• Bernard Madison (Chair)
• Professor, University of Arkansas

Bernard Madison is a mathematician and mathematics educator with extensive experience in research, teaching, university administration, and science policy. His current research projects include national efforts in assessment of student achievement, education for quantitative literacy, mathematical education of teachers, and articulation between school and college mathematics. Earlier in his career, he published works in pure mathematics; concentrating in weak algebraic systems, topological algebra, and algebraic topology. Madison served for 10 years as department chair and 10 years as dean of arts and sciences. His work has included a term as Chief Reader for AP^® Calculus and as a member of the AP commission.

• Amy Briggs
• Professor and Chair, Department of Computer Science, Middlebury College

Amy Briggs teaches undergraduate courses in introductory computer science, data structures, theory of computation, discrete mathematics, programming languages, and robotics. Her research interests are in mobile robotics, navigation planning, computer vision, and computational geometry. She is co-director of the Middlebury Robotics and Vision Research Lab, where she and colleagues collaborate with undergraduate students on research projects in visually-guided mobile robot navigation. Briggs is a member of the Liberal Arts Computing Consortium, a group of computer scientists dedicated to undergraduate computer science education and curriculum development.

• James R. Choike
• Professor, Department of Mathematics, Oklahoma State University

James Choike currently holds the Noble Foundation professorship in Technology-Enhanced Learning Systems at Oklahoma State University. He has more than 20 research publications concentrated in the area of complex analysis. Choike has received numerous awards for his classroom teaching and his work in the area of distance learning. His current interests are in the areas of professional development for teachers of mathematics, curriculum development in mathematics, teaching/learning issues, and assessment in mathematics in grades 6-16. He was a member of the mathematics committee for the College Board Standards for College Success. He currently serves as chair of the SAT^® Mathematics Test Development Committee and the CLEP^® Precalculus Test Development Committee.

• Katherine Halvorsen
• Professor, Department of Mathematics and Statistics, Smith College

Katherine Halvorsen teaches undergraduate courses in introductory statistics, experimental design, regression analysis, probability, and mathematical statistics. Her current research focuses on statistics education and statistical consulting. She served as co-chair of the College Board Mathematics & Statistics Standards Advisory Committee and has served on the AP Development Committee for the Advanced Placement Examination in Statistics. She chairs the Advisory Committee on Continuing Education for the American Statistical Association (ASA), and she has served on the Executive Committee of the ASA's Section on Statistics Education. She has served as chair of the Mathematics Department at Smith College and as chair of the Smith College Science Planning Committee. Dr. Halvorsen has taught statistics at the graduate and undergraduate levels and in teacher training workshops. She has taught mathematics in middle school and in high school in the US and in Zambia.

• Dan Kennedy
• Lupton Professor of Mathematics, Baylor School, Chattanooga, Tennessee

Dan Kennedy received his undergraduate degree at the College of the Holy Cross in 1968 and went on to earn a master's degree and Ph.D. in mathematics from the University of North Carolina at Chapel Hill. Since 1973, he has taught mathematics at the Baylor School in Chattanooga, Tennessee, where he now holds the Cartter Lupton Distinguished Professorship. Kennedy became an AP^® Calculus Reader in 1978, which led to an increasing level of involvement with the program as workshop consultant, Table Leader, and Exam Leader. He joined the AP Calculus Development Committee in 1986, and in 1990 became the first high school teacher in 35 years to chair that Committee. He is a co-author of Prentice Hall textbooks in precalculus and calculus, and a series author of their textbooks in algebra and geometry. Kennedy was named a Tandy Technology Scholar in 1992 and a Presidential Award winner in 1995. He has served on the executive committee of the Mathematical Sciences Education Board and on the Board of Governors of the Mathematical Association of America. His articles on mathematics and education reform have appeared in the Mathematics Teacher, the American Mathematical Monthly, and the College Mathematics Journal.

• Lew Romagnano
• Professor of Mathematical and Computer Sciences, Metropolitan State College of Denver

Lew Romagnano works primarily with prospective mathematics teachers. He taught high school mathematics for 14 years. Romagnano holds his B.S. and M.S. in mathematics and a Ph.D. in education from the University of Colorado at Boulder. Romagnano is a co-principal investigator of the research project Learning to Teach Secondary Mathematics (LTSM), a five-year longitudinal study of teacher learning, housed at the University of Colorado at Boulder. He is also a co-director of TEAM 2000: The Interactive Mathematics Program Rocky Mountain Region (IMP-RMR), and its successor, the Rocky Mountain Mathematics Leadership Collaborative (RMMLC). These two projects provide professional development and leadership support for middle and high school teachers, as well as schools changing their mathematics programs. He recently served as chair of the Professional Development and Status Advisory Committee of the National Council of Teachers of Mathematics.

• Daniel J. Teague
• Instructor of Mathematics, North Carolina School of Science and Mathematics

Dan Teague has taught mathematics since 1982 and holds a Ph.D. in mathematics education from North Carolina State University. He is a co-author of two texts on calculus and precalculus. Teague has served on the Mathematical Sciences Education Board, the National Research Center's (NRC) Committee on Programs for Advanced Study of Math and Science in American High Schools, the Commission on the Future of the Standards of the National Council of Teachers of Mathematics (NCTM), the AP® Statistics Test Development Committee, and the U.S. National Commission on Mathematics Education. He was the governor-at-large for Secondary Teachers of the Mathematics Association of America (MAA), the first chair of the MAA Special Interest Group on Teaching Advanced High School Mathematics, and has just been elected second vice-president of the MAA.