4DMA BOARD OF DIRECTORs
Meet the Current Board of Directors
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Nicole Fields
Interim Board President
Nicole earned a BA and MSW from the University of Pennsylvania and dedicated the next decade to eliminating systemic inequity by (re)designing education and human services systems in large cities like New York and Newark. Through her consultancy Level Fields, she partners with organizations aiming to remove systemic barriers and put opportunity within reach for all.
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Dr. Lina Sanchez Wall, Ed.D.
Chief Executive Officer
For the past 15 years, Dr. Lina Sanchez Wall has taught and mentored elementary and high school mathematics. Lina’s life mission is to support teachers who want to partner with her and 4D Math Alliance to create emotionally safe environments in their classrooms to ignite students' deeper mathematics learning.
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Dr. Cecilia Arias, Ed.D.
Board Treasurer
Dr. Cecilia Arias is currently an instructor in the Mathematics department at Rutgers University. Dr. Arias has facilitated math, science, and technology professional learning experiences for K-12 teachers across the state via in-person workshops and webinar technology and has a passion for supporting educators in engaging all their students in mathematics.
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Ivette Rosario
Board Secretary
Assistant Director of the Honors College at Rutgers University, Ms. Rosario helps all Honors College students with their schedules, life goals, internship and fellowship applications, and lots more! She writes “There are plenty of opportunities to exhibit curiosity, creativity, discovery, and excellence everyday.”
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Karen Murray
Board Member
Karen has spent 21 years as a project manager at Rutgers University. She has a passion for math education and inspiring future generations.
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Eltia I. Montano Galarza, Esq.
Board Member
Eltia has almost twenty-five years of experience as a litigator in the areas of civil litigation, insurance defense, medical malpractice, Federal Employers’ Liability Act defense, and public entity litigation. Along with her legal work Eltia is passionate about ensuring equitable instruction for all.
FOUNDERS
We have walked in your shoes, as new or continuing teachers, filled with wonder, enthusiasm, and even uncertainty. We know what it feels like to witness the ups and downs of powerful learning in mathematics classrooms, K-12, as teachers, coaches, and university faculty.
We have learned how important it is to have a support system to solve problems together, to share resources, to brainstorm strategies, and to discuss what works in math classrooms.
Lina S. Wall, Ed.D.
Dr. Lina Sanchez Wall earned a B.A. in mathematics from Rutgers University-Newark in 2006 and an Ed.D in mathematics education from Rutgers University Graduate School of Education in 2012, where she was awarded a highly acclaimed Metro-Math Fellowship and Graduate Assistantship. As a MetroMath Fellow, Dr. Sanchez Wall was in charge of data collection in the Newark NJ research sites as part of the Affect Study, which included implementation of observation protocols, student interviews, and videotaping classroom sessions as well as assist in project coordination.
Cecilia C. Arias, Ed.D.
Dr. Cecilia Arias is currently an instructor in the Mathematics department at Rutgers University. Having also worked with the Urban Teacher Education Program at Rutgers-Newark, Dr. Arias has experience teaching undergraduate mathematics, math-for-teachers courses, and graduate-level teacher education courses. Through her consulting work at the Rutgers Center for Mathematics, Science, and Computer Education (CMSCE), Dr. Arias has facilitated math, science, and technology professional learning experiences for K-12 teachers across the state via in-person workshops and webinar technology (even pre-pandemic!).
Jennifer V. Jones, Ed.D.
Dr. Jennifer V. Jones earned a doctoral degree in mathematics education from Rutgers Graduate School of Education in 2012, working with faculty to collect middle school classroom data (videotaping, interviewing) for a large NSF-funded project (MetroMath) to study mathematics and affect. This led to her own research interest to examine the impact of affect - feelings, emotions, and beliefs - on learning and teaching mathematics, and the relationships between racial and mathematics identity development.
Pamela C. Brett, Ed.D.
Dr. Pamela Brett has over 20 years of experience in K-12 mathematics as a teacher, coach, and university instructor at Rutgers University Urban Teachers Education Program. Dr. Brett provides in-the-moment professional development, working alongside teachers as a guide. In these moments, Dr. Brett brings research into practice as she illuminates opportunities to engage all students in cognitively challenging mathematics.
