Dr. Dan Chazan
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Daniel
Chazan
Ed.D. Harvard Graduate School of Education.
Associate Professor
Graduate and Undergraduate Faculty
Appointed 2002
Center for Mathematics Education
Department of Curriculum and Instruction
2226C Benjamin Building,
University of Maryland, College Park, MD 20742-1175
(301) 405-8539 Phone
(301) 314-9055 Fax
DCHAZAN@UMD.EDU
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Daniel Chazan is an associate professor in the Department of Curriculum and Instruction at The University of Maryland College Park 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. Dr. Chazan is a co-PI on the Mid-Atlantic Center for Mathematics Teaching and Learning (MACMTL), a grant which supports doctoral students interested in becoming teacher educators and mathematics education researchers. With Ann Edwards, Lawrence Clark, Andy Brantlinger, Whitney Johnson, and doctoral students, and as part of the MACMTL research agenda, he is working towards a set of case studies of well-respected teachers teaching Algebra 1 in urban settings. Dr. Chazan has also been PI on a series of Improving Teacher Quality grants that support an innovative masters program for elementary-certified, middle-grades, mathematics teachers. With Maryland’s move to middle grades certification, this program creates opportunities for elementary-certified teachers to earn an add-on endorsement for middle grades mathematics teaching.
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, he is co-PI on Thought Experiments in Mathematics Education (ThEMaT). This NSF-funded project uses animations that portray both typical and atypical classroom moves by teachers and students as probes of the boundaries of viable classroom interaction. 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.
Recent Publications -- (top)
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2009
Herbst, P. & D. Chazan (2009). Methodologies for the study of instruction in mathematics classrooms Recherches 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.
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.
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.
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.
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.
Chazan, D. (1990). Implementing the standards: Microcomputer-aided student exploration in geometry. Mathematics Teacher, 83, 628-635.
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
Recent Grants/Projects -- (top)
Thought Experiments in Mathematics Teaching (ThEMaT). Fall 2004-Fall 2009. (ESI-0353285, $4,376,477). Second grant, Fall 2009-Fall 2014. (DRL-0918425, $3,467,721). Co-PI with subcontract to University of Maryland from University of Michigan on a five-year proposal to the National Science Foundation to create a digital exploratorium to investigate ways in which high school mathematics teachers articulate the rationality of decisions they make in their role as teachers.
Mid-Atlantic Center for Mathematics Teaching and Learning: Continued Support. Fall 2000-Fall 2005 (joined Fall 2002). Renewed Fall 2005-Fall 2010 (Total: approximately 21,400,000). National Science Foundation. Senior researcher 2002-2007, co-PI 2007-present. Two rounds of funding to support a Center for Teaching and Learning with University of Delaware and The Pennsylvania State University. Supports graduate student fellowships, annual student research conference, and studies of teacher knowledge. Director of Maryland’s Case Studies of Well-Respected Urban Teachers of Algebra One.
The Future of High School Mathematics. PI on National Science Foundation Grant, $174,325, to support September 2008 conference.
Improving Teacher Quality: Supporting the PGCPS/UM Math Partnership. Feb 2008-July 2009. PI on grant from Maryland Higher Education Commission, $190,728, to support elaboration of a masters program for elementary-certified, middle grades mathematics teachers.
Improving Teacher Quality: Supporting the MCPS/UM Math Partnership. May 2006-March 2008. PI on grant from Maryland Higher Education Commission, $99,999, to support examination of a masters program for elementary-certified, middle grades mathematics teachers.
Doctoral Dissertations Advised or Directed -- (top)
Hollenbeck, Richard Mark, (2009). Understanding the Challenges of Implementing a Multiple Solution Norm.
Marshall, Anne Marie, (2008). Understanding Opportunities To Practice What We Preach: Mathematical Experiences Of Mathematics Education Doctoral Students.
Smith, Toni Michelle, (2008). An Investigation Into Student Understanding of Statistical Hypothesis Testing.
Badertscher, Eden Meredith. (2007). Teachers’ Relationships With Mathematics: A Case Study of the Connections Between These Relationships and Teachers’ Content Experiences.
Handa, Yuichi. (2006). Relationships to Mathematics.
Johnson, Whitney (2005) Aristotle As Secondary Mathematics Teacher Educator: Metaphors and Strengths.
Gierdien, Faaiz (2001). A Comparative Study of the Rhetoric of Policy-makers
and Mathematics Teachers in the Western Cape, South Africa.
Gormas, Janice (1998) The Centrality of a Teacher's Professional Transformation
in the Development of Mathematical Power: A Case Study of One High School
Mathematics Teacher.
Keen, Virginia. (1994) Mathematics Department Instructors' Conceptualizations
of the Roles Mathematics Content Courses Play in Elementary Teacher Education
Programs.
