

What Mathematics Education Might Learn from the Work of WellRespected African American Mathematics Teachers in Urban Schools by Daniel Chazan, Andrew Brantlinger, Lawrence M. Clark & Ann R. Edwards — 2013Background/Context: This opening article, like the other articles in this special issue, is situated in scholarship that attempts to understand the racialized nature of mathematics education in the United States and to examine the racial identities of students and teachers in the context of school mathematics. It is designed to respond to the current (mathematics) education policy context that largely ignores teachers’ experiential and cultural knowledge while stressing the importance of teachers’ content knowledge and academic achievement.
Purpose/Objective/Research Question/Focus of Study: This article presents theoretical perspectives and research questions concerning the knowledge and other resources that African American teachers bring to teaching mathematics, perspectives and questions that are taken up in the five subsequent articles in this special issue.
Setting: The cases developed in this special issue were developed from observations of the introductory algebra classes of, and interviews with, two wellrespected African American teachers in one neighborhood high school in a large urban school district that serves a predominantly African American student population.
Research Design: This opening article frames two case study papers and two analysis papers that report on findings from a largescale qualitative study of the racialized identity and instructional approaches of two of the six African American mathematics teachers studied in the MidAtlantic Center for Mathematics Teaching and Learning Algebra 1 Case Studies Project.
Conclusions/Recommendations: Together with the other articles in this special issue, this work contributes to the development of more sophisticated attempts to integrate understandings of race into the work of the mathematics education community. It challenges takenforgranted notions of the knowledge base and resources needed to be an effective mathematics teacher of African American students in underresourced large urban schools. To view the fulltext for this article you must be signedin with the appropropriate membership. Please review your options below:



 Daniel Chazan
University of Maryland Email Author DANIEL CHAZAN is an associate professor of mathematics education at the University of Maryland, where he is also coPI on the MidAtlantic Center for Mathematics Teaching and Learning and directs its Algebra 1 Case Studies Project. Chazan is interested in resources that the sociology, history, and philosophy of mathematics provide for conceptualizing mathematics teaching as a societal endeavor and a social practice. He has an ongoing interest in the teaching of school algebra and has published Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (Teachers College Press, 2000) and “The Shifting Landscape of School Algebra in the United States” in the 70th Yearbook of the National Council of Teachers of Mathematics (NCTM, 2008).
 Andrew Brantlinger
University of Maryland Email Author ANDREW BRANTLINGER is an assistant professor in mathematics education at the University of Maryland, College Park. Andrew’s research interests are in the areas of secondary mathematics education, urban schooling, alternative teacher certification programs, and the sociology of education. Recent scholarship appears in the Teachers and Teaching and Educational Studies in Mathematics journals and the International Handbook of the Sociology of Education and Mapping Equity and Quality in Mathematics Education volumes. Andrew is the principal investigator on the Maryland Science Mathematics Resident Teacher (MSMaRT) program, a federally funded alternative certification program at the University of Maryland. Prior to coming to the University of Maryland, Andrew was the senior research associate for MetroMath at the City University of New York, an NSFfunded study of the New York City Teaching Fellows program. Andrew received his doctorate from the Department of Learning Sciences at Northwestern University in spring 2007. His dissertation examined his own teaching of critical mathematics. Before pursuing his doctorate, Andrew taught high school mathematics in the Chicago Public School system.
 Lawrence Clark
University of Maryland Email 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).
 Ann Edwards
University of Maryland Email Author ANN R. EDWARDS is an assistant professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her research interests include teacher learning, equity, and the impact of policy on teacher learning and practice in mathematics education. Recent publications include “Representing Context in Video Records of Practice for Urban Mathematics Teacher Education,” ZDM: The International Journal on Mathematics Education, 43(1), 2010, and “Pursuing Problems of Practice in Collaborative Reflection: Making Sense of Diversity as an Issue of Teaching Practice” in M. Q. Foote (Ed.), Mathematics Teaching and Learning in K12: Equity and Professional Development (New York: Palgrave, 2010).




