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Executive Summary
African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation by Lawrence M. Clark, Eden M. Badertscher & Carolina Napp - 2013To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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).
- Eden Badertscher
Pittsburgh Public Schools
E-mail Author
EDEN BADERTSCHER is the 6-12 Mathematics Curriculum Coordinator for Pittsburgh Public Schools. Eden’s research focuses on the development of middle school mathematics teachers who are facing increasing content and accountability demands. Her research investigates teacher change through inquiry in mathematics and the philosophy of mathematics.
- Carolina Napp
University of Maryland, College Park
E-mail Author
CAROLINA NAPP is a doctoral candidate in the Center for Mathematics Education at the University of Maryland, College Park. Carolina’s current interest is in how to use research-based theory to improve mathematics in schools under the real life constraints teachers face every day, such as high stakes testing and school district curriculum guidelines.
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