Kaye Stacey is Emeritus Professor of Mathematics Education at the University of Melbourne, having held the foundation chair there for 20 years. She has worked as an education researcher, a primary and secondary teacher educator, supervisor of graduate research and as an adviser to governments. She has written many practically-oriented books, electronic resources and articles for teachers as well as producing an important set of research articles. Professor Stacey’s research interests centre on mathematical thinking and problem solving and the mathematics curriculum, particularly the challenges which are faced in adapting to the new technological environment. Her research work is renowned for its high engagement with schools. Innovative design of curriculum materials to promote deeper mathematical thinking and capitalise on new technologies is central to both her research and curriculum work. Her doctoral thesis from the University of Oxford, UK, is in number theory. She was the Chair of the Mathematics Expert Group for the OECD’s 2012 PISA survey. Kaye Stacey was awarded a Centenary Medal from the Australian government for outstanding services to mathematical education and a MERGA Career Research Medal.

Cornelia Connolly is a lecturer at the School of Education, National University of Ireland Galway. She holds a Ph.D. in computer science pedagogical innovation, B.Eng. (Hons) in Computer Engineering and M.Eng. in Telecommunications/Electrical Engineering (Hons) through research. Her teaching and research interests centre on STEM education, education design and computational thinking, and supervises PhD students in this area.

Before joining the School of Education at NUI Galway Dr Connolly taught computer science and mathematics at third level for over 10 years. Cornelia was co-founder and operations lead for a national web platform to support roll-out of a high-profile nationwide educational initiative for the Higher Education Authority in Ireland involving over 40 third level educational providers. She is Co-PI at NUI Galway of EU Erasmus projects DEIMP (Designing & Evaluating Innovative Mobile Pedagogies) and BRIST (Building Research Infrastructures for School Teachers).

Dor Abrahamson (PhD, Learning Sciences, Northwestern University) is Associate Professor in the Education in Mathematics, Science, and Technology program , part of the Cognition and Development area in the Graduate School of Education at the University of California, Berkeley. Dor directs the Embodied Design Research Laboratory where they conduct design research on mathematical cognition and instruction. The lab’s work is inspired by constructivist/enactivist and sociocultural theory.

At the core of Abrahamson's practice are cognitive domain re-analyses of foundational mathematical content with an eye on creating learning materials and activities. This research program also informs emerging frameworks guiding the design of learning materials and activities. Abrahamson has worked mostly on the concepts of proportion probability, and algebra, and his artifacts include both traditional media, such as a tubful of marbles, and recent technologies, such as embodied-interaction via remote-sensors or agent-based simulations of stochastic phenomena from a complexity perspective.

Frans van Galen is a senior curriculum developer at the Freudenthal institute. He has a wide range of expertise in the area of mathematics education and the use of computers. He has been author of an RME textbook series for Dutch primary schools, and was involved in the development of the textbook series for the American Middle School "Mathematics in Contexts". He is a key designer for many of the Institute's educational applets and a developer of interactive content for educational publishers.

Wout Ottevanger has recently retired from a regular position at the Netherlands institute for curriculum development, SLO, where his work consisted of both development work (new science curriculum framework for junior secondary phase) and research work. The latter mostly monitoring and evaluation of implementation of the new science curriculum in senior secondary schools in the Netherlands. Wout also spent part of his working life in Africa in cooperation programmes with local universities and ministries. He lived and worked in Zambia (as a teacher), Swaziland (as a chemistry lecturer and science teacher educator), Namibia (as advisor to the ministry) and Botswana (as a chemistry lecturer and in-service teacher educator). Wout’s doctoral thesis was on the development and evaluation of curriculum materials to assist teachers implementing a new science curriculum in Namibia.

Daniel Pead was formerly a Senior Research Fellow in the University of Nottingham, and is Technical Director of the Shell Centre and MARS teams. His 2010 PhD considered the design challenges involved in the computer-based assessment of mathematics. He led the original design of the computer-based problem-solving materials for the World Class Tests/Arena project, and contributed to the design and development of professional development materials and interactive learning applets for the Bowland Maths initiative and is part of the team producing the Math Assessment Project formative and summative assessment materials. He also created the current websites for Bowland Maths, the Math Assessment Project, ISDDE and Educational Designer.