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In Search of Coherence and Meaning: Madison Morgan’s Experiences and Motivations as an African American Learner and Teacher


by Geoffrey D. Birky, Daniel Chazan & Kellyn Farlow Morris — 2013


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Cite This Article as: Teachers College Record Volume 115 Number 2, 2013, p. 1-42
http://www.tcrecord.org ID Number: 16830, Date Accessed: 10/21/2017 6:33:23 AM
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About the Author
  • Geoffrey Birky
    Georgetown University
    E-mail Author
    GEOFFREY D. BIRKY is a visiting assistant professor in the Department of Mathematics and Statistics at Georgetown University in Washington, DC. He is interested in curriculum and pedagogy that promote mathematical reasoning and problem solving in secondary and undergraduate mathematics. Recent publications include “One Problem, Nine Student-Produced Proofs” in The College Mathematics Journal and “Is That a proof?” Using Video to Teach and Learn How to Prove at the University Level” in The Proceedings of the International Congress of Mathematics Instruction Study Group 19.
  • Daniel Chazan
    University of Maryland
    E-mail Author
    DANIEL CHAZAN is a professor of mathematics education at the University of Maryland, where he coordinates the Division of Science, Technology, and Mathematics Education in the Department of Teaching and Learning, Policy and Leadership. Chazan is interested in the resources that the sociology, history, and philosophy of mathematics provide for conceptualizing mathematics teaching as a societal endeavor and a social practice. He has studied functions-based approaches to school algebra. Recent publications include “An Analytic Conception of Equation and Teachers’ Views of School Algebra” in the Journal of Mathematical Behavior and “Teachers’ Knowledge of Mathematics in Action: Helping Students Think About Solving Equations in the One-Variable-First Algebra Curriculum” in Learning Through Teaching: Developing Mathematics Teachers’ Knowledge and Expertise in Practice (Springer, 2010).
  • Kellyn Morris
    University of Maryland
    E-mail Author
    KELLYN FARLOW MORRIS is a doctoral student and Mid-Atlantic Center for Mathematics Teaching and Learning fellow at the University of Maryland. Her interests focus on students’ mathematical activity, in particular, how students build convincing mathematical arguments through the use of mathematical representations. Recent publications include “Probing for Reasons: Presentations, Questions, Phases” in the Journal of Mathematical Behavior.
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