Shari Stockero is an associate professor of mathematics education at Michigan Technological University. Her primary interest is understanding how to support teacher learning at both the pre-service and inservice levels. Her research has focused on using video to support mathematics teacher learning and on helping mathematics teachers learn to notice important events that occur during instruction and use them to better support students' learning of mathematics.

www.mtu.edu/math/department/faculty/stockero/

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/

Keith R. Leatham is professor of mathematics education at Brigham Young University in Provo, UT. His research focuses on understanding how teachers learn to facilitate student mathematics learning. In particular, he studies how teachers learn to use technology in teaching and learning mathematics, how they learn to recognize and use students' mathematical thinking, and how their beliefs about mathematics, its teaching and learning are related to the learning-to-teach and teaching processes.

mathed.byu.edu/kleatham/

Blake Peterson is a professor of mathematics education at Brigham Young University. His research centers on how preservice teachers learn to teach mathematics. More specifically, he has studied student teaching in the United States and in Japan and how the structure of that experience influences the opportunity for preservice teachers to learn. Intertwined with his research in Japan is an effort to understand how to teach preservice mathematics teachers to recognize and effectively build on student mathematical thinking during instruction. More specifically, he is interested in how to recognize and build on "teachable moments"—what we call MOSTs.

mathed.byu.edu/~peterson/

Ben Freeburn is a former secondary mathematics teacher and recently earned his Ph.D. in Curriculum and Instruction with emphasis in Mathematics Education from Penn State University. His research interests fall primarily in secondary mathematics teacher education. More specifically, he studies preservice teachers learning of mathematics teaching practices that center on student mathematical thinking as well as the design and use of practice-based activities in teacher education.

Mary A. Ochieng is a doctoral student in Mathematics education at Western Michigan University. Her research interest in student mathematical thinking is motivated by her classroom experience from years of teaching high school mathematics.

Annick Rougee is a doctoral candidate at the University of Michigan. Her work as a field instructor motivates her research interests in how preservice teachers manage students' responses in the secondary mathematics classrooms. Through the work on the MOST project, Annick was accepted as a 2015–2016 NSF CADRE (Community for Advancing Discovery in Research in Education) Fellow.

Kylie Palsky is a graduate student in the Mathematics Education department at Brigham Young University. She is interested in student thinking and learning in a college environment as her goal is to teach at this level.

Josh Ruk is a math education Ph.D. Student at Western Michigan University. Prior to this, he received undergraduate degrees in mathematics and forestry management and an MAT in mathematics education. Josh taught high school math for three years and was an assistant professor of mathematics for four years. His research interests focus on the teaching and learning of mathematics at the elementary school level and how knowledge of basic mathematical concepts is retained as students continue their educational careers.

Okan Arslan is a doctoral student in the Mathematics Education Department at Middle East Technical University in Turkey. He is a visiting scholar at Western Michigan University during the 2016–2017 academic year working on the MOST project. His doctoral research focuses on exploring the characteristics of working communities that support middle school mathematics teachers' professional development. Furthermore, he is interested in using students' thinking to train preservice teachers to develop reform-based teaching practices.

Sarah Van Baale was a doctoral student in Mathematics Education at Western Michigan University. After researching upper level high school mathematics instruction in an alternative education setting, she became interested in studying mathematical misconceptions originating during the early elementary years that hinder higher order thinking at the secondary level.

Rachel Gunn Bernard is working on her Masters in Mathematics Education from Brigham Young University. Her thesis explores how teachers respond to MOST and non-MOST instances of student thinking. She worked on the MOST project from 2015–2016 where she coordinated work with undergraduate research assistants, facilitated project work on coding teacher responses, and was the teacher response codebook editor. Currently she is a mathematics teacher at North Davis Junior High in Clearfield, Utah.

Elizabeth Fraser received her Masters in Mathematics Education from Western Michigan University in 2016. She worked on the MOST project from 2014-2016 where she was a core member of the Scenario Interview research team. At WMU, she was also instrumental in developing activities for preservice teachers learning to identify the mathematical point in instances of student thinking. She currently resides with her daughter and husband in South Carolina.

Lindsay Merrill received her Masters in Mathematics Education from Brigham Young University in 2015. She worked on the MOST project from 2013–2015. She was integral from the beginning in organizing data, keeping a record of meeting conversations and coordinating work with the BYU undergraduate research assistants. In addition to the MOST project, she studied English Learners' participation in mathematical discourse. She currently resides with her husband and son in Stanford, CA where her husband is a PhD student.

Napthalin Atanga was a postdoctoral fellow at Western Michigan University working on the MOST project from May 2014 until May 2015. His doctoral research focused on ways teachers use curriculum materials. Specifically, he examined the kinds of curricular resources embedded in teacher's guides and ways teachers use them in conjunction with other resources towards mathematical points of the lessons. Insights into teachers' capacities were also identified. He is interested in ways students' mathematical understandings are supported and extended in curriculum materials.