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Editorial board

Yasmine Abtahi is a full professor of mathematics education at Western Norway University of Applied Sciences. She focuses on a critical exploration of the philosophical and epistemological underpinnings of social, historical and cultural (and intercultural) studies in the field of mathematics education. She has been both an author and a reviewer of top-quality international and national journals, such as Educational Studies in Mathematics and Research in Mathematics Education. She is on the editorial board of the Journal of Mathematics and Culture. She co-edited special issues of the Journal of Philosophy of Mathematics Education and the Canadian Journal of Mathematics Science and Technology Education. She is currently editing a book with Paola Valero titled Otherness in Mathematics Education. Yasmine is fluent in English and Persian and speaks French. Contact: yasmine.abtahi@uottawa.ca

Anthony A. Essien is an associate professor and the head of the Mathematics Education Division at the University of the Witwatersrand, South Africa. He is an associate editor of Pythagoras, the academic journal of the Association for Mathematics Education of South Africa. His field of research is mathematics teacher education, specifically in contexts of language diversity. He is also a current member of the International Committee (Board of Trustees) for the International Group for the Psychology of Mathematics Education (IGPME). Anthony also serves as a reviewer for almost all the top international mathematics education journals. Contact: anthony.essien@wits.ac.za

Roberta Hunter is a full professor of mathematics and Pasifika education at Massey University in New Zealand. Her field of research is mathematics teacher education, with a particular focus on the teaching and learning of indigenous and other minoritized learners. More recently her research has taken a socio- political lens in exploring issues of indigeneity and social justice and addressing the effects of colonization. She has been a long-time reviewer for top-quality international journals such as Educational Studies in Mathematics and the Journal of Mathematics Teacher Education. She is a member of a number of editorial boards including Mathematics Education Research Journal. Her networks extend across the Australasian countries and beyond. Contact: r.hunter@massey.ac.nz

David Kollosche is a full professor of mathematics education at the University of Klagenfurt, Austria. He specializes in socio-critical research on mathematics education. David has functioned both as an author and as a reviewer of top-quality international journals such as Educational Studies in Mathematics and ZDM Mathematics Education. He was also the lead editor of the international compendium on Inclusive Mathematics Education. He is fluent in English and German and his networks span the German-speaking countries and beyond. Contact: david.kollosche@aau.at

Brian R. Lawler is an associate professor of mathematics education at Kennesaw State University, Atlanta, Georgia, United States. His work focuses on the roles of power and privilege in the perpetuation of inequitable practices and structures of mathematics education. His current work is with The Algebra Project (USA), and focuses on mathematics literacy as an organizing tool to guarantee quality public-school education for all children. Recent editorial work includes: co-editor of The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation; editor of The Almanac, a publication of the Benjamin Banneker Association; editorial board of the Journal of Urban Mathematics Education; and reviewer for numerous international journals in mathematics education. Contact: blawler4@kennesaw.edu

Renato Marcone is a full professor of mathematics education at the Federal University of Sao Paulo, Diadema Campus, Brazil. He has specialized on difference and inclusion on research on mathematics education. Marcone has functioned both as an author and as a reviewer of quality international and national journals and books, such as the journals Revista Internacional de Resquisa em Educação Matemática, Prometeica and Boletim de Educação Matemática, and Palgrave Macmillan and Springer books. Marcone is the coordinator of inclusion policies on his university campus. He also was a co-editor and chapter author of the international compendium on Inclusive Mathematics Education. He is fluent in English and Portuguese and his networks span internationally. Contact: marcone.renato@unifesp.br

Paola Valero is a full professor of mathematics education at Stockholm University, Sweden. She has explored the political in mathematics education, from examining the link between mathematics education and democracy, to more recently exploring the cultural politics of mathematics education. Her research aims to illuminate the significance of mathematics education as a compulsory subject in modern education curricula for the making of notions of the modern, mathematically competent citizen. Her work builds on a wide network of collaboration in South America, Scandinavia and other countries around the world, and with scholars outside of the field of mathematics education. She has been an editor of Nordic Studies in Mathematics Education and is involved in the editorial and advisory boards of several international and national journals in mathematics education. Contact: paola.valero@mnd.su.se

Luz Valoyes-Chávez is a postdoctoral researcher at the Center for Advanced Research in Education of the University of Chile. A recipient of the Fulbright Scholarship for Afro-descendant Leaders, she completed her Ph.D. in mathematics education at the University of Missouri-Columbia. Her research focuses on issues of race, power and mathematics education. Luz’s research is aimed at uncovering ideological mechanisms as located in school mathematical practices and discourses implicated in the reproduction of racial privilege within different Latin American educational systems. Her work also examines issues of equity and social justice in mathematics teacher education. Luz has served as a guest editor for special issues of race and mathematics education and diversity in mathematics education in Latin American journals. Currently, she serves on the editorial board of Educational Studies in Mathematics and in the International Advisory Group of the Journal for Research in Mathematics Education. Contact: luz.valoyes@ciae.uchile.cl

David Wagner is a full professor in mathematics education at the University of New Brunswick, Canada, and an adjunct professor at the University of South-Eastern Norway. He is most interested in human interaction in mathematics and mathematics learning and the relationship between such interaction and social justice. This inspires his research which has focused on identifying positioning structures in mathematics classrooms by analyzing language practice, on teaching approaches that support sustainability, on ethnomathematical conversations in Indigenous communities, and on working with teachers to interrogate authority structures in their classrooms. He serves as co-editor of Educational Studies in Mathematics and on editorial boards of other journals. He has taught grades 7-12 mathematics in Canada and eSwatini. Contact: dwagner@unb.ca

Ayşe Yolcu is a researcher at the Department of Mathematics and Science Education, Hacettepe University, Turkey. Her work focuses on social, cultural and historical aspects of the configuration of kinds of people as mathematically able bodies and their differences as politics of mathematics education. Some of her recent articles are published in ZDM Mathematics Education and in Review of Education. She has served as a reviewer for several journals, including Educational Studies in Mathematics and Journal of Teacher Education. She is currently co-editing a special issue for Research in Mathematics Education, and is collaborating with researchers from the United States, China, Greece and Turkey. Contact: ayseyolcu@hacettepe.edu.tr