Director of Education, Ecuador
Global Director of Operations
Operations Coordinator, Guatemala
Math Coach, Ecuador
Education Program Specialist, Guatemala
Global Director of Education
Math Coach, Guatemala
Board Vice President, Real Estate and Private Equity Investor
Board President, Past President of National Council of Teachers of Mathematics
Former Executive Director of Mathkind
Director of Business Development for Worldwide Strategic Alliances at Lenovo
Strategy and Operations Consultant
Founder of FairRate
Board Secretary, Mathkind Cofounder and Brand Director
Senior Physician Executive
Executive Director of The Young People’s Project
Mathematics Educator at Carrboro High School, NC
Chief Executive Officer at Participate, Inc
Board Past President and Mathematics Educator in Colombia
Board Treasurer, Former Executive Vice President at Mathkind
Mathematics Education and Publishing Consultant
Professor of Mathematics at Indiana University of Pennsylvania
Professor of Education at the University of Louisville
Executive Director of the California Mathematics Project
Professor Emerita of Mathematics Education at North Carolina State University
Professor of Childhood Mathematics Education at CUNY-Brooklyn College
Mathematics Curriculum Developer
Assistant Superintendent at Troy, Illinois, School District
Professor of Mathematics Education at Central Connecticut State University
Board Chair, Principal Researcher at the American Institutes for Research
Founder of Looney Math Consulting
Founder of ¡Aja! Parque de la Ciencia
Author and Senior Content Manager at the Math Learning Center
Professor of Mathematics Education at Rutgers University-Newark
President of the Inter-American Committee on Mathematics Education
Vice President of the Inter-American Committee on Mathematics Education
Pao Castillo is based in Quito, Ecuador, where she worked as a math professor at the Universidad de San Francisco de Quito (USFQ). She taught statistics and researched mathematics teaching and learning as part of the Ecuadorian delegation of the Capacity and Networking Project organized by the International Commission on Mathematical Instruction. She has a bachelor’s degree in mathematics from USFQ, as well as master’s degree in education through the Instituto Tecnológico y de Estudios Superiores de Monterrey (Mexico). Her interests outside of mathematics and her family include music, soccer, and painting.
Manuela Cea-Poblete brings over ten years of experience gained in various NGOs and nonprofits around the world. A Chilean and Londoner, Manuela has always had strong connections with the Latin American community. In 2015 she made the move to Guatemala and spent two years as Mathkind’s country director. She now makes her home in Barcelona, Spain, where she oversees Mathkind’s financial and administrative operations. Manuela earned a bachelor’s degree in multimedia journalism at England’s Bournemouth University as well as a master’s degree in anthropology of childhood, youth, and education at Brunel University in London.
Hans del Cid is a graduate of the National State University of Guatemala, where he completed his studies in linguistics. He was one of Mathkind’s first team members, and he has worked as a translator and interpreter on many Mathkind trips, including the 2013 inaugural visit to Santa Avelina, Guatemala. Hans’s in-country presence extends to managing business dealings for Mathkind. Hans has done volunteer work in rural areas of Guatemala, as well as coordinating volunteer groups that served in a project area of the landfill area of Guatemala City.
Kim Glenn grew up in Eastern North Carolina and left home at age 15 to attend the North Carolina School of Science and Math. She has over twenty years’ experience in fundraising and pharmaceutical sales, having worked for Pfizer, Cardinal Healthcare, Teach For America, Durham Nativity School, and the American Heart Association. Kim is an active member of the PTA and other organizations that advocate for children. She is driven by a deep dedication to serve children with a similar upbringing to her own, in order to ensure that they receive equitable access to opportunities. Kim and her husband, Mike, are a blended family with five children.
Reach Kim at firstname.lastname@example.org.
Jorge Luis Gutiérrez joins Mathkind with a passion for mathematics and technology. He began his career as an algebra teacher and has over 20 years of experience in education. He has a bachelor’s degree in mathematics education from the Universidad de Carabobo in Valencia, Venezuela, and a master’s degree in educational technology and instructional design from the Universidad de los Andes in Merida, Venezuela. He is always in search of new strategies and tools to develop and improve approaches to teaching and learning in math education. He lives in Quito, Ecuador, with his wife, where he loves to eat, dance, and travel.
Saúl is a passionate educator with a focus in both mathematics and literacy. He first met the Mathkind family in 2016 when he was working as a classroom teacher in a partner school in Sacatepéquez. He participated in the Math Leadership Team, presenting workshops at our annual November Conferences. Through these experiences, he discovered the importance of effective and meaningful mathematics and applied new strategies in his classroom, as both an elementary and middle school teacher. He has a teaching associate’s degree in middle school education with a focus in pedagogy, social sciences, and citizenship from the University of San Carlos in Guatemala City. Saúl will soon graduate with a bachelor’s degree in educational administration. He lives in Sacatepéquez with his wife and daughter, where they love having fun at home, taking walks, and spending time with their extended family.
Callie Herring is based on the coast of Ecuador, where she leads Mathkind’s global partnerships. She studied elementary education at Appalachian State University and has a master’s degree in bilingual education from the University of Texas at the Permian Basin. A former Teach for America member, she has taught in North Carolina, Costa Rica, and the Dominican Republic. Callie’s deepest desire is to expand opportunities for students from marginalized communities by using education as a tool for social justice. Her favorite place to be is a classroom, followed by any beach, as long as her rescue pitbull comes along.
Cassandra joins the Mathkind team with over five years of development and fundraising experience. She enjoys building relationships with donors, pursuing grant opportunities, and expanding awareness for the organization. Cassandra started her career teaching in under-represented and under-resourced communities, where she encountered inequities throughout the education system. She has committed her career to working as an advocate for justice and is actively pursuing a master’s degree in public health at the University of North Carolina at Chapel Hill. She intends to use her graduate degree to address social injustice and to promote education equity locally, nationally, and globally.
Reach Cassandra at email@example.com.
From her classroom in the Sacatepéquez department of Guatemala, Fátima witnessed the progress made when Mathkind coaches visited her school. Now she has taken a leadership role in coaching her peers. She works as a primary teacher at the San Andrés Ceballos School and is part of the Mathkind education team as a math coach. She obtained her associate professor’s degree in secondary education with an emphasis in physics and mathematics from the University of San Carlos de Guatemala. She has a degree in pedagogy and educational administration, as well as a focus in natural sciences and the environment. Originally from Guatemala, she lives in San Antonio Aguas Calientes. She is passionate about viewing mathematics from other perspectives, learning with her students, her daughter, and her colleagues, so that math makes sense in the real world.
Hunter Bost is current Board Vice President and cofounder of McDuff Capital, where he focuses on small manufacturing, as well as multifamily, residential, and commercial real estate development. Previously, he was a principal with Electra Partners, where he put his fluent Spanish to use managing the firm’s Latin American investments. A graduate of the University of North Carolina at Chapel Hill, Mr. Bost currently lives with his wife and sons in Durham, North Carolina.
Linda Gojak is current Board President of Mathkind as well as past president of the National Council of Teachers of Mathematics. After teaching math in grades 4-8 for more than 20 years, in 1999, she became the first director of the Center for Mathematics Education, Teaching, and Technology at John Carroll University in Cleveland, Ohio. She has received several teaching awards, including the Presidential Award for Excellence in Mathematics and Science Teaching. Ms. Gojak has authored a series of books on problem-solving for grades 3-6 and is currently completing work on a series for elementary teachers entitled The Common Core Mathematics Companion.
Ali Jones’s passion for nonprofit work is born out of her belief in the power of people and fueled by her commitment to building a more equitable world through systemic change. During a summer trip to rural Nepal in 2008, she learned about differently resourced communities and the limited opportunities that come with reduced access to quality education. After returning home, she graduated from Wake Forest University with a bachelor’s degree in anthropology and set out to learn all she could about the work of nonprofits. Her professional resume includes time working with women’s cooperatives in Mexico, fundraising with the Red Cross in North Carolina, and nearly five years with Pencils of Promise (PoP) in NYC and Guatemala. While at PoP, an education nonprofit focused on literacy in rural populations, she launched the organization’s first monitoring and evaluation team and learned about the realities of working in partnership with local communities. After meeting Mathkind cofounder Chadd McGlone in 2015, Ms. Jones reconnected three years later and volunteered for six months before becoming part of the staff. During her tenure, she had the opportunity to partner with the team to develop the organization’s mission, values, and Theory of Change. After resigning in 2021, she is enjoying life in Austin, Texas, with her dog Tilly, while she plans to continue her studies at the graduate level.
Ian Kane is Director of Business Development for Worldwide Strategic Alliances at Lenovo. He has more than 20 years of experience as a business operations leader, solving complex problems to drive efficiency and effectiveness as well as accelerate growth. Before joining Lenovo, he worked at Fidelity Investments, where he oversaw operations, managed teams, implemented strategy, and drove the development of finance technology. Mr. Kane earned a bachelor’s degree in business management from the University of Massachusetts Lowell and a master’s degree in business administration from Suffolk University in Boston. He lives in Chapel Hill, North Carolina, with his wife, two children, and two dogs.
Cynthia Kastner is a marketing and communications strategist for socially conscious businesses. She helps entrepreneurs and small business owners effectively communicate their mission to their audiences. Raised in Venezuela, she is passionate about intercultural communications. A graduate of the University of Vermont with a degree in business administration, her work experience has encompassed Latin America, Europe, and the US. Ms. Kastner now uses her marketing superpowers to help the greater good. She lives in Chapel Hill, North Carolina, where her son keeps her busy.
George Kastner is an internationally recognized strategy and operations consultant who focuses on helping companies plan their future. Before founding and leading his consulting firm, First GTK, he gained extensive experience at Arthur D. Little, Harvard’s Center for International Affairs, and as a representative to the World Economic Forum. Dr. Kastner has taught at six universities in nine countries, including Hult Business School and the Institut d’Études Supérieures des Arts in Paris. He was awarded the Venezuelan government’s highest honor for his contribution to education and talent development. He has over 50 refereed publications, as well as ten edited book chapters. Currently, he is an adjunct professor at the University of Miami’s Herbert Business School.
Leon Lamle is a full-stack web developer originally from New York City. He is the cofounder of CenturyClub, an on-premise analytics platform for the beverage industry, and formerly worked at Compass real estate company. In the past he has worked on large payment systems, as well as a global learning management system that now trains over a million employees. When he’s not writing code, he loves to travel and work on side projects. One of his trips led him to Cozumel, Mexico, which he now calls home.
Dr. Chadd McGlone is Mathkind’s cofounder and former Executive Director. Prior to launching Mathkind in 2014, he spent fifteen years in the classroom teaching mathematics and science to middle school students. He earned his bachelor’s degree in psychology from the Ohio State University and a doctorate from the University of North Carolina in Chapel Hill, specializing in math education and statistics. Dr. McGlone has served as the president of the North American Study Group in Ethnomathematics and currently is a member of the US National Commission on Mathematics Instruction. He is happiest either traveling to a new country or exploring a new mountain bike trail.
Dr. Jenny McGlone is Mathkind’s cofounder and current Board Secretary who has a professional background in psychology. From 1987 to 1999 she worked in university counseling centers in four states, where she taught courses on a variety of psychology-related topics. From 2010 to 2014, she taught psychology at the high school level. Dr. McGlone earned a bachelor’s degree in psychology from Davidson College, a master’s degree in psychology from Wake Forest University, and a doctorate in counseling psychology from the Ohio State University in Columbus, Ohio. She lives in Chapel Hill, North Carolina, with Mathkind’s other cofounder, Chadd McGlone, in their empty nest.
Judith Ng-Cashin, MD, is a senior physician executive, who has held leadership roles across multiple biopharmaceutical and clinical research organizations. She is currently serving as the immediate past Chair of the Board of Directors and Governance Committee Chair of the nonprofit DIA, a pharmaceutical trade organization. She most recently was Chief Medical Officer (CMO) at Eagle Pharmaceuticals, leading R&D across the development pipeline and marketed products. Prior to that role, she served as the CMO for AOBiome Therapeutics, leading end-to-end asset development strategy, medical governance, and manufacturing. She also was Chief Scientific Officer and led the Safety and Pharmacovigilance business unit for Syneos Health. Before Syneos, she spent nearly a decade in R&D for a top five pharmaceutical company. Dr. Ng-Cashin earned bachelor’s degrees in mathematics and psychology from Duke University, and a doctor of medicine degree from Rush Medical College.
Maisha Moses is the Executive Director of The Young People’s Project (YPP), a nonprofit that uses Math Literacy Work to develop the abilities of elementary through high school students. Her extensive skills in site development as well as teacher and trainer training were gained during her eight years at the Algebra Project. Building on her background in psychology and mathematics, she enables youth and organizational leadership and development. She led YPP in creating its near peer math literacy training programs. Ms. Moses was born in Tanzania and grew up in Cambridge, Massachusetts. She has a bachelor’s degree in psychology from Harvard and a master of arts in mathematics from Southern Illinois University.
Mary Ollila is a public school mathematics teacher in Carrboro, North Carolina. She came to the education field after a career in fundraising. Originally from Ohio, she graduated from Miami University with a bachelor’s degree in systems analysis. She has served as development director for a children’s hospital, a medical foundation, and the United Way of both Los Angeles, California, and Columbus, Ohio. Her love for numbers and adolescents led her back to school to earn a middle school math certificate from the University of North Carolina at Chapel Hill. Ms. Ollila now teaches full time at Carrboro High School.
Mark Otter is Chief Executive Officer at Participate, Inc. Prior to founding Participate in 2019, Mark was the Chief Operating Officer of Participate Learning. He also gained experience and expertise as a global educator by teaching secondary math and science in public schools in Nova Scotia, North Carolina, Virginia, and London, England, from 1998 to 2008. It was during his time in London that Mark was named the United Kingdom Visiting International Faculty Teacher of the Year for 2001-02.
Tim Pope was the first President of the Mathkind Board of Directors and is now a returning mathematics educator. Previously, he was director of product management at McGraw-Hill. He has served as a high school teacher and administrator before leaving the classroom to work in curriculum design and professional development at the Charles A. Dana Center at the University of Texas at Austin. He has traveled on several Mathkind programs and led its first team to Kenya. Mr. Pope currently lives in Bogotá, Colombia, with his family, where he teaches high school mathematics.
Michelle Pratico is Treasurer of Mathkind’s Board of Directors, having served as Mathkind’s executive vice president from 2017 to 2019. A native Midwesterner, she earned a bachelor’s degree in mathematics from Lake Forest College in Illinois, followed by a master of fine arts in computer graphics from the University of Illinois at Chicago. She has been awarded honorary membership in Associated Women in Mathematics. Ms. Practico’s career has focused on the operational side of various businesses, and her interests put her solidly at the forefront of the STEAM movement (Science, Technology, Engineering, Art, and Mathematics).
Steve Rasmussen is an education professional with a long track record in mathematics education and publishing. He was the cofounder and president of Key Curriculum Press (KCP), where he worked on software and textbook development. Mr. Rasmussen was also president of KCP Technologies, the developer of the Geometer’s Sketchpad software for dynamic geometry, and he worked with school and publishing organizations around the globe on technology initiatives related to mathematics education and inquiry-based learning. He has authored mathematics workbooks and served as principal investigator on numerous National Science Foundation projects.
Dr. Francisco Alarcón is a professor of mathematics at Indiana University of Pennsylvania. He grew up in Guatemala City and completed an undergraduate degree (Licenciado en Matemáticas) at the Universidad del Valle. He then moved to Iowa City, Iowa, and completed a PhD in mathematics at the University of Iowa. His teaching experience has included teaching mathematics and statistics at the high school, community college, and college (undergraduate and graduate) levels. Dr. Alarcón’s research interests are wide-ranging and include abstract algebra (commutative semiring theory), professional development of teachers, technology in mathematics instruction, and ethnomathematics (particularly mathematics of the Maya culture).
Dr. Jennifer Bay-Williams is an energetic advocate for effective mathematics teaching, believing that every student deserves access to high-quality mathematics learning opportunities. As such, she has been an active author and presenter. Her recent books include Figuring out Fluency in Mathematics Teaching and Learning, K-8; Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention; Teaching Student-Centered Mathematics (three-book series, third edition); On the Money [math and financial literacy book series published by the National Council of Teachers of Mathematics (NCTM)] and the iconic book Elementary and Middle School Mathematics: Teaching Developmentally. She is a popular presenter within the US and around the world, working in Jamaica, China, Peru, Kenya, and others. Dr. Bay-Williams is also a leader in national organizations, for example, serving as president of the Association of Mathematics Teacher Educators (AMTE); lead writer on the AMTE Standards for the Preparation of Teachers of Mathematics; on the NCTM Board of Directors and Board of Directors of TODOS: Mathematics for All. As a professor at the University of Louisville, Dr. Bay-Williams teaches undergraduate and graduate courses, while also working in schools in Louisville and throughout Kentucky.
Dr. Kyndall Brown has over 30 years of experience in mathematics education. He was a secondary mathematics teacher in Los Angeles Unified School District (LAUSD) for 13 years. He has been a professional development provider for over 25 years, serving as a mathematics resource teacher for the Los Angeles Systemic Initiative in LAUSD, and as mathematics teacher consultant for and director of the University of California-Los Angeles Mathematics Project. Dr. Brown is currently the executive director of the California Mathematics Project, a statewide network of professional development organizations. He also serves on the Board of Directors of the National Council of Teachers of Mathematics. His research focuses on the impact of culture and identity on the ways that Black students learn mathematics.
Dr. Jere Confrey is the Joseph D. Moore Distinguished Professor of Mathematics Education Emerita at North Carolina State University (NCSU). She is currently designing interactive diagnostic assessment systems built on learning trajectories. In 2019, she completed an expert paper for the Organisation for Economic Co-operation and Development 2030 on learning trajectories in math. She developed the “Design and Pitch” entrepreneurial challenges in collaboration with colleagues and Jason Learning. She became an American Educational Research Association Fellow in 2017. Dr. Confrey is the CEO of The Math Door. She won NCSU’s Innovator of the Year award in 2013. She served on the National Validation Committee on the Common Core State Standards. She was vice chairman of the Mathematics Sciences Education Board, National Academy of Sciences (1998-2004). She chaired the National Research Council (NRC) committee that produced On Evaluating Curricular Effectiveness, and was a coauthor of the NRC’s Scientific Research in Education. She co-founded the UTEACH program at the University of Texas in Austin.
Dr. Hanna Haydar is an associate professor and head of the childhood mathematics education program at the City University of New York-Brooklyn College, where he also teaches graduate mathematics education methods and research courses. Dr. Haydar serves as doctoral faculty in the urban education program at the CUNY Graduate Center. He was previously the curriculum standards and professional development adviser at RAND Education and the Supreme Education Council in Doha, Qatar. His research interests and publications focus on beginning mathematics teachers, inclusion, lesson study, and teachers’ use of the clinical interview. His international experience includes research studies and consultancies in the Middle East, Europe, and the US. Dr. Haydar served as a consultant to the Ministry of Education in Oman, United Arab Emirates, and schools in Jordan on curriculum standards development and mathematics education improvement projects.
With over 30 years of teaching experience, Maria Hernandez has developed curricula for high school students in various mathematics courses. She has led teacher collaborations via distance learning and has taught teacher workshops for courses from Algebra I to AP Calculus and Complex Systems. Her focus is using mathematical modeling, discovery-based activities, technology, and real-world problems to engage students as active learners in the mathematics classroom. She currently serves on the Joint Committee on Modeling Across the Curriculum, formed by the National Council of Teachers of Mathematics, the Society for Industrial and Applied Mathematics, and the Consortium for Mathematics and Its Applications.
Dr. Kristin Johnson is an assistant superintendent of a preschool-8 school district in suburban Illinois. She works collaboratively with teachers, instructional coaches, and principals to strengthen curriculum, instruction, and assessment practices that foster student academic and social emotional learning. Her leadership has shifted mathematics instruction for those she serves through systematic strategic planning, student-centered coaching models, research-based pedagogy, and the development of educators to realize their potential in making math meaningful and understandable for every student. Dr. Johnson’s most recent favorite math memory is traveling to Nepal with Mathkind to teach students and coach teachers around impactful math practices.
Dr. Shelly M. Jones is a professor of mathematics education at Central Connecticut State University and President of the Benjamin Banneker Association. She is a 28-year veteran educator having made her career in K-12 education as a teacher, professional development provider, and mathematics administrator. She is also a board member of several educational organizations. Dr. Jones is the author of Women Who Count: Honoring African American Women Mathematicians and and co-author of Engaging in Culturally Relevant Math Tasks: Fostering Hope in the Elementary Classroom. Her accomplishments are recognized on the Mathematically Gifted & Black website.
Steve Leinwand is a self-proclaimed mathematics education change agent. He is currently a principal researcher at the American Institutes for Research, where he contributes to a broad array of K-12 mathematics curriculum, instruction, school improvement, and assessment work. He is the author of Accessible Mathematics and Sensible Mathematics, and coauthor of Developing Numerical Fluency and Invigorating High School Math. Mr. Leinwand previously served for 22 years as a mathematics supervisor in the Connecticut Department of Education and has been president of the National Council of Supervisors of Mathematics. In 2021, he was awarded the National Council of Teachers of Mathematics’ Lifetime Achievement Award.
Dr. Susan Looney is the founder of Looney Math Consulting and Same But Different Math, as well as the author of Ying and the Magic Turtle. She is passionate about making math joyful for all learners and is especially interested in early childhood mathematics. She has worked as a teacher, a district director, and as an adjunct professor of early childhood mathematics at Boston University. She is a nationally and internationally recognized speaker, and an avid proponent for equitable and powerful mathematics for all.
Margarita Martínez has taught in the mathematics department at Escuela Superior Politécnica del Litoral in Guayaquil, Ecuador, for nearly 40 years. She believes in the transformative power of quality education. She holds multiple graduate degrees in mathematics research, business administration, and management information systems. Reflecting with a group of teachers on the lack of critical and investigative spirit of high school students, she set out to create a motivating environment that inspires the curious minds of Ecuadorian children and young people. Ms. Martínez founded ¡Aja! Parque de la Ciencia in October 2005, the first interactive science center in Ecuador. Since 2006 she has coordinated the “seedbeds of future scientists and engineers,” pursuing a true attitudinal change towards science and mathematics.
Dr. Kimberly Morrow-Leong is an author on the Mathematize It! series of books on problem-solving for K-8 teachers, an adjunct instructor at George Mason University, and a 2009 recipient of the Presidential Award for Excellence in Mathematics and Science Teaching. Dr. Morrow-Leong has worked as a consultant for Math Solutions, an educator researcher at the American Institutes for Research, and as coordinator of elementary professional development at the National Council of Teachers of Mathematics. She also served as program chair for NCSM’s 50th annual conference and currently serves on the Association of Mathematics Teacher Educators’ Advocacy Committee. A former K-8 mathematics coach and middle school mathematics teacher, Dr. Morrow-Leong accepted the challenge of teaching fifth grade remotely during the 2020-21 school year, which has sparked an interest in advocacy for teachers and alternative student assessments. She is currently works as the Senior Content Manager for Grades 4-5 at the Math Learning Center.
Dr. Arthur B. Powell is a professor of mathematics education at Rutgers University-Newark in New Jersey. He is also codirector of the Robert B. Davis Institute for Learning of the Graduate School of Education, and directs the Research Group on Communication, Technology, and Mathematics Learning. His research interests include ethnomathematics, critically and socially responsive mathematics education, the subordination of mathematics teaching to learning, computer-supported collaborative learning, and proportional reasoning approaches to rational number knowledge. Before his travels began with Mathkind, Dr. Powell had taught in Brazil, China, Canada, Haiti, and Mozambique.
Although his main interests have always been the philosophy and history of mathematics, in recent years Angel Ruiz has focused on curricular reforms. Specifically, he leads the design and implementation of the national Costa Rican Mathematics Curriculum (grades 1-12), approved in 2012. Mr. Ruiz has been a strong presence in international organizations: four times president of the Inter-American Committee on Mathematics Education (ICME) (2007-2023), two times vice president of ICME (2009-2016), member of the Commission for Developing Countries of the International Mathematical Union (2010-2018), and director of the Mathematics Education Network for Central America and the Caribbean (2012-2021). Mr. Ruiz has published over 300 works, including more than 35 books.
Dr. Patrick (Rick) Scott is a retired mathematics educator who first started out as a Peace Corps volunteer in Jamaica. He has spent much of his career working with teachers in Latin America. He currently serves as vice president of the Inter-American Committee on Mathematics Education and the international representative for the National Council of Teachers of Mathematics. He is a past president of the US National Commission on Mathematics Instruction. Dr. Scott has published various works in both English and Spanish. He has traveled extensively on Mathkind programs in Central and South America.