Room: 2226C Benjamin Building
Phone: (301) 405-8539
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)
_______________________________________________Research Interests | Bio | Publications | Curriculum Vitae |
Animations as representations of teaching, mathematics teaching as a societal endeavor, and technology-supported, student-centered mathematics teaching.
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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).
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.
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.
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
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.
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.
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.
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.
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
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.
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.
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