2022 AMTE Winners of the NTLI Fellowship

Jennifer Suh is a mathematics educator in the School of Education at George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Program.  She directs the Center for Outreach in Mathematics Professional Learning and Educational Technology, COMPLETE and provides professional development focused on learning trajectory based instruction, equity focused teaching practices and effective integration of technology in the mathematics classrooms. Dr. Suh conducts Lesson Study with teachers to develop high leverage mathematics teaching practices and deepen teachers’ content knowledge using learning trajectories. Currently, her project called EQSTEMM, Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling, focuses on promoting equitable participation of all students engaging in rigorous mathematics through modeling.  She enjoys co-designing authentic community based problem-based modeling tasks with teachers to promote equitable access to 21st century skills in STEM disciplines for diverse student populations.

Kate Roscioli is a third-year doctoral student pursuing a Ph.D. in Mathematics Education, Teacher Education, and Technology at George Mason University. She is also a Title I Mathematics Specialist in Northern Virginia, working with teachers and students in grades 3 through 5. At George Mason, she serves as a graduate research assistant on an EQSTEMM, an NSF-funded grant with Dr. Jennifer Suh. She earned an M.Ed. in Elementary Education from Marymount University and an M.Ed. in Mathematics Leadership from George Mason University. Her research interests include preparing teachers to integrate technology in mathematics classrooms to promote equitable mathematics practices. Her future goals as a researcher and mathematics teacher educator are to develop frameworks and systems that support pre-service and in-service educators in evaluating technology tools for mathematics instruction. 

Kimberly Morrow-Leong is a mathematics education specialist and adjunct instructor at George Mason University. As a doctoral student she served as a professional development coordinator at NCTM and a researcher/coach at AIR. After teaching fifth grade during a year of the pandemic, Kim recently accepted a position as a Senior Content Manager at the Math Learning Center. She is an author of the Mathematize It! series of books for K-8 teachers and is a 2009 recipient of the Presidential Award for Excellence in Mathematics. Kim has served on the NCSM Board as conference program chair and is currently serving on the MathKind Education Advisory Board and the AMTE Advocacy Committee. Dr. Morrow-Leong’s professional interests include transformative evidence-based assessment practices and investigation of the nature of teachers’ engagement with artifacts of student thinking.

Holly Tate is a doctoral student at George Mason University working towards her Ph.D. in Mathematics Education Leadership and Research Methodologies. Her research focuses on equity in mathematics education, specifically on the development of critical consciousness through Teaching Mathematics for Social Justice and mathematical modeling. Holly ties her interests of equitable mathematics classrooms into learning alongside teachers as an Instructional Mathematics Coach in a K-5 STEM school in Virginia. Additionally, Holly is in her third semester as a Graduate Research Assistant in partnership with Dr. Jennifer Suh and other universities across the country. Their NSF-funded grant work focuses on mathematical modeling for increased student agency and identity, centering student experience and voice. Prior to her doctoral studies, Holly received her M.I.S. in Mathematics Leadership from Virginia Commonwealth University and her M.Ed. in Elementary Education from James Madison University.