About Emily B. Hare

I am a mathematics education leader, researcher, and writer working at the intersection of instructional vision and system-level implementation. My work is grounded in both research and practice — shaped by leading PreK–12 mathematics efforts in one of North Carolina’s largest public school districts, and by a career of scholarship in mathematics teacher education.

I am particularly interested in how leaders make vision-centered decisions: about curriculum, about professional learning, about what implementation actually requires. This includes examining how systems can sustain coherence and support ambitious mathematics teaching while navigating the real complexity of schools and classrooms.

My doctoral research explored how secondary mathematics teachers anticipate and respond to student thinking — and what it takes to develop and support that practice at scale. In my current role, I work alongside educators and leaders to design systems that make high-quality mathematics instruction possible, not incidental.

I believe that all students are capable of meaningful mathematical thinking, and that realizing that belief requires more than strong materials. It requires aligned systems, thoughtful leadership, and a genuine commitment to the integrity of instructional vision.