Professor Peter Grootenboer is the Editor in Chief of MERJ and the
former Director of the Griffith Institute for Educational Research. His
research focuses on four key inter-related areas: practice and practice theory,
action research, leadership (middle leading), and mathematics education. His
research interests within these fields include: professional practice and
practice development; leading change; and the affective dimension of learning.
Recently he has focused on mathematics and mathematics education as practice.
https://experts.griffith.edu.au/18950-peter-grootenboer
Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University. He is the former president of the International Group for the Psychology of Mathematics Education (PME), the current president of the Canadian Mathematics Education Study Group (CMESG), senior editor for the International Journal of Science and Mathematics Education (IJSME), on the editorial boards of ESM, JMTE, MERJ, MTL, CJSMTE, and a member of the NCTM Research Committee. Peter is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, problem solving, assessment, and numeracy.
https://www.sfu.ca/education/faculty-profiles/pliljedahl.html
https://www.peterliljedahl.com/
Elena Nardi is Professor of Mathematics Education in the School of Education (EDU) at the University of East Anglia (Norwich, UK). Her research is in a range of areas of mathematics education, with a particular emphasis the teaching and learning of mathematics at university level, as well as: public discourses on mathematics/mathematicians and science/scientists; inclusion of learners with diverse needs in mathematics; mathematical affect; and, secondary mathematics teachers’ epistemological and pedagogical discourses. Her monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was published by Springer in 2008. Her recent externally funded projects include the British Academy funded CAPTeaM project (Challenging Ableist Perspectives in the Teaching of Mathematics; Principal Investigator). She leads EDU’s RME (Research in Mathematics Education) Group and co-leads, with Irene Biza, the MathTASK research and development programme. Amongst the post-graduate students that she has supervised to completion are 24 students at doctoral level and 45 at Masters level. She is the director of EDU’s MA Mathematics Education, module organiser to two of its three compulsory modules and moderator to its third. She is module organiser of the BA Education module Children, teachers and mathematics: Changing public perceptions of mathematics and team member of the programme’s Dissertation module. She is member of the ESRC Peer Review College and of the Coordinating Committee of the International Network for Didactic Research in University Mathematics (INDRUM). She is co-Editor in Chief of International Journal for Research in Undergraduate Mathematics Education and Advisory Editor of the Routledge journal Research in Mathematics Education, the official journal of BSRLM, the British Society for Research into the Learning of Mathematics. She is member of the Editorial Board of Educational Studies in Mathematics, Mathematical Thinking and Learning, and Mathematics Teacher Education and Development.
https://archive.uea.ac.uk/~m011/