Matthew Man Shing Cheung is a Mathematics Education researcher and practitioner with a Ph.D. in Mathematics Education from York University. He is currently a Math Learning Strategist at Centennial College, where he leads institutional mathematics support initiatives, designs and coordinates Success Courses, and oversees Math Drop-in Centres serving students across a wide range of programs, including Nursing, Business, Engineering Technologies, and Aviation.Matthew’s research and professional work centre on productive struggle, tutors’ noticing, and embodied and enactivist perspectives on learning. Grounded in theoretical frameworks such as Mason’s discipline of noticing, Proulx’s theory of triggering, and Coles and Helliwell’s notion of critical events, his work advances conceptions of tutoring beyond deficit-based and purely cognitivist models toward relational, interactional, and ethical practice. He regularly designs and facilitates professional development and tutor-training workshops that integrate research, reflective inquiry, and practical application, including recent work examining the responsible and pedagogically informed use of AI in tutoring contexts. Matthew is actively engaged in provincial and cross-institutional initiatives supporting mathematics learning in higher education and disseminates his work through scholarly publications and professional presentations.

Sergio Garcia currently works full-time as a Math Advisor at the Tutoring and Learning Centre at George Brown Polytechnic. He holds a B.Sc. and M.Sc. in Mathematics from Benemérita Universidad Autónoma de Puebla and a PhD in Mathematics from York University. He occasionally serves as a contract faculty member at York University and the University of Toronto. In addition, he has taught both at College and high school institutions. Sergio’s tutoring experience spans the full educational journey, from elementary classrooms to university lecture halls. He is passionate about Math Education and, although he sometimes experiences moments of math anxiety—varying by topic and context—Sergio approaches each unfamiliar question with curiosity and a commitment to better supporting learners in their math quests.