Danny Martin
PhD, UC Berkeley, Mathematics Education
MA, UC Berkeley, Mathematics
BS, Carroll College (WI), Mathematics and Physics
I hold a joint appointment in education and mathematics at UIC. I came to UIC in Fall 2004. Prior to 2004, I taught mathematics at a California community college from 1990-2004. My research has focused primarily on understanding the salience of race and identity in Black learners’ mathematical experiences, taking into account sociohistorical and structural forces, community forces, school forces, and individual agency. I draw on traditional considerations for learning in mathematics education research but I also draw from cultural-ecological theory, critical theories of race, racial identity development theory, and culture-practice theory. My empirical research has spanned middle school, high school, community college, and university contexts and has also focused on Black parents and families. My work is antithetical to perspectives that attempt to fix or repair Black learners. For me, the ordinary brilliance of Black children is axiomatic. I believe that we cannot reform the project of mathematics education away from its dialectal relationships to white supremacy, antiblackness, and racial capitalism. New forms of math education, worthy of Black children, are needed.
MA, UC Berkeley, Mathematics
BS, Carroll College (WI), Mathematics and Physics
I hold a joint appointment in education and mathematics at UIC. I came to UIC in Fall 2004. Prior to 2004, I taught mathematics at a California community college from 1990-2004. My research has focused primarily on understanding the salience of race and identity in Black learners’ mathematical experiences, taking into account sociohistorical and structural forces, community forces, school forces, and individual agency. I draw on traditional considerations for learning in mathematics education research but I also draw from cultural-ecological theory, critical theories of race, racial identity development theory, and culture-practice theory. My empirical research has spanned middle school, high school, community college, and university contexts and has also focused on Black parents and families. My work is antithetical to perspectives that attempt to fix or repair Black learners. For me, the ordinary brilliance of Black children is axiomatic. I believe that we cannot reform the project of mathematics education away from its dialectal relationships to white supremacy, antiblackness, and racial capitalism. New forms of math education, worthy of Black children, are needed.
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