CONTRIBUTORSSpacecurriculum and now works on revising and creating professional devel-
opment for the second edition. Before working at TERC, Arusha was an ele-
mentary school teacher for ten years and a math coach. Arusha is particularly
interested in the mathematical learning and thinking of children in the
younger grades.
Marta Garcia Johnson is a fifth-grade teacher in a small city in North Carolina.
She has taught in classrooms with diverse learners for more than twenty years and
also works with teachers as a staff developer. In 2005, Marta won a Presidential
Award for Excellence in Mathematics and Science Teaching. She particularly en-
joys thinking with her colleagues about what students understand and what they
need to learn and how she can apply that to her teaching.
Karen Joslin is an experienced Title I lead teacher in a small city in North
Carolina. She is also National Board Certified in Literacy K–8. Karen is passion-
ate about seeing the connections among subject areas to meet children’s needs.
She was instrumental in developing her school’s initiative to incorporate math
comprehension as part of Title I.
John MacDougallis a fifth-grade inclusion teacher in a small city in North
Carolina. He is a third-year teacher who has taken on leadership roles in mathe-
matics programs such as, Foundations in Algebra, and the Investigations in
Number, Data, and Space workshops, and he serves on the school-based math lit-
eracy team, which has had a special focus on improving math instruction for
struggling students and on closing the achievement gap.
Laura Marloweis a kindergarten teacher and workshop leader in Michigan. She
has always found it rewarding to work with students who struggle in mathemat-
ics—by listening and trying to understand students’ thinking and using what they
already know to make new concepts explicit for them.
Maureen McCartyis a first-year teacher in a town outside Boston. Before becom-
ing a classroom teacher, Maureen worked with children and adults as an art museum
educator where she used questions to foster their understanding of art. In the class-
room, she has been especially interested in applying the questioning strategies she
used in art museums and the formative assessment work she did in graduate school
to help figure out what her students already know and what they need to learn.
Christina Myrenis a consultant teacher for the Beginning Teacher Support and
Assessment program in Thousand Oaks, California. She works with new teachers
in a formative assessment program that is mandated for all new teachers in the
state. Sarah Bruno, the teacher featured in Christina’s chapter, is a second-year