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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 - 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
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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.
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