Deborah Loewenberg Ball is Arthur F.Thurnau Professor of Mathematics Education and Teacher Education at the University of Michigan. An experienced elementary teacher, Ball conducts research on instruction and on the processes of learning to teach. She also investigates efforts to improve teaching through policy, curriculum, reform initiatives, and teacher education. Ball’s publications include articles on teacher learning and teacher education; the role of subject matter knowledge in teaching and learning to teach; endemic challenges of teaching; and the relations of policy and practice in instructional improvement.
Hyman Bass is the Roger Lyndon Collegiate Professor of Mathematics and Professor of Mathematics Education at the University of Michigan. From 1959 to 1998, he was a member of the Mathematics Department at Columbia University. His mathematical research publications cover broad areas of algebra, with connections to geometry, topology, and number theory. He has received the Cole Prize in Algebra from the American Mathematical Society and the Van Amringe Book Award from Columbia University for a book that helped found the subject of algebraic K-theory. He has held visiting research and faculty positions at mathematical centers around the world, including Princeton, Paris, Bombay, Rio, Cambridge, Stockholm, Mexico, Rome, Trieste, Hong Kong, Berkeley, and Jerusalem. He has lectured widely, in particular as a Phi Beta Kappa National Visiting Scholar. He is a member of the National Academy of Sciences and the American Academy of Arts and Sciences. Bass currently serves as President of the American Mathematical Society. He formerly chaired the Mathematical Sciences Education Board of the National Research Council and the Committee on Education of the American Mathematical Society and is President of the International Commission on Mathematics Instruction.
Jere Brophy is University Distinguished Professor of Teacher Education and Educational Psychology and formerly Co-Director of the Institute for Research on Teaching at Michigan State University. He has done extensive research on teacher effectiveness, the interpersonal dynamics of teacher-student relationships, teacher expectation effects, classroom management, and student motivation. He received a Ph.D. in human development and clinical psychology from the University of Chicago.
Felix Browder is University Professor of Mathematics at Rutgers, The State University of New Jersey, and Max Mason Distinguished Service Professor