Brian R Lawler
PhD, University of Georgia, Mathematics Education, 2008
MA, University of Georgia, Mathematics, 2006
MA, California State University Dominguez Hills, Curriculum & Instruction, 1999
BS, Colorado State University, Mathematics, 1992
I am presently an Associate Professor at Kennesaw State University, a Mathematics Educator in the Department of Secondary and Middle Grades Education. Prior to arriving at KSU in 2016, I was an Associate Professor at CSU San Marcos for 9 years. Before my academic career, I taught high school mathematics in suburban Colorado, urban California, and rural Georgia for a total of 9 years. During my 25+ year career as a mathematics educator, I have supported teachers, schools, and districts to detrack mathematics instruction and transform teaching practices.
My research is fundamentally located at children's mathematical identity; more precisely, the personal epistemologies of adolescent mathematicians. Do high school math students see themselves as mathematical authors? I seek to understand the ways such students make sense of the school, classroom, and teacher contexts, and how these knowings may interact with their mathematical identities.
For me, this research lies at the heart of the equity question. I concur with bell hooks, "One can teach without reinforcing existing systems of domination."
Secondarily, and in support of the above, I work to develop high school mathematics curriculum, and more actively, high school maths teacher curriculum to foster the school and classroom-based transformations I alluded to above. I am a contributing author to the internationally acclaimed high school mathematics curriculum Interactive Mathematics Program (IMP).
Supervisors: Leslie P. Steffe, Elizabeth St. Pierre, Dorothy White, and George M. A. Stanic
Phone: 470-578-4235
Address: Secondary and Middle Grades Education
580 Parliament Garden Way NW, MD#0122
Kennesaw GA 30144
MA, University of Georgia, Mathematics, 2006
MA, California State University Dominguez Hills, Curriculum & Instruction, 1999
BS, Colorado State University, Mathematics, 1992
I am presently an Associate Professor at Kennesaw State University, a Mathematics Educator in the Department of Secondary and Middle Grades Education. Prior to arriving at KSU in 2016, I was an Associate Professor at CSU San Marcos for 9 years. Before my academic career, I taught high school mathematics in suburban Colorado, urban California, and rural Georgia for a total of 9 years. During my 25+ year career as a mathematics educator, I have supported teachers, schools, and districts to detrack mathematics instruction and transform teaching practices.
My research is fundamentally located at children's mathematical identity; more precisely, the personal epistemologies of adolescent mathematicians. Do high school math students see themselves as mathematical authors? I seek to understand the ways such students make sense of the school, classroom, and teacher contexts, and how these knowings may interact with their mathematical identities.
For me, this research lies at the heart of the equity question. I concur with bell hooks, "One can teach without reinforcing existing systems of domination."
Secondarily, and in support of the above, I work to develop high school mathematics curriculum, and more actively, high school maths teacher curriculum to foster the school and classroom-based transformations I alluded to above. I am a contributing author to the internationally acclaimed high school mathematics curriculum Interactive Mathematics Program (IMP).
Supervisors: Leslie P. Steffe, Elizabeth St. Pierre, Dorothy White, and George M. A. Stanic
Phone: 470-578-4235
Address: Secondary and Middle Grades Education
580 Parliament Garden Way NW, MD#0122
Kennesaw GA 30144
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This paper will report the focus of the teacher’s professional development and district structures that allowed for equitable discourse to become valued. A multiyear professional development trajectory was devised for teacher’s specifically oriented to support student talk. In the first year of implementation, the districted pressed strongly for students to be working in groups, and for teachers to organize student-led presentations. Elements of Complex Instruction were introduced in the second year, recognizing that students will not have equitable access to classroom talk due to one another’s expectations for competence.
From the strong position that takes knowledge as constructed and thus embracing a new politics of truth, I shape a four-pronged orientation to teaching mathematics for social justice. Then I consider the work of teaching in order to devise a pragmatic framework through which to enact a mathematical education for social justice. The chapter closes with a return to the post-epistemological view of knowledge in order to emphasize the ways that such an orientation creates a more socially just mathematics education.
This paper will report the focus of the teacher’s professional development and district structures that allowed for equitable discourse to become valued. A multiyear professional development trajectory was devised for teacher’s specifically oriented to support student talk. In the first year of implementation, the districted pressed strongly for students to be working in groups, and for teachers to organize student-led presentations. Elements of Complex Instruction were introduced in the second year, recognizing that students will not have equitable access to classroom talk due to one another’s expectations for competence.
From the strong position that takes knowledge as constructed and thus embracing a new politics of truth, I shape a four-pronged orientation to teaching mathematics for social justice. Then I consider the work of teaching in order to devise a pragmatic framework through which to enact a mathematical education for social justice. The chapter closes with a return to the post-epistemological view of knowledge in order to emphasize the ways that such an orientation creates a more socially just mathematics education.