College of Education *
College of Education *
Daniel Chazan (TLPL)
Daniel Chazan
Contact Information:
Room: 2226C Benjamin Building
Phone: (301) 405-8539
E-mail: dchazan@umd.edu
More information

Daniel Chazan (Ed.D., Harvard Graduate School of Education)
Professor & Director; STME
Teaching and Learning, Policy and Leadership (TLPL)

Research Labs, Centers, Affiliations and Special Appointments:
Center for Mathematics Education (CfME) (Director)
Terrapin Teachers (TT) (Co-director)


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Research Interests | Bio | Publications | Curriculum Vitae |

Research Interests

Animations as representations of teaching, mathematics teaching as a societal endeavor, and technology-supported, student-centered mathematics teaching.

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Professional Biography

Dr. Daniel Chazan is a professor in the Department of Teaching and Learning, Policy and Leadership at The University of Maryland College Park, co-Director of Terrapin Teachers, and Director of the Center for Mathematics Education. The Center for Mathematics Education does research on the teaching of mathematics in local urban schools, prepares teachers for elementary and secondary schools at both the undergraduate and post-graduate levels, educates researchers and teacher educators, and does outreach to schools. Chazan studies the teaching of mathematics in compulsory high school settings as a practice, embedded inside societal institutions, within a society with particular kinds of structure, that is carried out by individuals with their own identities and knowledge. Such a view of the teaching of mathematics challenges him to integrate theoretical perspectives and orientations, for example, toward mathematics as a discipline, school as an institution, and students and teachers as members of communities with particular positions in our society. Chazan's professional interests include: student-centered mathematics teaching, the potential of history and philosophy of mathematics for informing such teaching, the role of technology in supporting student classroom exploration, exploring possibilities for constructive links between educational scholarship and practice, and the preparation of future teachers. Together with Patricio Herbst of the University of Michigan, with the Thought Experiments in Mathematics Education (ThEMaT) project, he has developed a set of animations representing algebra teaching and materials available through the LessonSketch.org platform. As a result of a atypical clinical faculty position at Michigan State University (where Chazan was on faculty from 1990-2002), and supported by a post-doctoral fellowship from the National Academy of Education, in 2000, he published Beyond formulas in mathematics and teaching: Dynamics of the High School Algebra Classroom (Teachers College Press). An edited volume, Embracing Reason: Egalitarian Ideals and High School Mathematics Teaching (Taylor Francis, 2007), follows up on the earlier book and concentrates on the long-term Professional Development School relationship between the Holt High School Mathematics Department and Michigan State University.

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Selected Publications

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2013

Chazan, D, Brantlinger, A., Clark, L. and Edwards, A. . (2013).What Mathematics Education Might Learn from the Work of Well-Respected African American Mathematics Teachers in Urban Schools. Teachers College Record. 115(2).

Johnson, W., Nyamekye, F., Chazan, D. and Rosenthal, W. (2013). Teaching with Speeches: Using the Mathematics Classroom to Prepare Students for Life. Teachers College Record 115(2).

Birky, G. D., Chazan, D. and Farlow Morris. K., (2013). In Search of Coherence and Meaning: Madison Morgan's Experiences and Motivations as an African American Learner and Teacher. Teachers College Record 115(2).

2012

Herbst, P. and Chazan, D. (2012). On the instructional triangle and the sources of justification for the actions of the mathematics teacher. ZDM—The International Journal of Mathematics Education, 44(4),

Chazan, D., Sela, H. and Herbst, P. (2012). Has the Doing of Word Problems in School Mathematics Changed? Initial Indications from Teacher Study Groups. Cognition and Instruction. 30(1), 1-38. 10.1080/07370008.2011.636593

Chazan, D, and P. Herbst. (2012). Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice. Teachers College Record. 114(3). 1-34.

2011

Herbst, P., and Chazan, D. (2011). Research on practical rationality: Studying the justification of action in mathematics teaching. The Mathematics Enthusiast, 8(3), 405-462.

Herbst, P., Nachlieli, T., and Chazan, D. (2011). Studying the practical rationality of mathematics teaching: What goes into “installing” a theorem in geometry? Cognition and Instruction. 29(2), 1-38. 10.1080/07370008.2011.556833

Chazan, D. and P. Herbst (2011). Challenges of Particularity and Generality in Depicting and Discussing Teaching. For the learning of mathematics. 33(1), 9-13

Herbst, P., and D. Chazan, (2011). On creating and using representations of mathematics teaching in research and teacher development: Introduction to this issue. ZDM—The International Journal of Mathematics Education. 43(1), 1-6. 10.1007/s11858-011-0306-9

Herbst, P., Chazan, D., Chen, C., Chieu, V.M., and Weiss, M. (2011). Using comics-based representations of teaching, and technology, to bring practice to university “methods” courses. ZDM—The International Journal of Mathematics Education. 43(1), 91-104. 10.1007/s11858-010-0290-5

Chazan, D. & D. Sandow, (2011). “Why did you do that?” Justification in Algebra classrooms. Mathematics Teacher. 104(6). 460-464.

Chazan, D. P. Herbst, and H. Sela. (2011). Instructional alternatives via a virtual setting: Rich media supports for teacher development. In O. Zaslavsky & P. Sullivan (Eds.), Constructing knowledge for teaching secondary mathematics: Tasks to enhance prospective and practicing teacher learning (pp. 23-37). New York: Springer. 10.1007/978-0-387-09812-8_2

Chazan, D., Herbst, P., Sela, H., and R. Hollenbeck, (2011). Rich Media Supports For Practicing Teaching: Introducing Alternatives Into A "Methods" Course. In Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. (Vol. I: pp. 119-122). Ankara, Turkey: PME.

2010

Chazan D. & A. R. Edwards. (2010) Mathematics Educators Respond to Kaput’s “Algebra Problem.:” A Review of Algebra in the Early Grades. Journal for Research in Mathematics Education. 41(2), 203-208.

Marcus, R. & D. Chazan. (2010). Teachers’ knowledge of mathematics in action: Helping students think about solving equations in the one-variable-first algebra curriculum. In R. Leikin & R. Zaskis (Eds.), Learning through Teaching: Developing mathematics teachers' knowledge and expertise in practice (pp. 169-187). New York: Springer. 10.1007/978-90-481-3990-3

2009

Herbst, P. & D. Chazan (2009). Methodologies for the study of instruction in mathematics classroomsRecherches en Didactique des Mathématiques, 29(1), 11-33.

Clark, L., Johnson, W. & Chazan, D. (2009) Researching African American Mathematics Teachers of African American Students: Conceptual and Methodological Considerations. In Martin, D. B. (Ed.).Mathematics Teaching, Learning, and Liberation in the Lives of Black Children. (pp. 39-62). Routledge: New York.

Chazan, D. and H. M. Lueke. (2009). Exploring tensions between disciplinary knowledge and school mathematics: Implications for reasoning and proof in school mathematics. In D. Stylianou, E. Knuth, & M. Blanton (eds.), Teaching and Learning Mathematics Proof Across the Grades (pp. 21-39). Erlbaum: Hillsdale, NJ.

2008

Chazan, D., Yerushalmy, M. & R. Leikin. (2008) An Analytic Conception of Equation and Teachers’ Views of School Algebra. The Journal of Mathematical Behavior, 27(2), 87-100. doi:10.1016/j.jmathb.2008.07.003

Yerushalmy, M., & D. Chazan (2008). Technology and Curriculum Design: The Ordering of Discontinuities in School Algebra. In L. English (Ed.) Second Handbook of International Research in Mathematics Education (pp. 806-837). London: Taylor Francis.

Chazan, D. & J. Lewis. (2008). The Mathematical Education of Doctorates in Mathematics Education. In R. Reys & J. Dossey, U. S. Doctorates in Mathematics Education: Developing Stewards of the Discipline (pp. 75-85). Providence, RI: American Mathematical Society, Conference Board of the Mathematical Sciences: Issues in Mathematics Education, Vol. 15.

Chazan, D. (2008). The shifting landscape of school algebra in the United States: No Child Left Behind, High School Graduation Requirements, Principles and Standards, and Technology. In C. Greenes & R. Rubenstein (Eds.) Algebra and Algebraic Thinking in School Mathematics (pp. 19-33). 70th Yearbook of the National Council of Teachers of Mathematics. NCTM: Reston, VA.

Chazan, Daniel and Eugenio Filloy, (2008) TSG 9: Research and development in the teaching and learning of algebra. In M. Niss & E. Emborg (Eds.), The Proceedings of the Tenth International Congress for Mathematics Education (pp. 327-330). Copenhagen, Denmark.

2007

Chazan, D. Bethell, S., & M. Lehman (Eds.), (2007), Embracing reason: Egalitarian ideals and high school mathematics teaching. New York: Taylor Francis.

Chazan, D., Sword, S., Badertscher, E., Conklin, M., Graybeal, C., Hutchison, P., Marshall, A. M., and T. Smith (2007). Learning to Learn Mathematics: Voices of Doctoral Students in Mathematics Education. In M. Strutchens & W. Gary Martin (eds.) The Learning of Mathematics. 69th Yearbook of the National Council of Teachers of Mathematics. (pp. 367-379). NCTM: Reston, VA.

Callis, S., D., Chazan, K. Hodges, & M. Schnepp. (2007). Starting a Functions-Based Approach to Algebra. In Chazan, D., Callis, S., & M. Lehman (Eds.), Embracing reason: Egalitarian ideals and high school mathematics teaching.

2006

Chazan, D., Leavy, A., Birky, G., Clark, K. Lueke, H. M., McCoy, W. and F. Nyamekye (2006). What NAEP Can (and Cannot) Tell Us About Performance in Algebra. In P. Kloosterman & F. Lester (eds.), Results and Interpretations of the 2003 Mathematics Assessment of the National Assessment of Educational Progress. Reston, VA: National Council of Teachers of Mathematics.

Chazan, D. (2006). “What if not?” and teachers’ mathematics. In F. Rosamund & L. Copes (Eds.), Educational Transformations: Changing our lives through mathematics; A tribute to Stephen Ira Brown (pp. 3-20). Bloomington, Indiana: AuthorHouse.

2004

Schnepp, M. & D. Chazan (2004). Incorporating experiences of motion into a calculus classroom. [videopaper, no page numbers]. Educational Studies in Mathematics. 57(3). 10.1007/s10649-004-5933-4

2003

Herbst, P. & D. Chazan. (2003). Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: The case of engaging students in proving. For the learning of mathematics. 23(1). 2-14. http://www.jstor.org/stable/40248404

Pimm, David with D. Chazan & L. Paine, (2003) Being and becoming a mathematics teacher: Ambiguities in teacher formation in France. In Britton, T., Paine, L., Raizen, S. & D. Pimm (Eds.), Comprehensive Teacher Induction: Systems for Early Career Learning, (pp. 194-260). Dordrecht: Kluwer.

Chazan, D. & Yerushalmy, M. (2003). On appreciating the cognitive complexity of school algebra: Research on algebra learning and directions of curricular change. In Kilpatrick, J., Schifter, D. & G. Martin, A Research Companion to the Principles and Standards for School Mathematics (pp. 123-135). Reston: NCTM.

2002

Chazan, D. (2002). A teacher representing teaching (review). Journal of Mathematics Teacher Education. 5(2), 187-199. doi: 10.1023/A:1015870009117

Chazan, D. & M. Schnepp, (2002). Methods, goals, beliefs, commitments, and manner in teaching: Dialogue against a Calculus backdrop. In J. Brophy (Ed.), Advances in Research on Teaching, Vol. 9: Social Constructivist teaching (pp. 171-195). JAI Press.

Yerushalmy, M., & D. Chazan (2002). Flux in school algebra: Curricular change, graphing technology, and research on student learning and teacher knowledge. In L. English (Ed.) Handbook of International Research in Mathematics Education (pp. 725-755). Hillsdale, NJ: Erlbaum.

Selected Earlier Publications

Chazan, D. (2000) Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom. New York: Teachers College.

Chazan, D. & Ball, D. L. (1999) Beyond being told not to tell. For the Learning of Mathematics. 19(2), 2-10. http://www.jstor.org/stable/40248293

Chazan, D. (1999). On teachers’ mathematical knowledge and student exploration: A personal story about teaching a technologically supported approach to school algebra. International Journal for Computers in Mathematics Learning. 4.(2-3), 121-149.

Lehrer R. & D. Chazan (Eds.) (1998) Designing learning environments to develop understanding of geometry and space. Hillsdale: Erlbaum.

Chazan, D., Ben-Chaim, D., Gormas, J. Schnepp, M., Lehman, M., Bethell, S., & S. Neurither. (1998). Shared teaching assignments in the service of mathematics reform: Situated professional development. Teaching and Teacher Education. 14(7), 687-702. doi:10.1016/S0742-051X(98)00022-5

Chazan, D. (1996) Algebra for all students? Journal of Mathematical Behavior. 15(4). 455-477. doi:10.1016/S0732-3123(96)90030-9

Chazan, D. (1993). F(x)=G(x)?: An approach to modeling with algebra. For the Learning of Mathematics(3), 22-26. http://www.jstor.org/stable/40248091

Chazan, D. (1993) High school geometry students' justifications for their views of empirical evidence and mathematical proof. Educational Studies in Mathematics 24 (4), 359-387. 10.1007/BF01273371

Chazan, D. (1992) Knowing school mathematics: A personal reflection on the NCTM's Teaching Standards. Mathematics Teacher, 85, 371-375. http://www.jstor.org/stable/27967644

Chazan, D. (1990). Implementing the standards: Microcomputer-aided student exploration in geometry. Mathematics Teacher, 83, 628-635. http://www.jstor.org/stable/27966880

Chazan, D. (1990). Quasi-empirical views of mathematics and mathematics teaching. Interchange, 21(1), 14-23. 10.1007/BF01809606

Yerushalmy, M., & Chazan, D. (1990). Overcoming visual obstacles with the aid of the Supposer. Educational Studies in Mathematics, 21(3), 199-219. 10.1007/BF00305090

Yerushalmy, M., Chazan, D., & Gordon, M. (1990). Mathematical problem posing: implications for facilitating students inquiry in classrooms. Instructional Science, 19, 219-245. 10.1007/BF00120197

Chazan, D.,. & Houde, R. (1989). How to use conjecturing and microcomputers to teach high school geometry. Reston, VA: National Council of Teachers of Mathematics. ISBN-0-87353-279-1

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Curriculum Vitae

Curriculum Vitae

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