Featured Invited Speakers

Gabriel Soto

Gabriel Soto is a Mathematics Teacher from Universidad Nacional de la Patagonia San Juan Bosco (U.N.P.S.J.B., Argentina) and a Ph.D in Mathematics from the University of Minnesota (U.S.A.). He is a Professor at Facultad de Ciencias Naturales y Ciencias de la Salud of U.N.P.S.J.B. and Director of the Grupo de Investigación en Matemática Aplicada y Educativa (GrIMAE-UNPSJB).

His research lines are mathematical biology, particularly the study of biological pathways, and mathematical education, particularly, mathematics teacher training in collaborative settings.

Helena Montenegro

Helena Montenegro is a researcher at the Laboratory of Education of the Center for Mathematical Modeling at the University of Chile. Her background comprises a degree in Educational Psychology and a PhD in Education.

Her research interests are teaching and learning in higher education and professional learning in teacher educators.

Leslie Dietiker

Dr. Leslie Dietiker is an Associate Professor of Mathematics Education at Wheelock College of Education & Human Development at Boston University. Prior to academia, she was a high school mathematics teacher for 17 years and was a curriculum designer for CPM Educational Program.

Her current research explores how teachers can be supported to design and enact mathematics lessons that spark student curiosity, wonder, and joy.

Christian Schunn

Christian Schunn is a Senior Scientist at the Learning Research and Development Center and a Professor of Psychology, Human Development and Learning Sciences, and Intelligent Systems at the University of Pittsburgh.

His research focuses on STEM learning, peer interaction and instruction, engagement and learning, and improvement science for educational reform, with an emphasis on designing and studying technology-supported learning environments.

Doris Sáez

Doris Sáez Hueichapan received a PhD in electrical engineering from the Pontificia Universidad Católica de Chile. She is currently a Full Professor in the Department of Electrical Engineering, has led the Sub-directorate of Indigenous People in the Faculty of Mathematical and Physical Sciences at the University of Chile, and is a researcher at the Instituto Sistemas Complejos de Ingeniería.

Her research fields are predictive control, fuzzy control design, fuzzy identification, control of transport systems, and control of energy-water microgrids.

Patricia Brown

Patricia Brown holds a degree in Psychology from Universidad Católica del Uruguay. Since 2013, she has worked at Ceibal, where she is currently Coordinator of the Digital Citizenship Program for secondary education. She has contributed to the design of educational resources and led initiatives such as the Gender and STEM videoconference series.

Her work focuses on digital citizenship, the integration of technology and AI in education, and innovation in teaching and learning. She is currently pursuing graduate studies in Gender, Society, and Public Policy at FLACSO Argentina and has presented her work at national and regional conferences.

Carolina Guerrero

Carolina Guerrero is a Professor and researcher at the Institute of Mathematics at Pontificia Universidad Católica de Valparaíso (Chile). She holds a Ph.D. in Mathematics Education from the Centro de Investigación y de Estudios Avanzados (CINVESTAV), Mexico.

Her work focuses on mathematical modeling, the integration of digital technologies in mathematics education, and the development of teachers' knowledge for teaching. She has participated in multiple research projects exploring how technology and modeling can support meaningful learning and teacher development in mathematics education.

Isabel Hilliger

Isabel Hilliger is an Assistant Professor and Director of the Engineering Design Unit (DiLab) at the School of Engineering, Pontificia Universidad Católica de Chile. She holds a Ph.D. in Engineering Sciences from Pontificia Universidad Católica de Chile and a Master's degree in Policy, Organizations, and Leadership Studies from Stanford University. Since 2013, she has been involved in multiple national and international initiatives in general and higher education.

Her work includes contributions to the development of learning analytics tools and processes to support educational improvement. She currently serves on the steering committee of the Artificial Intelligence Global Education Network. Her research focuses on designing data-informed processes for continuous curriculum improvement in higher education across Latin America, with an emphasis on supporting decision-making for institutional leaders, faculty, and students.

Owen Lambert

Owen Lambert is a technology and product leader at TVO (Canada), where he oversees digital and technology strategy with a focus on developing impactful learning experiences. With over 20 years of experience across the media and education sectors, he has led multidisciplinary teams in the design, development, and scaling of digital products and services.

His work emphasizes data-informed decision-making, digital transformation, and the creation of user-centered solutions that support meaningful learning. He has held senior leadership roles in product, technology, and innovation, contributing to the growth and evolution of large-scale digital platforms.

Danisa Peric

Danisa Peric is an industrial designer and director of the FabLab U. de Chile, an interdisciplinary space at the University of Chile dedicated to digital fabrication, innovation, and collaborative creation. Her work focuses on the intersection of design, emerging technologies, sustainability, and community-based experimentation, promoting projects in areas such as biofabrication, prototyping, and maker education.

Through FabLab U. de Chile, she has led initiatives connecting academia, entrepreneurship, and public engagement, fostering creative approaches to technological and educational challenges.

Patricio Felmer

Patricio Felmer is a mathematical engineer from the University of Chile and a Ph.D. in Mathematics from the University of Wisconsin-Madison (USA). After an internationally recognized research career in nonlinear analysis, partial differential equations, and Hamiltonian systems, his work shifted toward mathematics education and teacher professional development. He is one of the founders of the ARPA Initiative, a national program focused on promoting problem solving, student autonomy, and collaborative learning in Chilean classrooms through teacher professional development.

His current work centers on the design, implementation, and study of educational improvement processes and their impact on student learning. He received the Chilean National Prize for Exact Sciences in 2011.

Salomé Martínez

Salomé Martínez is a mathematical engineer from the University of Chile and a Ph.D. in Mathematics from the University of Minnesota (USA). She directs the Mathematics Education Laboratory at the Center for Mathematical Modeling (CMM), where she has led large-scale initiatives aimed at improving mathematics teaching and learning in Chile, including the UNESCO-awarded Suma y Sigue program and the national Sumo Primero initiative.

Her work combines teacher professional development, curriculum design, equity in STEM education, and the use of educational innovation to strengthen learning opportunities across the school system.