Meet the TEAM
We are educators, coaches, learners, and leaders who believe in the life changing power of math done differently.
We aim to bring heart, joy, and high standards to everything we do.
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Math Coach
Maggie Waldner
A Chapter in Maggie's Math Story
I used to think math was "easy" until the upper grades. Now I know math is interesting, challenging, and beautiful from the earliest days.
About Maggie:
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My favorite math concept is our base ten number system. It is incredible how much goes into students deeply understanding the value of ten and the doors that unlock once students have that understanding.
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The Cognitively Guided Instruction series by Carpenter and colleagues formed my relationship to math as an educator and my beliefs around the importance of student-centered math classrooms where even young children are the sense-makers. Additionally, Figuring out Fluency by Williams and SanGiovanni has helped me rethink how students build procedural fluency and what it means to deeply understand and flexibly use key strategies.
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When I'm not doing math, I'm chasing my 1 year old around, being active in nature, or reading.
Math Coach
Shelby Strong
A Chapter in Shelby's Math Story
I used to think that mathematics was a bunch of unrelated buckets of topics, and the only way to be “good at math” was to memorize rules and algorithms. Now I know that everything is interwoven together in a beautiful, complex tapestry of understanding.
About Shelby:
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I love following the journey of multiplication from the foundations that are laid in early grades through high school and beyond, because multiplicative thinking is a critical stage in the development of mathematical reasoning that has been unfairly reduced to reciting math facts.
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The Developing Mathematical Ideas series by Education Development Center, Summermath for Teachers at Mt. Holyoke College, and TERC helped me see I had so much more to learn about the mathematics I thought I had already mastered, because true understanding runs deeper than simply producing a correct answer.
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When I’m not mathing, you’ll find me reading, playing video games, or having a dance party with my family.
Math Coach
Warren Corazzini
A Chapter in Warren's Math Story
Growing up, I thought being good at math meant being fast and getting the right answer. Now I know it’s about thinking deeply, persisting through struggle, and finding creative, elegant solutions.
About Warren:
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I’ve grown to love number sense, especially after realizing I didn’t truly understand how numbers work. Now, learning the language of math feels like unlocking an entire library, not just memorizing a few chapters.
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The Cognitively Guided Instruction series helped me understand how mathematical thinking develops — not just for children, but for all of us.
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When I’m not immersed in math, I’m hanging out with my dog, Ruthie.
Math Coach
Paco Hanlon
A Chapter in Paco's Math Story
I used to think I had to walk students through every practice problem — but I’ve learned that doing the thinking for them takes away the real learning. Now, I prioritize discussion and students making sense of math for themselves.
About Paco:
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I’m fascinated by number systems — especially how nearly every culture independently landed on base 10, and how others, like the Mayans (base 20) and Babylonians (base 60), chose differently. It’s a reminder that math isn’t just universal — it’s cultural, shaped by human traditions.
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One of my go-to resources is Building Thinking Classrooms — a practical, guide to sparking student thinking.
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When I’m not in math mode, I’m probably hiking with my family, making music, reading comics, cooking, or gaming.
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Founder and Chief Executive Officer
Linda Grein
A Chapter in Linda's Math Story
I used to think math was a club I didn’t belong to — now I see it as the ultimate adventure in thinking.
About Linda:
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My favorite math concept is number patterns — like how each perfect square can be built by adding consecutive odd numbers. (I mean, how cool is that?)
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The Cognitively Guided Instruction series by Thomas Carpenter and colleagues profoundly changed how I understand mathematical learning. It showed me that every human — even very young children — is capable of inventing strategies, creating models, and making sense of mathematical ideas. That’s what humans have always done.
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When I am not exploring math, you’ll find me chasing my four boys with an iced coffee in hand, no matter the season.
Chief Operating & Program Officer
Jordan Templeton
A Chapter in Jordan's Math Story
I used to think the way I was taught math was the only way to understand it. Now I know our system is just one of many — because math is creative, and it’s still being created.
About Jordan:
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My favorite math concept to relearn is fractions — there’s so much more flexibility and connections with other concepts than I ever realized.
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The 5 Practices for Orchestrating Productive Math Discussions profoundly shifted my teaching, moving me from leading with explanations to centering student thinking and discourse.
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When I’m not mathing, you’ll find me playing volleyball, out for a run with stroller and dog in tow, or curled up with a good book.
