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Teaching with Speeches: A Black Teacher Who Uses the Mathematics Classroom to Prepare Students for Life

by Whitney Johnson, Farhaana Nyamekye, Daniel Chazan & Bill Rosenthal - 2013

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Cite This Article as: Teachers College Record Volume 115 Number 2, 2013, p. 1-26
https://www.tcrecord.org ID Number: 16829, Date Accessed: 3/30/2020 1:30:33 AM
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About the Author
  • Whitney Johnson
    Morgan State University
    E-mail Author
    WHITNEY JOHNSON is an assistant professor of mathematics education at Morgan State University. She is researching the characteristics that Black teachers bring to teaching Black students that can be identified and validated. Her research interests focus on the lived experiences of Black secondary mathematics teachers. Her most recent publication, a chapter entitled “Researching African American Mathematics Teachers of African American Students,” is coauthored with Lawrence Clark and Daniel Chazan and appears in a volume edited by Danny Bernard Martin.
  • Farhaana Nyamekye
    Trinity Washington University
    E-mail Author
    FARHAANA NYAMEKYE is a mathematics specialist at Trinity Washington University in Washington, DC. Her research interests include African-centered pedagogy, racial stereotypes in mathematics, and mathematics identity. Her dissertation focused on African American adolescents’ constructions of racial and mathematical identities in an African-centered school.
  • Daniel Chazan
    University of Maryland
    E-mail Author
    DANIEL CHAZAN is a professor of mathematics education at the University of Maryland, where he directs the Center for Mathematics Education. 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. Together with Patricio Herbst, he has initiated the Thought Experiments in Mathematics Teaching (ThEMaT) project. Recent publications from that project include “Has the Doing of Word Problems in School Mathematics Changed? Initial Indications from Teacher Study Groups” in Cognition and Instruction and “Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice” in Teachers College Record.
  • Bill Rosenthal
    City University of New York
    E-mail Author
    BILL ROSENTHAL is the founding faculty member in mathematics at the New Community College at the City University of New York. His research interests include school–university collaborations and openly ideological research advocating the inclusion of infinity in school mathematics. Bill’s most recent publication is the 2009 chapter, “On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development,” to which he contributed as a member of the El Barrio-Hunter College PDS Partnership Writing Collective.
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