Dr. Rodrigues is an Assistant Professor in the School of Education at the University of North Carolina at Chapel Hill. She was previously faculty at the University of Missouri. She is the Director of the Mathematics Potential Lab and Principal Investigator on a National Science Foundation (NSF) CAREER grant.

Emily is a fourth-year graduate student in the Department of Special Education at the University of Missouri. Her research interests include data-based individualization as a tool to support teachers’ use and effective implementation of evidence-based mathematics instructional practices to improve outcomes for students with or at risk for mathematics disabilities. She is also interested in translation science and making research accessible to educators and key stakeholders.

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Khatmin is a graduate student in the Master's of Educational Innovation, Technology, and Entrepreneurship (MEITE) program at the University of North Carolina at Chapel Hill. He is on the Learning Engineer track, planning to work in educational design and technology, primarily in K-12 public schools. He has experience in education, serving as a student teacher at Carrboro Elementary School and a Youth Counselor for their after-school program, while also researching the effects of mindfulness exercises on student behavior. He is very passionate about ways to improve the school system and decrease the widening performance gap that schools are currently facing.

Anna Gustaveson is a doctoral student at UNC in the Culture, Curriculum, and Teacher Education concentration with a specialization in Mathematics Education. She studies systemic narratives and teachers' beliefs and discourses about students' competence in math. Her work seeks to support pre-service and in-service teachers in understanding how systemic narratives influence their views of student competence in deficit ways, and to adopt anti-deficit discourses and instructional practices in their classrooms. 

Haiyi is a master’s student in the Educational Innovation, Technology, and Entrepreneurship (MEITE) Program at UNC-Chapel Hill. He is interested in how institutional structures shape learning opportunities for students from diverse backgrounds. Before joining MPL, he worked as a research assistant at Carolina Population Center, focusing on social stratification and health disparities. He is passionate about using quantitative methods and learning analytics to identify and address barriers to student success.

Boran Yu is a doctoral student in the Learning Science and Psychological Studies program at the School of Education, University of North Carolina at Chapel Hill. Her Research & Interests include:​

• Supporting mathematics teachers' implementation of evidence-based classroom practice

• Leveraging learning science theories and research evidence to support mathematics teachers' pedagogical reasoning

• Mentoring teachers in developing agency in implementing evidence-based practices.

Emma is a senior and a North Carolina native. She is studying Psychology and Human Development and Family Sciences. She is interested in career in Marriage and Family Therapy, hoping to help make an impact on breaking generational cycles. She is passionate about working and making a difference among young students, hoping to continue with research on educational equality.

Shekhar Dash is a graduate student in the MEITE program in the Adaptive Learning Analytics track. He is a filmmaker, educator, and entrepreneur with academic interests in data science and the cognitive neuroscience–informed design of educational technologies. He is particularly interested in applying data-driven approaches to understand learning processes and to design effective, scalable educational systems.

I am a junior at UNC double majoring in Psychology and Human Development and Family Science, with a minor in Health and Society. I am passionate about working with children and am particularly interested in how diverse life experiences shape children's mental health and early educational outcomes. After graduation, I hope to pursue a PhD in developmental psychology and a career as a therapist supporting children and families.

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Mackenna is a fourth-year doctoral student at the University of Texas at Austin in the Special Education department. Her research interests include elementary mathematics interventions, mathematics vocabulary, parental involvement in academics, and playscape accessibility. She hopes to continue educational research in her career to further the academic success of students with or at risk for mathematics difficulty.