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

Pavneet Kaur Bharaj, California State University, Long Beach
Olga Fellus, Brock University
Cody Harrington, State University of New York at Cortland
Omar Octavio López López, Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática
Beth MacDonald, Illinois State University
Ayse Ozturk, Old Dominion University
Mina Sedaghatjou, Rowan University
Shawnda Smith, Texas Woman’s University
Karen Zwanch, Oklahoma State University

Candidates for Graduate Student Representative

Carlos Acevedo, Texas State University
Brit Claiborne, Boston University
Siqi Huang, University of California, Berkeley
Shophika Vaithyanathasarma, Boston College
Sabrina Zarza, Michigan State University

Candidates for Regional Representative or Member-at-Large

Pavneet Kaur Bharaj, California State University, Long Beach

I am an Assistant Professor at California State University, Long Beach, in the Department of Mathematics and Statistics. My teaching and research focus on improving the quality of math instruction by understanding how teachers’ knowledge, beliefs, and experiences shape their classroom practices. My work blends research and practice to explore how teachers develop pedagogical skills in diverse settings. In my work, I engage with pre-service and in-service teachers, guiding them to become reflective practitioners. I have extensive experience working with teachers across different cultural contexts, including international settings, and I am committed to creating inclusive learning environments that support both student and teacher growth.

My research interests include teacher professional development, culturally responsive education, and the role of teacher beliefs in shaping instructional practices. I aim to foster stronger connections between educational theory and classroom practice. I have been actively involved in PME-NA and AMTE, serving as Strand Leader for PME-NA in 2021, 2022, and 2024, and as a Student Member of its Steering Committee (2020-2021). Additionally, I am a member of the STaR Fundraising Committee for AMTE’s Communications and Outreach Division (2023-2026). These opportunities allow me to give back to the mathematics education field, which has supported my professional growth.

Olga Fellus, Brock University

Hello, I am an Assistant Professor at the Faculty of Education, Brock University. My academic adventure has been quite the ride. I completed my PhD with a focus on identity making in mathematics, using a unified multidimensional theory to understand how learners develop their dispositions towards math.

Sounds fancy, right? But really, I’m just fascinated by how people come to see themselves in relation to mathematics. One of my big interests is how socioculturally available narratives about math shape our identities. You know, those stories we hear about who can do math, what it means to be “good” at math, and what doing mathematics looks like. These narratives are like construction sites for mathematical identities, and I find that absolutely captivating!

This is not unrelated to the work of mathematics teacher educators. It’s like we’re shaping the shapers. I’m throwing my hat in the ring to serve on the PME-NA steering committee. I’ve got several leadership roles including serving as the Program Chair of the AERA Educational Change SIG. Looking forward to working with the PME-NA community on future developments.

Cody Harrington, State University of New York at Cortland

After teaching elementary school for ten years, I completed my PhD in mathematics education in the spring of 2021. Since 2017, I have taught as a teacher educator and mathematics education researcher in two Hispanic serving institutions (University of Colorado, Denver and Metropolitan State University of Denver) and one historically Black university (University of the Virgin Islands). I am currently an assistant professor at SUNY Cortland where I teach elementary math methods courses and pre-service internship courses. My research agenda includes studies on units coordination, multiplicative and fractional reasoning, concept of number, and mathematics knowledge for teaching. I am an active member on the PME-NA Units Construction and Coordination Working Group, where I have led presentations and group discussions for the 2023 and 2024 conferences. I have also acted as a PME-NA strand leader for the 2024 conference, where I coordinated the reviewing process of proposals in the Mathematics Knowledge for Teaching strand. As an emerging scholar, I look forward to expanding my involvement with PME-NA by becoming a new steering committee member-at-large.

Omar Octavio López López, Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática

Hola, soy Omar Octavio López López. Afromexicano. Ingeniero industrial por el Instituto Tecnológico Superior de Xalapa. Maestro en Educación Media Superior por la Universidad Pedagógica Veracruzana. Completé mis estudios de Diplomado en Educación STEAM en el Centro de Nacional de Actualización Docente. Tengo seis años desempeñándome como Profesor de Matemáticas en el Centro de Bachillerato Tecnológico Industrial y de Servicios No. 142. Actualmente me desempeño también como Jefe del Departamento de Servicios Escolares de la misma institución en donde laboro como profesor. Formo parte de la Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática. Soy Presidente de Ri Sueños Asociación Civil. He trabajado en la divulgación de las matemáticas desde mi labor como docente, en la asociación que presido y mediante mi trabajo de tesis de la maestría. Quiero formar parte del PMENA porque tengo el deseo de seguir aprendiendo y de compartir mis saberes con otros profesores que amen las matemáticas y que aspiren a seguir formando en este campo a las nuevas generaciones. Pretendo sumar, hacer relaciones y acercar el mundo de las matemáticas a grupos vulnerables de México y otros países. Creo que es necesario salir de lo convencional y apostar por lo desconocido, ir a donde se encuentra la pureza de las matemáticas: experimentar y crear desde lo que vemos, oímos y sentimos.

Hello, I’m Omar Octavio López López. Afro-Mexican. Industrial engineer from the Higher Technological Institute of Xalapa. Master in Higher Secondary Education from the Veracruzana Pedagogical University. I completed my Diploma in STEAM Education studies at the National Center for Teacher Updates. I have been working as a Mathematics Teacher at the Industrial and Services Technological Baccalaureate Center No. 142 for six years. I currently also work as Head of the School Services Department of the same institution where I work as a teacher. I am part of the Mexican Society for Research and Dissemination of Mathematics Education. I am President of Ri Sueños Civil Association. I have worked on the dissemination of mathematics from my work as a teacher, in the association that I preside and through my master’s thesis work. I want to be part of PMENA because I have the desire to continue learning and share my knowledge with other teachers who love mathematics and who aspire to continue training new generations in this field. I intend to add, make relationships and bring the world of mathematics closer to vulnerable groups in Mexico and other countries. I think it is necessary to leave the conventional and bet on the unknown, go where the purity of mathematics is found: experiment and create from what we see, hear and feel.

Beth MacDonald, Illinois State University

Beth MacDonald first began her career as an elementary school teacher and mathematics specialist, where she worked in rural classrooms in southwest Virginia for 17 years. In 2013, Beth completed her Ph.D. in mathematics education at Virginia Tech before working as an Assistant/Associate Professor at Utah State University. Currently, Beth is an Associate Professor in the School of Teaching and Learning at Illinois State University. Throughout Beth’s scholarship, she examines early childhood and elementary children’s sensemaking with number development with the ultimate goal of widening school mathematics for all children. In many of her projects, she examines intersections in early childhood mathematics and cognitive science, special education, and STEM education. Beth designs these endeavors with the hope of promoting equitable opportunities for mathematics development for children in prekindergarten and elementary grade levels.

Ayse Ozturk, Old Dominion University

I’m an Assistant Professor of Elementary Mathematics Education in the Department of Teaching and Learning at Old Dominion University. My research centers on mathematics learning and teaching as a humanizing practice. I aim to empower teacher candidates to leverage their passion and knowledge of mathematics to help students develop strong mathematical identities. To make mathematics more relevant and accessible, I study and teach equitable curricula that emphasize mathematical modeling, using both mathematical concepts and personal experiences to inform decisions about real-world situations. I am committed to improving access to higher education for underrepresented groups in mathematics and mathematics education. Since attending PME-NA in 2018, I have recognized its vital role in my growth as a researcher and educator.

As a candidate for the member-at-large position, I am committed to giving back to the community by fostering connections among researchers, especially those who are new to the field and come from underrepresented backgrounds. My experiences with immigration have deepened my understanding of the challenges and healing that come from being a linguistically, culturally, and ethnically diverse person.

Mina Sedaghatjou, Rowan University

I’m thrilled to have had the incredible opportunity to study, teach, and conduct mathematics education-related scholarship in Canada, Asia, and the U.S. These experiences have given me a deep appreciation for diverse scholarly practices and their impact on mathematics and STEM learning. Currently, I serve as an Assistant Professor at Rowan University, where my work focuses on exploring mathematics teaching and learning in Collaborative Engagement environments.

As a minority who has experienced disparities in educational settings, I’m passionate about empowering underserved students, especially girls, by helping them build strong STEM and math identities through authentic STEAM experiences.

I’m an active member of AMTE-NJ and the research committee at NARST. I also proudly serve on the Mentorship Committee of the Rowan University Women’s Alliance Network, where I support and uplift women in academia. Through my role on the PME-NA steering committee, I truly hope to continue fostering communities of practice that support underserved populations.

Shawnda Smith, Texas Woman’s University

I am an associate professor in the Mathematics Division at Texas Woman’s University. I received my BA and MA in Mathematics from the University of Texas at Austin and my PhD in Mathematics Education from Texas State University. My research interests include pre-service elementary and middle school teachers’ understanding on Productive Struggle in the Math classroom, Developmental Mathematics education at the university level, and Mathematical Knowledge for Teaching Geometry. I am passionate about teaching mathematics to all students at all levels (developmental, undergraduate level, and graduate level courses), and supporting pre-service Mathematics teachers throughout their training at the University. I hope to be a part of the PMENA Steering Committee to help support and attract active members from Texas and neighboring states.

Karen Zwanch, Oklahoma State University

Karen Zwanch is an Associate Professor of Mathematics Education at Oklahoma State University. In this role, she is a member of the science and mathematics education program and the elementary education program. She is the program coordinator for the Master of Science degree in Math and Science Education and the Elementary Math Specialist program, and is an active member of advisory boards for the Center for Research on STEM Teaching and Learning and the Reading and Math Center at Oklahoma State. She holds a B.S. in Secondary Math Education (Penn State), an M.S. in Mathematics (Millersville University of Pennsylvania), and a Ph.D. in Mathematics Education (Virginia Tech).

Karen’s research focuses on investigating connections between students’ numerical reasoning and early algebraic reasoning. This research line has led to Karen’s involvement in PME-NA as a graduate student beginning in 2015, and as a faculty member beginning in 2019, as an attendee, presenter, reviewer, conference volunteer, and working group participant and leader. As a member of the steering committee, Karen is excited to encourage and empower mathematics educators in all stages of their careers to interact with outstanding research in the field of math education.

Candidates for Graduate Student Representative

Carlos Acevedo, Texas State University

I am a doctoral candidate at Texas State University. I have taught courses ranging from developmental math to calculus, as well as courses for preservice teachers. Throughout my graduate journey, I have collaborated with various professors on research topics that include covariational reasoning, inservice teachers’ beliefs and values, linguistically diverse classrooms, and participation in groupwork. For my dissertation, I am investigating the assets that help first-generation STEM college students persist through their calculus journey. I am passionate about giving back to the community and currently lead a student-run organization at my university that provides mentorship to undergraduate math majors. The organization, led by graduate students, offers support, wisdom, and resources to help undergraduates integrate into the math community. Based on my experience, I know how challenging it can be to find your place within a math department, so our mentorship aims to ease that transition. My passion, leadership, commitment, and ability to work as part of a supportive team offer a unique perspective that I believe would benefit the PME-NA Steering Committee.

Brit Claiborne (she/they), Boston University

I am a third-year PhD student in mathematics education at Wheelock College of Education and Human Development at Boston University. I am hoping to serve as a graduate student representative on the steering committee because I want to help more graduate students get involved with PME-NA and feel supported by and connected to the scholarly community. To this end, I would work with my fellow committee members to provide further professional networking and community-building opportunities, not only for members who can attend the annual conference but also for those looking for connection between the conferences to maintain a sense of collaboration and community. I would also bring my experience as a member of the hosting committee of another international education conference to planning future PME-NA conferences, increasing their accessibility and encouraging graduate students from many different regions and universities to attend, especially outside of the U.S. My research and teaching centers on mathematics teacher education and professional development as a space to nurture teacher agency and activism for social change, including the design for learning that supports more equitable teaching. This interest drives me to see PME-NA become a space to spark systematic change within mathematics education and beyond.

Siqi Huang, University of California, Berkeley

Siqi is a Ph.D. candidate in mathematics education at the University of California, Berkeley, mentored by Alan Schoenfeld. She holds a B.S. in mathematics from UCLA and is concurrently pursuing a Master’s degree in mathematics under Fields Medalist Richard Borcherds to deepen her expertise. Siqi was a key member of the Steering Committee for Schoenfeld’s retirement event in 2023 and has presented research at PME-NA for three consecutive years. In her dissertation, Siqi is designing and studying a disciplinary-rigorous and identity-empowering counter-space to support struggling, historically underrepresented students in calculus. In the form of a calculus learning community, her dissertation work focuses on cultivating a community of mathematical sense-makers engaged in learning, being, and becoming through calculus. With her advisor’s recent retirement, she is eager to build new research connections and contribute meaningfully to the PME-NA community.

Shophika Vaithyanathasarma, Boston College

I am a first-year PhD student at Boston College in Curriculum and Instruction. My research interests are focused on the potential of STEM education to foster social cohesion and critical thinking. I believe that concepts such as modeling can empower students to understand and address community issues.

I have held various leadership roles, including serving as a Student Representative in Didactics at the Departmental Assembly (2023) and as a Research Collaborator on a report for the Government of Quebec, which addressed student perspectives on the pandemic’s impact on college life. Currently, I serve on the Board of Directors for the Mathematical Association of Quebec (2022-present) and previously served as President of The Seminars on Undergraduate Mathematics in Montreal (2019-2021), where I organized events for over 120 students. During my undergraduate studies, I coordinated student activities for the Student Association in Mathematics and Statistics at the University of Montreal, fostering community and well-being.

I have always been very socially involved, as I believe strongly in learning and growing together as a community. With my past experiences, I am confident that I can contribute to bringing graduate students together through the PME-NA Steering Committee while being a part of this vibrant community.

Sabrina Zarza, Michigan State University

Sabrina Zarza (she/her/ella) is a third-year doctoral student pursuing a dual major in Mathematics Education and Chicano/Latino Studies at Michigan State University. Her research interests lie in investigating how mathematics can be repositioned in interdisciplinary contexts as a lens to understand social and structural inequities. Her work is informed by connecting ethnic studies praxis, which uplifts strategically marginalized epistemologies and ways of knowing, to mathematics education research. Sabrina has extensive experience navigating academia as a mathematics student, having begun her academic journey in community college and transferring to California State University, Fullerton where she received her Bachelor’s and Master’s in Mathematics. Sabrina attributes her academic success to having a strong community of peers and mentors that encouraged and supported her, ultimately informing her decision to work as a mathematics educator for over 10 years. As a high school teacher, Sabrina sought to provide the same level of support and encouragement to her students that she received earlier in her academic journey. Now as a graduate student, Sabrina is eager to join the PME-NA community and its legacy of support and learning across international and interdisciplinary spaces.