Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative


by Lawrence M. Clark, Toya Jones Frank & Julius Davis — 2013


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 115 Number 2, 2013, p. 1-29
http://www.tcrecord.org ID Number: 16840, Date Accessed: 10/18/2017 11:37:33 PM
Article Tools

Related Media


Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Lawrence Clark
    University of Maryland, College Park
    E-mail Author
    LAWRENCE M. CLARK is an assistant professor of mathematics education at the University of Maryland, College Park. He conducts both quantitative and qualitative research, with a focus on exploring the relationships between mathematics teachers’ experiences, knowledge domains, and beliefs, particularly in the contexts of urban schools. Furthermore, a thread of his research explores the work and role of African American mathematics teachers in the U.S. education narrative. His most recent publications include “Examining Dilemmas of Practice Associated With Integrating Technology Into Mathematics Classrooms Serving Urban Students” (w/ A. B. Anthony, Urban Education) and “Researching African American Mathematics Teachers of African American Students: Conceptual and Methodological Considerations” (w/ W. Johnson & D. Chazan, in D. Martin (Ed.), Mathematics Teaching, Learning, and Liberation in the Lives of Black Children).
  • Toya Jones Frank
    University of Maryland, College Park
    E-mail Author
    TOYA JONES FRANK is a doctoral candidate in the Center for Mathematics Education at the University of Maryland, College Park. Her research interests include teacher beliefs about the teaching and learning of mathematics and student ability, issues of equity in mathematics education as they relate to access to opportunities to learn, and African American mathematics teachers’ and students’ access to mathematics from a historical perspective.
  • Julius Davis
    Bowie State University
    E-mail Author
    JULIUS DAVIS is an assistant professor in the College of Education at Bowie State University in the Department of Teaching, Learning and Professional Development. He has two main areas of research that focus on African American students and African American mathematics teachers. His research of African American students emanated from his dissertation research of Black middle school students’ lived realities and mathematics education. He used critical race theory to examine the role of race, racism, class, and power in determining the type of education African American students received in mathematics. He coauthored “Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American students” in the Journal of Urban Mathematics Education. While working as a research assistant in the Center for Mathematics Education at the University of Maryland, College Park, he developed research exploring the historical and contemporary experiences and practices of African American mathematics teachers.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS