Meet Kristin Ross, M.S.
Kristin Ross, M.S. is a mathematics educator, consultant, equity advocate, and founder of Green Book Mathematics LLC. Drawing from over a decade of teaching experience, graduate-level mathematics training, and doctoral studies in Educational Leadership at UCLA, Ross combines culturally responsive pedagogy, trauma-informed instruction, STEM identity development, and institutional strategy to help educators better support students navigating historically exclusionary math spaces.
GREEN BOOK MATHEMATICS
Green Book Mathematics LLC partners with schools, colleges, educators, and organizations to rethink how mathematics is taught, experienced, and understood. Through keynote speaking, faculty training, consulting, and culturally responsive STEM initiatives, Kristin Ross, M.S. helps institutions create learning environments where Black students and historically marginalized learners can thrive academically without sacrificing identity, confidence, or belonging.
Her work focuses on:
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Black student success in STEM
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Mathematical reading comprehension
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Equity-centered instruction
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Trauma-informed teaching practices
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Neurodivergent learner support
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Faculty development and institutional transformation
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Confidence-building and STEM identity development
The Why Behind the Work
Traditional math instruction often relies on:
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inaccessible academic language,
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rigid pacing,
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high-stakes assessment culture,
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culturally disconnected curriculum,
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and systems that mistake struggle for deficiency.
Green Book Mathematics LLC exists to help institutions move beyond performative conversations about equity and toward meaningful, measurable instructional change.
Challenging Systems
Many Black students enter math classrooms already carrying years of frustration, anxiety, and inherited beliefs that math “isn’t for them.” Students with learning differences or nonlinear thinking styles are frequently unsupported rather than understood.
Green Book Mathematics LLC challenges those systems directly.
This work is not about lowering rigor.
It is about increasing access.
It is about helping educators move:
from gatekeepers to guides.
It is about creating classrooms where students can struggle, think, ask questions, and grow without attaching their self-worth to every grade or setback.
It is about helping institutions build learning environments where students feel seen before they are assessed.
Contact
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