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Cynthia Oropesa Anhalt
Dr. Cynthia Oropesa Anhalt is an Associate Research Scientist in the Department of Mathematics at the University of Arizona in Tucson, Arizona. Additionally, she holds positions as an Associate Research Professor and Director of the Secondary Mathematics Education Program as a member of the graduate facility at the University of Arizona. She has advocated for the program through scholarships and political forums.

Dr. Anhalt is very passionate about teaching and helping others learn how to be the best educators they can be since her life long passion has been teaching mathematics and future teachers. She is also a strong advocate for the Latinx/Hispanic communities and increasing the number of undergraduate mathematics majors at the University of Arizona within that demographic.

Family
Dr. Anhalt grew up in east Tucson, Arizona. Her mother was a large mining truck mechanic, a realtor, and a seamstress. Her father emigrated from Sonora, Mexico when she was three years old. Her family has always supported her dreams and goals, and their belief in her education was crucial for her inspiration to be successful in mathematics.

Education
Dr. Anhalt lived near the Davis Monthan Air Force Base in Tucson, Arizona and attended public school there with students from other military families from around the world. Her family played a major role in supporting her education, and she went on to graduate from The University of Arizona as a first-generation student. Dr. Anhalt continued her education to earn a Phd in Mathematics Education.

Work
In 2009, Dr. Anhalt returned to her alma mater and was a professor within the Mathematics Department. She also completed her postdoctoral work with the National Science Foundation’s Center for the Mathematics Education of Latino/as as a mathematics teacher in a K-12 district. This experience formed a strong desire to pursue mathematical preparation of teachers.

In 2019, Dr. Anhalt served as chair of the Western Regional Noyce Conference as well as co-chair of the Critical Issues in Mathematics Education Workshop for mathematical modeling.

Publications
Dr. Anhalt’s interest for research regards mathematical modeling in teacher preparation and student learning, specifically emphasizing cultural relevance and student backgrounds for teaching practices aimed at inclusion, equity, and social justice.

Dr. Anhalt has produced many publications including book chapters, articles, and papers in peer-reviewed journals, such as the Journal of Mathematics Teacher Education, Mathematical Teaching and Learning, Mathematics Teacher, among others.

Chapters
 * Mathematical Modeling and Culturally Relevant Pedagogy (coauthor)
 * Mathematical Modeling Thinking: Laying the Foundation for Mathematical Modeling Competency (coauthor)
 * Stronger Together (coauthor)

Articles
 * Issues of Language: Insights from Middle School Teachers’ Participation in a Mathematics Lesson in Chinese (coauthor)
 * Exploring Latino Students understanding of Measurement on NAEP Items, coauthor
 * U.S. Latino Students' Thinking and Communication on National Assessment Educational Progress (NAEP) Measurement Items
 * Transition Toward Algebra (coauthor)
 * Middle School Mathematics Classrooms: A Place for Latina Parents' Involvement (coauthor)
 * Teacher candidates' growth in designing mathematical tasks as exhibited in their lesson planning (coauthor)
 * Issues of Language: Teacher Insights from Mathematics Lessons in Chinese- coauthor
 * Mathematical Interviews to Assess Latino Students (coauthor)
 * Going beyond ‘multiple-choice’: Probing Mexican-American students' thinking and communicating on assessment items in measurement (coauthor)
 * Mathematics Intervention for Prevention of Neurocognitive Deficits in Childhood Leukemia (coauthor)
 * Going with the Flow: Challenging Students to Make Assumptions (coauthor)
 * Mathematical Modeling: A Structured Process (coauthor)
 * Developing understanding of mathematical modeling in secondary teacher preparation (coauthor)
 * The Emergence of Mathematical Modeling Competencies: An Investigation of Prospective Secondary Mathematics Teachers (coauthor)
 * Mathematics Education as a Mathematician's Research Area: An Invitation for Collaboration (coauthor)
 * Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task (coauthor)

Conference Paper
 * Developing their mathematical voice: Students write letters to preservice teachers about mathematical ideas (coauthor)
 * Modeling in the High School Curriculum: Promoting Mathematical Discourse Through Familiar Contexts
 * Empowering prospective secondary teachers to take ownership: Mathematical modeling as leverage for defining mathematical pathways
 * Mathematics education and English learners (coauthor)

Accomplishments
Dr. Anhalt has a very successful career, with many notable accomplishments throughout her life. LATHISMS, or Latinx and Hispanics in the Mathematical Sciences, is an organization that works to increase diversity in the mathematics field and inspire younger generations of Latinx mathematicians. In 2019, Dr. Anhalt became associated with LATHISMS and the Society of Industrial and Applied Mathematics (SIAM) to promote equity within the field. Dr. Anhalt received the Instructional Faculty Teaching Award from the University of Arizona Department of Mathematics in 2010. Dr. Anhalt directed the Mathematical Modeling in the Middle Grades (M3) project. It was funded by the Arizona Board of Regents with the goal of broadening teachers’ knowledge of mathematical modeling. Dr. Anhalt is actively co-authoring a project called Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools (MODULES) which models curriculum for secondary teacher preparation. Addressing professional development for current and future teachers, Dr. Anhalt is the Principal Investigator for various projects. Dr. Anhalt founded the Arizona Noyce project which focused on preparing qualified mathematics teachers for diverse student populations.

Legacy
Ultimately, her goal is to prepare future teachers to be mindful of teaching strategies in mathematics that incorporate multiple approaches, provide access to rigorous mathematics, and enhance learning opportunities for all students.