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Angela Chan Turrou, nPhD, nis senior researcher and teacher educator at the University of California, Los nAngeles (UCLA) Graduate School of Education and Information Studies. Her work nlives at the intersection of childrens mathematical thinking, classroom npractice, and teacher learning. In her work with teachers and teacher educators nacross preschool and elementary settings, Angela leverages purposeful nInstructional Activities driven by childrens mathematical thinking to support nteacher learning, collaboration, and generative growth. She is continually inspired nby teachers who, on a daily basis, create space for children to drive the mathematical nwork and challenge the broader discourse of who does and does not get to be good nat math. Angela is coauthor of Young nChildrens Mathematics: Cognitively Guided Instruction in Early Childhood nEducation (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK-5 Math nClassroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her on nTwitter @Angelaturrou. Nicholas C. Johnson, PhD, is assistant nprofessor in the School of Teacher Education at San Diego State University n(SDSU). His work investigates how classrooms shape childrens opportunities to nparticipate and learn. A former classroom teacher, instructional coach, and ncounty office coordinator, Nick partners with new and practicing teachers to nexplore childrens mathematical ideas and expand what counts as math in school. nHe is a member of SDSUs Center for Research in Mathematics and Science nEducation, coauthor of Young Childrens nMathematics: Cognitively Guided Instruction in Early Childhood Education (Heinemann, 2017), and a contributor (with nNatali Gaxiola) to Choral Counting and nCounting Collections: Transforming the PreK-5 Math Classroom (Stenhouse, 2018). nNick lives in San Diego, CA. Find him on Twitter @CarrythZero. Megan L. Franke, PhD, is professor nof education at UCLA. Dr. Frankes work focuses on understanding and supporting nteacher learning for both preservice and in-service teachers. She is nparticularly interested in how teaching mathematics with attention to students nmathematical thinking (Cognitively Guided Instruction, or CGI) can challenge nexisting school structures and create opportunities for students who are often nmarginalized to mathematically thrive. Dr. Franke is a member of the nDevel
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