Daniel ChazanAssociate professor in the Department of Curriculum and Instruction, Director of the Center for Mathematics Education, University of Maryland
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.Learn More