Dr. Theresa Jorgensen
Theresa Jorgensen is an Associate Professor and Distinguished Teaching Professor in the Mathematics Department at the University of Texas at Arlington. She teaches mathematics courses for pre-service K-12 mathematics teachers, as well as graduate courses in mathematics for in-service K-8 and secondary mathematics teachers. She has been a PI or co-PI on multiple Teacher Quality grants and on NSF Noyce, GK-12, and IUSE grants. In 2011, she served on a state panel to revise the grade 6-8 TEKS. She has served AMTE-TX as an Executive Board Member-at-Large, and as the chair of the registration committee for the annual AMTE-TX conference.
Dr. Rebecca Dibbs
Rebecca Dibbs has a PhD in Educational Mathematics and is currently an Assistant Professor of mathematics education in the mathematics department at Texas A&M University Commerce in the United States of America. She teaches mathematics and mathematics education courses for pre-service and in-service middle and high school mathematics teachers. She also mentors research projects at the undergraduate and graduate levels. She was a 2015 STaR Fellow, and her research interests include undergraduate mathematics education, non-cognitive learning factors, assessment, and special education. She has several publications in national journals and has presented at multiple international mathematics education conferences.
Dr. Melanie Fields
Melanie Fields currently works at Texas A&M University-Commerce as an Assistant Professor in the Curriculum and Instruction Department. Her primary responsibility is to teach pre-service secondary mathematics and science teachers in the LeoTeach Program. Melanie has experience overseeing financial records of student organizations. Over the past two years, Melanie assisted in getting the student organization for LeoTeach started, structured, and has supported the group through the financial components of the organization.
Dr. Jamal Young
Jamaal Young, Ph.D., focuses his attention on culturally responsive mathematics teaching, particularly the educational needs of Black children, multicultural STEM project based learning, preparation of pre-service mathematics teachers to work with diverse learners, literature synthesis, and meta-analysis methodology. His scholarship seeks to increase the number of underrepresen
ted students in STEM career fields by leveraging technological pedagogical content knowledge (TPACK), culturally specific pedagogies, and research synthesis methodologies to improve teaching and learning in STEM content areas. He earned a doctorate from Texas A&M University in Curriculum and Instruction, with an emphasis in Mathematics education and he is currently an Assistant Professor at the University of North Texas
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