Contributors
Mary Kay Archeris a fourth-grade teacher in a rural community in Michigan.
Teaching mathematics and paying attention to student thinking have long been
special interests of hers. She has provided professional development in her district
and is a workshop leader for the Investigations in Number, Data, and Space cur-
riculum.
Candace Chickteaches an inclusion class in the Boston Public Schools. She
teaches fourth and fifth grade, looping or keeping the same class for two years.
She also serves as the school’s Intermediate Grade (3–5) Literacy Coordinator.
Candace has long been passionate about helping students with special needs see
themselves as learners and experience success in school.
Kristi Dickeyis a teacher in Oklahoma. She teaches first and second grade, loop-
ing or keeping the same class for two years. She loves looping because it provides a
consistent learning community. Kristi is also a district math leader, a mentor, and a
workshop leader for the Investigations in Number, Data, and Space curriculum.
Nikki Faria-Mitchellis a third-grade teacher in the Boston Public Schools. She
has been a leader in several National Science Foundation-funded professional
development projects, including Foundations of Algebra and Developing
Mathematical Ideas. Nikki is particularly interested in facilitating mathematical
conversations that include all learners.
Michael Flynnis a second-grade teacher in western Massachusetts who teaches
in an inclusive classroom. Michael is the recepient of the 2009 Horace Mann
Award of Teaching Excellence, a national award given to only five teachers in
the country each year. He was also honored as the Massachusetts Teacher of the
Year in 2007–2008. In addition to his math teaching, Michael focuses on science
and integrating technology across the curriculum.
Arusha Hollister is a research and development specialist at TERC. She was
one of the writers for the revision of the Investigations in Number, Data, and