CMC Elections for 2026 - 2027
CMC Elections – Cast Your Vote
The California Mathematics Council holds elections for state and section officers every two years, during odd-numbered years.
Voting Period: September 1 – October 1
Your vote matters. The officers elected in this cycle will serve on the CMC Board of Directors for the next two years. This board is responsible for shaping the vision and strategic direction of the organization, guiding key decisions about programs, advocacy, professional learning, and support for mathematics educators across California. By voting, you help ensure CMC reflects the voices and priorities of its members.
All current members as of September 1 are eligible to vote for state officers. Section officer elections are limited to members residing within that section, determined by your mailing address. Members who live outside of California may vote only for state officers.
To help you determine your section, the counties included in each section are listed at the top of that section’s slate of candidates on this page.
➡️ Cast your vote using the button below! You will need to sign into your membership account to access the ballot.
CMC State Candidates
President-Elect
Kristine Ho
She/Her
Torrance
Director Math Programs
UCLA Mathematics Project
As a bi-racial Asian American daughter of two immigrants, I was raised in a home shaped by resilience, perseverance, and hope. My parents, both hardworking and deeply committed to education, believed it was the key to opportunity. Their sacrifices instilled in me a conviction that every student deserves access to meaningful and empowering education, particularly in mathematics.
Growing up, I often navigated spaces where I was both included and excluded. These experiences shaped a deep empathy and a desire to share my own story while honoring the stories of others. That desire for connection, paired with a love of sense-making, led me to the classroom. I began my teaching career 25 years ago in an under resourced high school in Los Angeles, where I witnessed firsthand how systemic inequities can limit access to rich mathematical learning, and how thoughtful, student-centered teaching can begin to disrupt those patterns.
Over time, my commitment to equity and access deepened. Learning alongside elementary educators and immersing myself in Cognitively Guided Instruction (CGI) transformed my approach to teaching and leadership. I saw how honoring student thinking leads to deeper, more connected learning while surfacing authentic ways to include all learners.
Pursuing a Ph.D. in Urban Schooling at UCLA allowed me to explore these commitments more deeply. My research focused on race, identity, and equity in math education, particularly how to position students as competent and capable learners. I then worked with preservice teachers at UCLA and USC, supporting them to center student thinking, identity, and agency in their developing practice.
Throughout my career, I’ve partnered with schools and districts across California, both urban and rural, to support teachers in growing, thriving, and leading in their communities. Whether through coaching, collaborative lesson design, or keynotes, my aim continues to honor the brilliance of educators and center the lived experiences of students and families.
I’ve also grown alongside the broader math education community, leading and presenting with NCTM, NCSM, and here in California with CMC-South and CMC-North. From serving on the JRME editorial board and NCTM conference committees to presenting as a speaker, Ignite presenter, and keynote for affiliates like GLAMC and IEMC, each experience has strengthened my dedication to this work. CMC has been a professional home for me, a place of connection, collaboration, and shared purpose.
If elected CMC State President-Elect, I will work toward growing our collective impact, amplifying teacher voices, connecting communities, and making CMC a space where educators and families across California feel seen, supported, and inspired. I envision a member-led organization where teaching and learning are central, guided by classroom realities and sustained by strong networks for collaboration and advocacy. Through meaningful engagement, year-round learning, and strategic partnerships, including organizations like CTA, we can elevate educator leadership, secure funding for PD, and advance equity-focused
math education. I believe in the brilliance of our students, the strength of our communities, and the power of mathematics to transform lives. It would be an honor to serve.
Christina Lincoln-Moore
She/Her
Inglewood
CMC State Secretary, STEM Mathematics Lead
Los Angeles County Office of Education
I love CMC! My candidacy for President-Elect is rooted in amplifying CMC's mission to relentlessly pursue excellence and equity in mathematics education.
My 29-year journey, from an elementary teacher, math coach, assistant principal, and principal within the Los Angeles Unified School District (LAUSD) to my current role as the STEM Mathematics Unit Lead for the Los Angeles County Office of Education (LACOE), the largest regional county office in the U.S. serving 79 school districts and 335 charter systems, has profoundly forged my commitment to equity and access. I have witnessed firsthand the transformative power of equitable instruction and the imperative to dismantle barriers to mathematical success. This commitment is further solidified by my pursuit of a Doctor of Philosophy (PhD) in Mathematics Education at Alabama A&M University, with anticipated graduation in 2028, aligning with the potential start of my term as CMC President and ensuring my leadership is grounded in the latest research.
My profound inspiration to become deeply involved in CMC began when I attended my first CMC Southern Section conference in 1997. I became active on the CMC Southern Section Board in 2012, serving on various committees and regularly attending State Board meetings as the Benjamin Banneker Association (BBA) Western Representative. My service as the Equity, Access and Empowerment Chairperson for the CMC Southern Section from 2016-2019 further underscores my sustained focus on these critical areas. For six years, I have had the honor of serving as the State Secretary of CMC, a role that has provided an intimate understanding of the organization's operational integrity and vital functions. My professional goals align inextricably with CMC's mission: devoted to mathematics research, teaching, outreach, and passionately mentoring diverse young mathematicians.
With unwavering conviction, I pledge to support math educators' efforts to mathematize our world. My activism is evident in presentations such as "Subversive Leadership: How to Advocate for Historically Disinvested Communities" and "Modernizing Axiom: Black Children ARE Brilliant in Math", showcases my uncompromising devotion to addressing equity issues head-on. As the co-founder of Black Womxn in Mathematics Education (BWXME), I have actively fostered community and mentorship, contributing to a more inclusive national mathematics landscape. Furthermore, I advocate by publishing books, position papers, and research articles such as co-authored of two books in the National Council of Supervisors of Mathematics (NCSM) Essential Actions Series, Framework for Leadership in Mathematics Education and Culturally Relevant Leadership in Mathematics Education, and articles in National Council of Teachers of Mathematics (NCTM) Mathematics Teacher Learning and Teaching PK-12.
My extensive platform as a featured speaker has grown remarkably since my first conference presentation at the Greater Los Angeles Mathematics Council (GLAMC) in 2012. Now, I am a featured speaker all over the U.S. I am prepared to lead CMC with efficiency and dedication, ensuring our professional organization maintains a standard of excellence for every conference, symposium, and communication.
I humbly ask for your vote. Together, we can ensure that CMC remains a beacon of excellence, equity, and opportunity for every student in California.
Secretary
Rebecca Lewis
She/Her
Redding
Curriculum Director & Mathematics Consultant
Whitmore Elementary School District
California Mathematics Council has been my professional home for over 25 years—a place where I’ve grown as an educator, found a community of passionate math leaders, and had the opportunity to serve a mission I care deeply about. I’m honored to offer my candidacy for CMC State Secretary as a way to continue giving back to an organization that has profoundly shaped my journey and strengthened my belief that all students deserve meaningful, high-quality mathematics learning.
My path with CMC began with involvement through my local affiliate Mt. Lassen Math Council and CMC North, where I served on committees, supported conferences, presented at sessions, and helped create spaces for teachers to connect and grow. That early engagement led to elected leadership roles as Northern Section Vice President and Asilomar Program Chair, and Northern Section President, and since 2016, service on the CMC State Board. I currently co-chair the State Awards and Recognition Committee and continue to support teachers and other math educators and statewide initiatives that align with CMC’s mission.
Professionally, I bring experience across nearly every level of the education system—classroom teacher (PreK–8), instructional coach, new teacher mentor, site administrator, district leader, county office administrator, and currently a district Curriculum Director. I also lead the Mathematics Coherence Project as a statewide consultant and recently served as a state-appointed reviewer of math instructional materials. Across each of these roles, my work is guided by collaboration, coherence, and a deep commitment to equity.
That commitment has been shaped by my experience working in both urban and rural communities, where I’ve seen how opportunity gaps may differ by context but have the same need for action. These experiences have driven my dedication to creating environments where all students are seen, supported, and empowered to engage meaningfully in mathematics. I’ve worked closely with educators to center student thinking, strengthen instructional practices, and build systems that promote access, belonging, and high expectations.
If elected as CMC State Secretary, I’ll bring the same care, integrity, and sense of purpose that have guided my work throughout my career. While the role includes keeping accurate records and ensuring clear communication, it’s also about fostering a culture of connection—where every CMC member feels informed, included, and valued. It’s about supporting our affiliates, strengthening relationships across the state, and making sure our collective work reflects a deep commitment to equity in mathematics education and to expanding opportunities for students—especially where resources or access are limited.
CMC has given so much to me over the years—as a teacher, a leader, and a learner—and has shaped the educator I am today. I would be honored to continue serving this incredible community as CMC State Secretary, supporting the systems and relationships that keep us grounded in our mission. Together, we can ensure that every student has access to meaningful, empowering mathematics and that every educator feels connected, supported, and inspired in this work we share.
Thank you for your thoughtful consideration—and for all you do to advance equitable math learning across California.
I am a math educator and instructional designer with a deep and growing commitment to equity and access for every student. I began my career as a classroom teacher in K–8 settings, then served as a math interventionist and instructional coach in public school systems from Baltimore City to Syracuse to Portland. These experiences shaped my understanding of the systemic barriers many students—particularly those from historically marginalized communities—face in accessing meaningful math learning. I continue to ground my work in the belief that all students deserve humanizing, empowering mathematics experiences.
Over the years, I transitioned into the nonprofit curriculum and professional learning space, working with organizations such as The Math Learning Center and Open Up Resources. I now serve as an independent consultant, partnering with educators and organizations to design and facilitate adult learning, coach instructional leaders, and develop materials to support both educators and students. At the heart of my work is a core question: How are we including the voices and identities of those we aim to serve? Whether designing curriculum or adult learning, I aim to embed equity from the start—not as an add-on, but as a foundational principle.
Currently, I serve as the Marketing & Engagement Chair for California Math Council – South (CMC-S), a volunteer role I’ve held for nearly two years. This position has allowed me to contribute meaningfully to my state, stay closely connected to the realities of school communities, and support outreach efforts that reflect the diversity of our math education field. I take seriously the work of creating spaces where educators—especially those who haven’t always seen themselves reflected in math leadership—can feel a sense of belonging and influence.
If elected to serve as State Secretary, I will bring the same intentionality, clarity, and commitment to equity that I bring to all of my work. I view the secretary role as a connector—someone who ensures smooth communication and strong systems that support collaboration across the organization. I would be honored to contribute my skills in systems design, strategic communication, and documentation in service of CMC’s broader goals. I’m especially excited about helping strengthen statewide connections among educators, amplifying diverse voices, and supporting CMC in its mission to advance equitable math teaching and learning across California.
I am grateful for the opportunity to be considered for this role and look forward to continuing to serve this vibrant and values-driven community.
Vi Tamargo
She/Her
Murrieta
Education Consultant
InterconnectED Design & Consulting LLC
Treasurer
Scott Ellingson
He/Him
Fresno
CMC State Treasurer/High School Teacher
Fowler Unified School District
He/Him
It is an honor to run for another term as CMC State Treasurer. CMC has grown and evolved significantly since my early days as a section treasurer, and it’s exciting to see where our organization is headed. I’m inspired by the work we continue to do to support mathematics educators across California and am committed to helping CMC remain a forward-thinking, relevant, and equity-driven organization.
My professional journey—from teaching in grades 4–12 to serving as a County Office Mathematics and Science Content Specialist, an academic coach, and an Alternative Education site principal—has shaped a deep commitment to equity and access in mathematics education. These diverse roles have offered me insight into the wide range of experiences and needs across student populations and educator communities. Returning to the classroom reinforced not only how challenging and rewarding teaching is, but also how essential a strong, supportive professional network is to student success.
Equity and access are not abstract ideas; they are lived realities that play out every day in our classrooms and systems. I believe CMC plays a vital role in advocating for inclusive practices, elevating educator voices—especially from historically underrepresented regions like the Central Valley—and ensuring that all students have meaningful, high-quality math learning opportunities.
As State Treasurer, I’ve come to appreciate how fiscal responsibility directly supports this mission—through scholarships, awards, and funding opportunities that reach both educators and students. While the role may include the behind-the-scenes work of budgets, payroll, and insurance, it’s grounded in service and representation. It's about ensuring our resources are used in ways that uphold our values and maximize impact.
If elected, I will continue to bring both fiscal stewardship and a commitment to equitable leadership to the position. I will represent CMC’s incredible membership and help ensure that the voices of all educators—including those who may not yet know about CMC—are heard and reflected in our work. Ultimately, this is about lifting up students and teachers together, and I would be honored to continue that work as your State Treasurer. Thank you for your support.
Tim Weekes
He/Him
Emeryville
Computer Science, and Teacher Intern Accreditation Consultant
CA Commission on Teacher Credentialing
I have been a member of the California Mathematics Council (CMC) since 2010. I served as the president of the CMC North Affiliate, Alameda, Contra Costa County Mathematics Educators association (AC3ME) from 2018-2022 and currently serve as president of CMC North. I am also a member of the CMC Finance committee and the California Mathematics Project’s Advisory board.
I currently work as an accreditation consultant with the California Commission on Teacher Credentialing where I am responsible for providing technical support for mathematics and computer science credentialing and the teacher intern-pathway preparation programs. Prior to working at the Commission, I worked as a high school math teacher in Oakland and Richmond California for seven years in schools serving a majority of low-income (FRMP) and English Language Learners students. I’ve also worked as an assistant professor in a teacher preparation program, where I taught primary and secondary mathematics curriculum and instruction, Educational Psychology, and undergraduate mathematics courses for preservice teachers.
In addition to an undergraduate degree in Computer Science, I also have an MBA in finance and marketing from Penn State University. After working in corporate finance and the tech industry for over 15 years, I returned to school to earn a Single Subject Mathematics credential, a master’s degree Secondary Education, and an Educational Doctorate (Ed.D.) from San Francisco State University. My research focus has always been related to Culturally Relevant Education and Mathematics, and I see my role in CMC as an advocate for equitable, high-quality mathematics education for all. It shouldn’t matter in which zip code or socio-economic bracket a child is born, each and every student should be provided with the opportunities and resources needed to become proficient in mathematics.
As the Treasurer for the California Mathematics Council, I would like to continue with the financial systems work currently being led by the treasurer and the executive secretary. Additionally, some of my goals as CMC treasurer would be to streamline and simplify the budgeting process, especially for the CMC State board committees, find ways to securely expedite the reimbursement process, and provide guidance and support to help ensure that all CMC funds are allocated and used in ways that best support the mission of the organization.
CMC North Candidates
North Section Includes Counties of: Alameda, Alpine, Butte, Colusa, Contra Costa, Del Norte, El Dorado, Glenn, Humboldt, Lake, Lassen, Marin, Mendocino, Modoc, Monterey, Napa, Nevada, Placer, Plumas, Sacramento, San Benito, San Francisco, San Mateo, Santa Clara, Santa Cruz, Shasta, Sierra, Siskiyou, Solano, Sonoma, Sutter, Tehama, Trinity, Yolo, Yuba
President Elect
Linda Koyen
She/Her
Reno
Mathematics Intervention Teacher and Instructional Coach
Washoe County School District: Sparks Middle School
I am honored to run for the position of president-elect for CMC-N. I attended my first CMC-N board meeting as an affiliate representative for NNMC in 2016. I was impressed with the board's mathematical focus, inclusive practices, and positive energy. I joined the T-shirt design committee immediately and have chaired the committee since 2019. The experience of working with everyone involved in bringing about the mathematics conference has developed my communication and organizational skills. It has been a joy to be part of providing teachers with the resources and inspiration they need as they continue their journey of bringing mathematics to students. My favorite memories are sitting at the T-shirt table and listening to teachers share how excited they are about the math resources from the CMC-N sessions.
I have been a classroom teacher for 17 years. During my career, I have taught in a 50/50 dual language immersion program, supported teachers as an instructional coach, and taught in grades K-8 as both a push-in and classroom teacher. I served on two curriculum adoption teams at the elementary level. While developing curriculum resources and guides, I was able to collaborate with many dedicated mathematics teachers. This shaped my passion for supporting teachers in finding the resources they need to bring high-quality mathematics instruction to students. Five years ago, I had the opportunity to become a middle school STEM Lab teacher, bringing math to life in an applied math setting. I developed robotics courses to provide more STEM opportunities for our middle schoolers. Designing this course has helped me deepen my understanding of curriculum development. As a K-8 Mathematics Methods instructor at the university level, I supported pre-service teachers and graduate students in developing a deeper understanding of the mathematical practices, pedagogy, and mathematics content knowledge in the design of highly effective instruction.
As a leader in CMC, I am excited to support all teachers in developing their passion and commitment to providing excellent math instruction for all students. My past and current leadership, collaboration, and teaching experiences will help guide me in this work. I would be honored to be able to support CMC-N as president-elect.
Vice President
Nicole Sebek
She/Her
San Jose
Math Education Lecturer
San Jose State University
I am honored to seek re-run for Vice President. I have been a teacher in Math and Computer Science to 7-12 grades for over 10 years and during this time I have continued to seek out and attend professional development. I now support pre-service teachers in learning and teaching math. Attending Asilomar and seeing the inspiration it draws from those at my school as well as those in the larger community is always very rewarding. I would be honored to help out the northern chapter by helping support professional development and helping organize the CMC-North Conference.
Secretary
Catherine Thompson
She/Her
Redding
Math Coordinator
Shasta County Office of Education
As a math educator and leader, I’ve spent my career working to ensure every student has access to high-quality math instruction and the chance to see themselves as capable problem solvers. From my early years teaching middle school math and creating an integrated honors program for all learners, to my current role as a county math coordinator, I’ve been focused on equity and access—helping students and teachers alike believe in their ability to grow and thrive.
In my current role, I work alongside teachers to build practices that invite students to think deeply and engage in meaningful math conversations. Whether it’s supporting districts in understanding the new California Math Framework, leading workshops on Building Thinking Classrooms and Math Talks, or coaching math leaders, my goal has been to create spaces where both students and teachers can flourish.
As a longtime member of California Math Council and the Mount Lassen Math Council, I know how important it is to have a professional community that inspires, supports, and equips educators to make math accessible for all. Helping to plan and implement our Northern California Math Conference has strengthened my commitment to this work and shown me the power of collaboration.
If elected as Northern Section Secretary, I will bring strong organizational skills, an eye for detail, and a heart for connection. I see this role as more than just keeping minutes or sending communications—it’s about helping tell the story of our shared work and ensuring members feel informed and involved.
I’m excited for the chance to support CMC’s mission and contribute to a community that is making a difference for teachers and students across California.
Treasurer
Patricia Dickenson
She/Her
Felton
Professor of Teacher Education
National University
My name is Dr. Patricia Dickenson, and I have been a member of CMC since I began teaching in 2001. I am running for CMC-North Treasurer because I want to strengthen the financial foundation of CMC-North so we can invest more in teachers, elevate student achievement, and ensure we have the resources to thrive. This role is about more than managing budgets it’s about strategic stewardship of our shared mission: empowering math educators and advancing equity in math education across California. My vision is to ensure CMC’s resources are working hard to support teachers, students, and the future of mathematics through impactful professional learning, scholarships, and affiliate support. It’s about using our funds not just responsibly but intentionally to move math education forward in California.
As a former elementary and middle school math teacher in Santa Cruz and Monterey County, a math coach for Los Angeles Unified, and now a Professor of Teacher Education at National University, I’ve spent my career bridging theory and practice. I’ve written grants, curriculum, books, coached teachers, led statewide trainings, and returned to the classroom because I believe the best leaders never stop learning. Teaching middle school math again reminded me how real the challenges are, and how vital it is to have organizations like CMC that uplift, inspire, and advocate for teachers on the ground.
My experience includes serving as a state reviewer for California’s K-12 math curriculum adoption, contributing to the CA Math Framework revision process, and presenting regularly at CMC and NCTM conferences. I’ve written for The Communicator journal and had the honor of serving as a guest editor, amplifying practitioner voices and sharing innovative approaches that reflect what’s happening in real classrooms. I’ve supported both preservice and inservice teachers across the Bay Area as a University Support Provider and Professional Development provider, and I’ve seen firsthand the transformative power of ongoing, embedded professional learning.
With over 20 years in education, I bring a lens shaped by equity, innovation, and hands-on experience across grade levels and systems. I’ve also served on district and university leadership teams, managed grants and budgets, and supported the professional growth of both preservice and in-service teachers. I understand the power of good fiscal stewardship and how to make sure the “unseen” work of a treasurer translates into visible impact for our members.
CMC-North is a strong, visionary community. I’d be honored to support that vision by serving as your next Treasurer, ensuring our financial foundation is not only solid but also strategically focused on what matters: supporting educators, enhancing student learning, and shaping the future of mathematics in California.
CMC Central Candidates
Central Section Includes Counties of: Amador, Calaveras, Fresno, Inyo, Kern, Kings, Madera, Mariposa, Merced, Mono, San Joaquin, San Luis Obispo, Stanislaus, Tulare, Tuolumne
President Elect
Keith Trump
He/Him
Mariposa
Mathematics Coordinator
Merced County Office of Education
CMC Central is “The Heart of California Math” and works tirelessly to deliver vital development, community, and inspiration to many educators and students throughout the state. CMC Central has transformed my math journey, and I am eager to serve this amazing organization in the role of President Elect.
As a mathematics coordinator for the Merced County Office of Education, I partner with a wide variety of stakeholders to pursue a vision of creating empowered and confident problem-posing and problem-solving students. In my career as a classroom teacher, I experienced the joy of teaching mathematics to Kindergarten, 3rd grade, and 6th-8th grade students. During my teaching career, I also enjoyed presenting for the Kern County Superintendent of Schools at workshops for educators around the state to develop high-quality instructional materials.
There is nothing quite like an “aha” moment in mathematics. As a math teacher, it never ceased to thrill me how effectively the use of research-supported mathematics pedagogy facilitated more “aha” moments for my students. All students deserve the opportunity to enjoy and productively struggle with mathematics to make sense of their world. I am firmly committed to support CMC Central’s mission to facilitate effective professional development to get these practices into the hands of more teachers so that they and their students can experience more joy when teaching and learning mathematics.
Guided by the values of the 2023 California Mathematics Framework, especially as it focuses on a central commitment to equity and access in math education, the following quote exemplifies what I would strive to cultivate for all of our members and stakeholders: “[E]ducators approach all students with a growth-mindset disposition that values the cultural resources and linguistic assets students bring to the mathematics classroom and support them to use these resources while expanding and adding new perspectives and ways of appropriating and using mathematics.” If elected, my leadership term would be characterized by the ideals and practices described in the Framework, particularly its three dimensions of systemic change to foster equitable and engaging instruction.
CMC Central is at the vanguard of mathematics professional development and community, and I want to do my part in serving this wonderful organization. Together, I believe that we can transform student outcomes by empowering educators through high quality professional development and a strong community of ongoing support. I am proud to be part of “The Heart of California Math!”
Vice President
Jennifer Carr
She/Her
Tehachapi
Mathematics Coordinator
Kern County Superintendent of Schools
My name is Jennifer Carr. I am honored to be a candidate for Vice President of the California Mathematics Council – Central. As a proud native of Inyo County and a current resident of Kern County, I am deeply rooted in the region and excited to serve students, educators, and families across the CMC-Central section.
My work is grounded in a deep commitment to educational equity and the belief that mathematics can inspire curiosity, build self-efficacy, and shape student identity. As a former classroom teacher and math coach at an International Baccalaureate School, I saw firsthand how inquiry-based learning fosters sense-making and joy in mathematics for all learners. My professional interests center on integrating culturally responsive practices and social-emotional learning to transform students’ mathematical mindsets and foster inclusive classrooms.
I recently became a Math Coordinator with Kern County Superintendent of Schools, where I support the implementation of the 2023 California Mathematics Framework. Most recently, I served as a Learning Director at an elementary school in the Tehachapi Unified School District. I also work part-time as a mathematics consultant for Math Transformations. My extensive experience in education spans roles that include elementary classroom teacher, teacher on special assignment for mathematics, mathematics intervention specialist, instructional mathematics coach, and mathematics consultant.
As a skilled facilitator of professional learning, I have presented at conferences including the CMC-South Annual Mathematics Conference and the UC San Diego Teaching and Learning Conference. I have also held multiple leadership roles on the Greater San Diego Mathematics Council executive board, including Vice President of Membership and Secretary, and participated in regional networks such as the San Diego County Office of Education K–8 Math Leaders Network and the SoCal Math Specialist Network.
Committed to empowering underrepresented students, I founded and led the GEMS (Girls Excelling in Math and Science) Club at a TK-8 school, engaging girls in grades 3–8 in STEAM activities and connecting them with college mentors majoring in STEAM fields. I also led the formation of an Equity Committee focused on culturally responsive teaching. I bring a multilingual lens to my advocacy for emergent multilingual learners through integrated ELD, designated ELD, and CRT practices. Earlier in my career, I worked with children with autism as a behavioral interventionist for the UC San Diego Autism Lab.
I hold a Master of Education with an emphasis in Elementary Mathematics from the University of California, San Diego, and a Master of Arts in Educational Administration with a focus on Social Justice from California State University, San Marcos.
My experiences will inform my leadership on the CMC-Central board by grounding it in both practical classroom insight and systems-level perspective. Centered on high-quality mathematics education and equity, I will bring a student-centered approach to the CMC-Central board, advocating for policies, resources, and learning opportunities that reflect the diverse needs of all educators and learners in our communities.
With deep regional ties, a strong record of leadership, and an unwavering dedication to equity and excellence in mathematics education, I look forward to serving as Vice President of CMC-Central and continuing to elevate the voices and experiences of students, educators, and communities across the region.
Secretary
Sumeet Singh
He/Him
Bakersfield
Content Coordinator - Mathematics
Kern County Superintendent of Schools
I have years of experience teaching high school students, mentoring preservice teachers, providing instructional coaching to K-8 teachers, coordinating district-wide professional learning, and learning along the way from each of these experiences. I approach my work by examining the successes and challenges I experienced as an English Learner student. I am fortunate to have educators in my life who serve as exemplars of equity and continuous improvement through reflection.
My commitment to equity and access is rooted in concrete actions at every level of mathematics education. At the classroom level, I support teachers with engaging students through exploration and collaboration. At the programmatic level, I am learning about and advocating for pathways that eliminate tracking and honor the diversity among our students by giving them options to learn mathematics that is meaningful for their future. At the leadership level, I support LEAs with building sustainable professional learning structures. The work is specific and actionable at every level and it is fleshed out of an aspirational vision of equitable learning outcomes for students and adults.
The work I just described aligns with two of CMC’s commitments: providing professional learning toward continuous improvement and intentionally increasing participation of diverse voices in shaping mathematics teaching and learning.
I’ve been involved in CMC to build my capacity toward its third commitment: communicating about mathematics education with various audiences, from teachers to families. I have served on the Editorial Panel of the CMC Communicator journal to provide meaningful and engaging resources for all CMC members through the journal. With my nomination as the Secretary for the CMC Central section, I wish to continue progressing toward the three CMC commitments as I grow in my leadership to support students and all who advocate for them.
Treasurer
Stacie Doss
She/Her
Escalon
Mathematics Project Coordinator
Stanislaus County Office of Education
I am thrilled for the opportunity to run for the position of Treasurer for the California Mathematics Council-Central Section for a third term. My career in education began in 2008 as a middle school Mathematics Teacher where I helped to instill a love for mathematics in my 6th, 7th, and 8th grade students. In 2016, I accepted a position as a K-12 Mathematics Coach. This new role allowed me to impact more students as I provided professional learning experiences to teachers to improve their understanding of the California Common Core State Standards, provide guidance on how to implement effective research-based practices, and help teachers understand the 2023 CA Mathematics framework to improve mathematics education within the state of California. My experience both in the classroom and as a Mathematics Coach has helped me to hone the knowledge and skills that I use in my current role as a Math Project Coordinator for Stanislaus County Office of Education.
The California Mathematics Council has played a central role in my development as a math educator, both in the classroom and as a coach. I have attended many professional activities provided by CMC as a participant and a presenter. Over the past five years I have been able to work with the CMC-Central board to assist in the planning and implementation of the CMC Central Symposiums from a volunteers standpoint and now as the current CMC Central Treasurer. I value the impact that this amazing team has on so many educators throughout our state!
The California Mathematics Council plays a vital role not only in providing access to professional learning, but in communicating to educators, parents, policy makers, and the general public. I would be honored to continue to serve as the CMC-Central Treasurer to further this great work and to ensure that all students have access to engaging and equitable mathematics instruction.
CMC South Candidates
South Section Includes Counties of: Imperial, Los Angeles, Orange, Riverside, San Bernardino, San Diego, Santa Barbara, Ventura
President Elect
Vanessa Cerrahoglu
She/Her/Ella
Huntington Beach
Math Coordinator
Orange County Department of Education
“I’m an engineer because you believed in me.” When Jaime’s words reached my ears, I felt a flutter in my heart. In that moment, the weight of nearly thirty years in education felt worth it—and I was reminded how much more there is to do. I was filled with gratitude for the extended math family that has shaped me, including the California Mathematics Council (CMC). CMC is the space that sparks joy, the space where we reflect and move forward in this collective effort to fulfill the promise of mathematics education.
I’m compelled to ensure every student in our care has the knowledge, skills, and dispositions to realize their dreams. As a coordinator with the Orange County Department of Education, I see the complexity of the work educators navigate at every level. I’ve worked shoulder to shoulder with teachers, district leaders, and county colleagues to iterate on our efforts and hold space for us to learn with and from each other.
Allow me to share a glimpse into a recent experience with students: Bashi spent more time searching for beads than sitting in his chair—yet his contributions to the discussion were invaluable. Helen and Francine sat quietly, taking it all in, as shown in their math journals, while Alice visibly engaged with the ideas and questions. Alex moved in and out of sketching intricate characters as she added a key insight to the conversation. These students live in my head and as I consider this experience, I recognize the truth in Wenger’s (1998) words: “It is that learning—whatever form it takes—changes who we are by changing our ability to participate, to belong, to negotiate meaning.”
Through partnership with Student Achievement Partners and XQ Institute, I contributed to the XQ Math Badging Initiative—a flexible secondary pathway where students explore possibilities, build community, and develop the knowledge needed to actualize their dreams. As a lecturer with UC-Irvine’s CalTeach program, I see the energy future teachers bring back from CMC-South, ignited by the passion of those they meet. Continued investment in CMC’s publications, conferences, and innovative models for learning ensures we remain a place of joyful and purposeful practice.
The knowledge, skills, and perspectives I’ve developed across these roles position me to lead by building on the work of past and current leadership—broadening voices at the table, elevating diverse perspectives, and expanding the ways we come together to shape mathematics education. I am committed to ensuring policymakers understand what we do and why it matters, while growing the ways educators connect meaningfully in community.
At the core, I hold on to the belief we are all capable of learning and doing mathematics—and every student, educator, and community member deserves to be seen, heard, and honored. My leadership is grounded in collective action and sustained by the relationships we build across roles and spaces. If elected, I will continue to extend who is part of these conversations, how we collaborate, and how we show up for students. Together, we can shape a system that delivers on the promise of mathematics—for everyone.
Lori Rosales
She/Her
Los Angeles
CGI Mathematics Coach
UCLA Mathematics Project, Center X
Our collective role as CMC South is to be genuinely curious about students’ mathematical thinking, have a deep commitment to supporting the continued professional development of educator practice, and to have a true understanding of the importance of the connections between students’ homes/communities/networks of care and the schools they attend.
A teacher once said to me, "My students just don't like math.”And I thought, "How can a 4th grader not like math? What has our school system done to them that math is not seen as storytelling and problem solving?" But quickly in reflection I thought, I was that kid. I didn’t understand the rules shared, I couldn’t figure out why they mattered, and I ended up failing Algebra 1 three times in high school. So I know how math can feel discouraging. It wasn’t until being tasked with teaching math as an elementary teacher that I started to see math not as speed or even specific numbers but often about patterns, reasoning, conjectures, and truly making sense of our world.
In my roles as Lead Teacher, High School Principal, Teacher Development Coordinator, and currently as a Mathematics Coach and Professional Development provider at UCLA Mathematics Project in partnership with LAUSD, I have had many experiences to work in collaboration with other educators to ask, “What works for what purposes and when, and what type of growth are we looking for in this moment?” I have worked to consistently collect and use a wide range of qualitative and quantitative data, formally and informally, to co-develop and lead cycles of learning with site-based leaders and teachers. Implementing professional learning communities in the schools I work with, we study both what the research says about students' mathematical development and work from the students themselves. In addition, at my previous role I led the reimagining of the Teacher Development System, moving our system focus evaluations to development where teachers and leaders worked in collaboration to grow teacher practice and in turn supporting students more deeply from K-12.
My leadership experience has been both inside schools, and also in my community. I led the PTA in my children's school for 5 years in local Southern California while also sitting on the school site councils at both the elementary and middle school level. Under my tenure as president we petitioned and won for our school to add a Dual Language program that over 320 kids have gone through, raised funds, wrote and received grants that helped us install an innovation lab, covered the school in murals, and sent teachers to professional development workshops of their choice, some teachers for the first time in 17 years. And in 2021, I was awarded Atwater Villager of the Year by Congressman Adam Schiff for my leadership and advocacy for our community during the Covid-19 pandemic.
My vision for CMC South is to continue the work moving forward, focusing on meaningful and equitable experiences that center student thinking. Whether it’s helping educators deepen their understanding of math and build their confidence to be more flexible with students, or supporting schools in implementing culturally relevant lessons and authentic homework that brings caregivers into the learning, the goal is the same: to empower teachers so they can empower their students.
I have had the pleasure of presenting at CMC South, UCLA CGI Regional Conference, NCTE & NCTM Joint Conference and have been asked to present in Georgia at the NCSM Annual Leadership Conference.
Vice President
Susie Jaggers
She/Her
Riverside
Secondary Mathematics Administrator
Riverside County Office of Education
I’ve spent my entire career in education, 25 years in the high school classroom (1.5 years in middle school), 3 years leading Riverside Unified School District as their Secondary Mathematics Specialist, 2.5 years as a Middle School Assistant Principal, and currently serving as a Mathematics Administrator for Riverside County Office of Education. Those years in the classroom showed me two things: brilliance lives in every seat, and too often it’s hidden by unequal access. I still run into former students who say our math classroom made them believe they could do math. My students and I together built tight-knit class communities. I made every effort to utilize tasks that reflected their lives, lift every voice to honor their identities and pushed systems to remove barriers that never belonged in the first place. In every setting, my mission has been unwavering: re-humanize mathematics so that every student, especially those who have been historically marginalized, sees themselves as a sense-maker, problem-solver, and future creator.
That mission shows up in my daily work. I design and facilitate county-wide professional learning grounded in the TR Framework and the 2023 California Math Framework. I have been helping teachers move from compliance worksheets to discourse-rich, culturally connected tasks. I coach instructional leaders on building “Warm Demander” classrooms and convene Math Leadership Networks where we gather and learn from each other.
If elected South Vice President, I’ll bring that blend of classroom credibility and systems know-how to CMC-South. I’ll make efforts to expand mentorship pathways for educators of color, stock our conferences and publications with ready-to-use tools that promote equity and continue efforts to ensure our speaker lineups look like the students we serve. The goal is simple: more learners loving math, more teachers equipped to make it happen, and a Council that turns its equity promise into everyday practice.
Math belongs to every student. I’ll keep my ears open, celebrate the real wins coming out of classrooms, and make sure CMC-S walks its talk on equity and excellence. Thanks for considering my candidacy. I am honored by the nomination and eager to serve.
Joanna Hayman
She/Her
Los Angeles
Cognitively Guided Instruction Math Coach for Inclusive Practices
UCLA Mathematics Project
I believe that access to joyful, meaningful mathematics is a human right. This belief has guided my 18-year journey as a classroom teacher, content coach, and professional learning facilitator. Across all these roles, I’ve remained deeply committed to making mathematics accessible, meaningful, and empowering for every student, and particularly those who have been historically and systemically marginalized in math class.
My leadership is rooted in both practice and advocacy. For the past six years, I’ve worked collaboratively with general education and special education teachers across Southern California to shift mindsets and classroom practices in service of inclusion. I have co-designed learning labs that position students with disabilities as sensemakers, coached teachers to recognize and build on the brilliance of all learners, and supported Dr. Megan Franke in revising her UCLA math methods course to center student work from learners with disabilities. I am a contributing author to the forthcoming book Foundations, Resistance, and Futures: Reimagining Disability in Mathematics Education edited by Cathery Yeh, Paulo Tan, & Katherine Lewis and served as an Invited Reviewer of Dr. Rachel Lambert’s transformative book Rethinking Disability and Mathematics. I also served as the Accessibility Coordinator for UCLA Mathematics Project’s bi-annual Regional CGI Conference in May 2025, ensuring that our conference spaces and session presentations alike were comfortable and accessible for all.
My commitment to equity is not abstract; it is lived and specific. As a white non-disabled woman moving through highly racialized spaces, I am well aware that my voice should never be the loudest. In my work with educators, I deliberately highlight the mathematical knowledge of students who are often rendered invisible. I work to ensure that instructional decisions, professional learning, and leadership structures reflect their needs and strengths. I draw inspiration from scholars and activists who challenge us to humanize mathematics and design learning environments where students and educators can show up as their full selves; this would continue to be my focus, and my passion, as I worked to serve our South region of the California Math Council in this role.
If elected Vice President of CMC-South, I will bring an unwavering commitment to the role. As conference chair, I will prioritize sessions that amplify the voices of students, educators, researchers, and families engaged in equity and justice work. I will listen to the educators we serve to ensure our space is safe, accessible, and welcoming to us all. I will strive to create professional learning opportunities within the conference that reflect the diversity of our region and promote a vision of mathematics that is culturally sustaining, inclusive, and joyful for all of us as educators, from our early education colleagues to our secondary and higher education colleagues. I will also work to deepen our regional collaboration and support the leadership of educators who are pushing the field forward.
The Vice President role for CMC-South is more than a conference organizer. It is a vehicle for transformation. As an enthusiastic and long-standing member of CMC, I would be honored to serve in this role and help lead toward a future where every student and every teacher experiences math as a space of belonging, agency, and power.
Secretary
Gabriela Mitchell
She/Her
Indio
Director, Family Math and Special Projects
The Knowledge Shop LA
I am honored to submit my candidacy for a leadership position with the California Mathematics Council (CMC). My journey as an educator has been deeply rooted in the belief that all students regardless of race, language, socioeconomic background, or ability deserve access to rich, meaningful, and empowering mathematics experiences. Throughout my career, I have championed equity and access in mathematics by leading with intentionality, collaboration, and cultural responsiveness.
As a classroom teacher of 28 years, I worked in diverse and under-resourced schools where I witnessed the systemic barriers that prevent many students from achieving in mathematics. These experiences fueled my commitment to dismantling those barriers by implementing asset-based pedagogies, advocating for detracking, and building inclusive classroom environments that centered student voice and identity. I served as a mentor teacher where I supported colleagues in adopting equitable instructional practices and using data to identify opportunity gaps, not just achievement gaps.
In my current role as a director of family math and professional learning facilitator, I lead initiatives focused on implementing culturally responsive math instruction and supporting multilingual learners. I have collaborated with site leaders to redesign math pathways that promote access to advanced coursework for historically marginalized student groups. I also co-lead affinity spaces for educators of color, believing that retaining and uplifting diverse teacher leadership is integral to advancing equity in mathematics education.
My leadership extends beyond the school and district. I have presented at CMC conferences and statewide equity summits, sharing practices that merge mathematics content with anti-racist pedagogy. These opportunities have reinforced the importance of CMC as a hub for innovation, advocacy, and community among math educators.
If elected, I will bring a deep commitment to the Council’s mission, leveraging my experiences to inform decisions that prioritize equity, inclusion, and social justice in mathematics. I will advocate for professional development that equips educators with tools to disrupt inequitable practices and build learning environments where all students, especially those most marginalized, see themselves as capable, valued mathematicians. I will also work to amplify voices from underrepresented communities to ensure that CMC remains responsive and representative.
I believe the future of mathematics education in California must be both bold and just. As a CMC leader, I am ready to contribute to that vision with heart, humility, and an unwavering belief in every student’s mathematical brilliance.
Treasurer
Stephanie Holloway
She/Her
Murrieta
Mathematics Content Teaching and Learning Specialist (Grades 3-5)
Lake Elsinore Unified School District
For the past two years, I have proudly served as a Mathematics Content Specialist for Grades 3-5, supporting curriculum implementation, leading professional learning, and co-designing systems that prioritize access and equity for every learner. While my focus is Grades 3-5, I collaborate closely with my TK-2 and Secondary counterparts to deliver professional development to educators across all grade levels, from TK through high school. This cross-grade collaboration has strengthened my commitment to coherence and equity throughout the K-12 journey.
A core passion of mine is advocating for historically underserved students ensuring that mathematics is not a gatekeeper but is present in their lives in a way that honors their brilliance and provides meaningful opportunities to engage in reasoning, sensemaking and rich discourse.
At the state level, I contributed to the revision of the 2023 California Mathematics Framework as a member of the CFCC (Curriculum Framework and Evaluation Criteria Committee), and am currently serving as an instructional materials reviewer for the California 2025 Mathematics Instructional Materials Adoption, vetting programs for alignment to equity centered practices and our new framework. I’ve presented multiple times at NCTM, CMC South and at local conferences at our County Office of Education, and continue to support implementation work that bridges California’s mathematics vision and classroom practice.
If elected CMC South Treasurer, I will bring not only fiscal responsibility, but steadfast commitment to inclusive leadership and a vision for mathematics education where all students see themselves as capable thinkers and problem solvers.