueer parent of a nonbinary child, and my experiences helping organize in-person, virtual, and hybrid instantiations of the Learning Sciences Graduate Student Conference have made me very interested in engaging with questions about how professional organizations can best support their members and pursue equity and justice in conference design and organization.
Karina Nuñez-Gutierrez, Universidad Autónoma de Guerrero, México
I am a PhD student in mathematics education at the Autonomous University of Guerrero, Mexico. I studied mathematics at the Universidad del Atlántico, Colombia, and a master’s in mathematics education at the Autonomous University of Guerrero.
Before starting my postgraduate training path in Mexico, I worked for years teaching and learning mathematics in secondary and high school. The investigations that I have carried out are oriented towards mathematical reasoning with in-service teachers. In addition, i have participated in the development of workshops with this same population with the aim of contributing to their professional development as mathematics teachers. All this i has allowed me to develop a profile of commitment, responsibility, task execution, teamwork, and discipline.
My experience in the field of teaching and research can contribute to the PME-NA Steering Committee.