NSF-FAPESP Webinar Series: Education in Stem Science, Technology, Engineering and Mathematics


The NSF-FAPESP Education in STEM Webinar Series on Mathematics aims to foster collaboration between researchers from the United States and Sao Paulo, Brazil. The series focuses on advancing research on education in STEM (Science, Technology, Engineering, and Mathematics) fields, the first one particularly in mathematics, with a focus on promoting equity and improving teaching practices. Through a series of webinars, experts from both regions share insights, best practices, and research findings, with the goal of enhancing STEM education and promoting cross-border academic partnerships for impactful research outcomes.

Please join us for the first webinar of this series, where researchers from the US and São Paulo, Brazil will explore various aspects of mathematics education, with a focus on promoting equity and improving teaching practices.


2:00 3:00 Welcome address
Prof Marcio de Castro Silva Filho, Scientific Director, FAPESP
Dr. James L. Moore III, Assistant Director, Directorate for STEM Education, NSF
2:10 3:10 Setting the scene – the objectives of this webinar
Dr. Toya Frank, Program Director, Division of Research on Learning in Formal and Informal Settings (EDU/DRL), NSF
Profª Ana Maria Almeida, Advisor, Equity, Diversity and Inclusion (EDI), and Improvement in Public Education Program, FAPESP
2:15 3:15 Promoting Equity in Early Mathematics Education for Latinx Children in Head Start Programs (NSF award 2224247)
Dr. Smirla Ramos-Montanez, TERC Inc.
2:25 3:25 Professional learning tasks as a resource for the professional development of mathematics teachers
Prof. Alessandro Jacques Ribeiro, Federal University of ABC
2:35 3:35 Adapting Measures of Student Engagement in Math - Designing from A Black and Latina/o Perspective (NSF award 2200437)
Dr. Samantha Holquist, Child Trends Inc., and Dr. Diane (Ta-yang) Hsieh, Search Institute
2:45 3:45 Development of Algebraic Thinking in Primary School Students in a Math Club Context
Prof Vanessa Dias Moretti, Federal University of São Paulo
2:55 3:55 Broadening Participation Research Center: HBCU Center for Math Education and Research (NSF award 2309090)
Dr. Reginald Hopkins , Virginia State University
3:05 4:05 Arithmetic for Teachers: in service education in face of no pre-service education (in arithmetics)
Prof. Marcelo Firer, State University of Campinas
3:15 4:15 Targeted discussions
3:40 4:40 Close meeting – next steps and activities


Alessandro Jacques Ribeiro, Federal University of ABC
Dr. Alessandro Ribeiro holds a Ph.D. in Mathematics Education from the Pontifical Catholic University of São Paulo (2007), a Master's degree in Mathematics Education (2001), and a Bachelor's degree in Mathematics (1998) from the same institution. He completed two Postdoctoral Fellowships: at Rutgers, The State University of New Jersey, United States (2015); and at the Institute of Education of the University of Lisbon, Portugal (2017). He is currently an Associate Professor at the Center for Mathematics, Computing, and Cognition at the Federal University of ABC, and a Permanent Faculty Member in the Graduate Program in Teaching and History of Sciences and Mathematics at UFABC. His academic and professional experience lies in the areas of Mathematics and Mathematics Education, focusing mainly on Algebraic Education and Teacher Training in Mathematics. He taught in Basic Education for 10 years and has been involved in teacher training programs (initial and continuing education) since 2001. He was president of the Brazilian society for mathematics education from 2013 to 2016. He is currently a research productivity fellow at CNPq.

Diane (Ta-yang) Hsieh, Child Trends Inc.
Diane (Ta-yang) Hsieh, Ph.D., a research scientist at Search Institute, provides research and evaluation services to support positive youth development. Dr. Hsieh’s two major research focuses are youth and adolescents’ 1) educational motivation, with specific focuses on math and science, and 2) participation in out-of-school time programs. Her research training is rooted in education and developmental psychology traditions, with a particular focus on the complex interplay between people and context. Dr. Hsieh obtained her B.A. in Psychology and Human Development & Family Studies from the University of Wisconsin-Madison, and her Ph.D. in Education from the University of California, Irvine.

Marcelo Firer, State University of Campinas
Marcelo Firer received his formal education in mathematics, graduating at University of Campinas and receiving a PhD in mathematics from the Hebrew University of Jerusalem. He is at University of Campinas since 1999. Besides a continuous activity in research in pure mathematics, he was always involved in questions related to education and outreach in mathematics, acting as deputy and coordinator of undergraduate in mathematics (nearly 7 years), director of the University ‘s science museum (nearly 8 years).

Reginald Hopkins, Virginia State University
Reginald Hopkins is a Professor in the Department of Psychology at Virginia State University (VSU). He received his B.S. in Marketing from the School of Business at Florida A&M University (FAMU) and his Master’s in Community Psychology from FAMU. His Ph.D. is in Social Psychology from Howard University. He served as chair of the Department of Psychology at VSU and as principal investigator and project director on several funded research grants from the National Science Foundation and SAMHSA. His research interests are in 1) race relations, 2) racism and psychosocial stress, and 3) the moderating effects of culture and cultural identity on learning and teaching math, academic achievement, and the mental and physical health of African Americans.

Samantha Holquist, Child Trends Inc.
Samantha Holquist, Ph.D., a senior research scientist at Child Trends, leads work that centers youth, practitioner, and community voices in systemic change and creating safer, more equitable communities. Samantha’s expertise includes a range of innovative approaches to technical assistance, research, and evaluation. Her technical assistance work integrates human-centered design, adult learning, improvement science, and implementation science principles to tailor support for transformative change. Her research and evaluation work uses mixed methods and participatory approaches to overcome the limitations of traditional research approaches. Dr. Holquist has published in several prominent peer-reviewed journals, including Educational Administration Quarterly, Teachers College Record, Educational Leadership, and Educational Policy. Samantha received her PhD in organizational leadership, policy, and development from the University of Minnesota-Twin Cities and a Master of Public Administration from The George Washington University.

Smirla Ramos-Montanez, TERC Inc.
Smirla Ramos Montañez, PhD is a bilingual (Spanish/English) and bicultural (Puerto Rican/American) researcher and evaluator focusing on culturally responsive studies related to informal STEM learning. During the last five years Dr. Ramos Montañez has led and supported a variety of projects, including program and exhibit evaluation as well as STEM education research to provide accessible, culturally relevant, and engaging experiences for diverse audiences. Currently, she is working with Dr. Scott Pattison to better understand family interest pathways and how to foster long-term interest in the engineering design process. Dr. Ramos Montañez in PI on the new project, Diálogos, an NSF AISL project that will engage parents as research partners to explore how we can leverage informal family engineering activities to support the development of executive function skills for preschool-age children from Latinx families.Dr. Ramos Montañez did an interview with the Center for Advancement of Informal Science Education (CAISE) about what led her to work in STEM Identity research in informal contexts. The interview can be read here.

Vanessa Dias Moretti, Federal University of São Paulo
Vanessa Dias Moretti holds a PhD in Education from the University of São Paulo, specializing in Science and Mathematics Teaching, and completed a post-doctoral degree in Mathematics Education at Laurentian University in Canada. She is currently an Associate Professor at the Federal University of São Paulo (UNIFESP) and coordinates the GT07 - Training of Teachers who Teach Mathematics at the Brazilian Society of Mathematics Education (SBEM). Vanessa's research focuses on the initial and continuing education of teachers who teach mathematics, learning to teach, teaching activity, cultural-historical theory, and theory of objectification. She is a researcher at GEPAPe/USP and the leader of GEPPEDH at UNIFESP.