Faculty & Staff

Gregory V. Larnell, PhD

Assistant Professor

Education

2011 - PhD, Michigan State University, Mathematics Education
2004 - BA, Lake Forest College (IL), Mathematics (with minor concentration, African American Studies)

Research & Teaching Interests

Dr. Larnell's primary research and teaching interests center on mathematics education and, specifically, the intersection of mathematics learning and socialization, identity construction, race and equity.

Dr. Larnell teaches undergraduate and graduate courses in the College of Education--including Introduction to Urban Education, Teaching and Learning Elementary Mathematics in the Urban Classroom, Research on the Learning of Mathematics, Research on the Mathematics Teachers and Teaching, and Curriculum and Teaching. 

 

 

Selected Publications

Larnell, G. V. & Bullock, E. C. (in press).  A socio-spatial framework for urban mathematics education: Considering equity, social justice, and the spatial turn. To appear in T. Bartell (Ed.), Toward equity and social justice in mathematics education. Dordrecht, The Netherlands: Springer.

Larnell, G.V., Blackmond Larnell, T.T., & Bragelman, J. (2017). Toward reframing the open door: Policy, pedagogy, and developmental education in the urban community college. To appear in M. Pagano (Ed.), The urban agenda. Champaign, IL: University of Illinois Press. 

Larnell, G.V. (2017). On the entanglement of mathematics remediation, gatekeeping, and the cooling-out phenomenon in education. In A. Chronaki (Ed.), Mathematics education and life in times of crisis: Proceedings of the 9th International Mathematics Education and Society Conference (pp. 654-664). Volos/Agria, Greece.

Larnell, G.V. (2016). More than just skill: Examining mathematics identities, racialized narratives, and remediation among Black undergraduates. Journal for Research in Mathematics Education, 47(3), 233-269.

Larnell, G.V., Bullock, E.C., Jett, C.C. (2016). Rethinking teaching and learning mathematics for social justice from a critical-race perspective. Journal of Education, 196(1), 19-29.

Larnell, G. V., LopezLeiva, C. A., Scroggins, A. D., Amidon, J., Foote, M. Q., Hand, V. M., Herbel-Eisenmann, B., Koestler, C., Wager, A. A. (2016). Challenging the reframing of equity in mathematical systems: Access, agency, and allies. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Sin fronteras: Questioning borders with(in) mathematics education: Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1608-1611). Tucson, AZ, USA.

Bullock, E.C. & Larnell, G.V. (2015). Reframing urban mathematics education: The spatial politics of opportunity. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Critical responses to enduring challenges in mathematics education: Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1285-1290)East Lansing, Michigan, USA.

Trinder, V.F. & Larnell, G.V. (2015). Toward a decolonizing pedagogical perspective for mathematics teacher education. In B. Greer & S. Mukhopadhyay (Eds.), Proceedings of the 8th International Mathematics Education and Society Conference (pp. 219-223). Portland, Oregon, USA.

Larnell, G.V., Boston, D., & Bragelman, J. (2014). The stuff of stereotypes: Toward unpacking identity threats amid African American students’ learning experiences. Journal of Education, 194(1), 49-57.

Martin, D.B. & Larnell, G.V. (2013). Urban mathematics education. In H.R. Milner & K. Lomotey (Eds.), Handbook of Urban Education (pp. 373-393). New York: Routledge.

Larnell, G.V. (2013). On ‘New Waves’ in mathematics education: Identity, power, and the mathematics learning experiences of all children. New Waves – Educational Research and Development. 16(1). 146-156.

Larnell, G.V. & Smith, J.P., III (2010). Verb use and cognitive demand in K–8 geometry and measurement grade-level expectations. In J.P. Smith (Ed.), Variability is the Rule: A Companion Analysis of K-8 State Mathematics Standards. Charlotte, NC: Information Age Publishing, Inc.

Newton, J., Larnell, G.V., & Lappan, G. (2006). Analysis of K-8 Algebra Grade-Level Learning Expectations. In B. Reys (Ed.), Consensus or Confusion? The intended mathematics curriculum as represented in state-level curriculum standards. Charlotte, NC: Information Age Publishing, Inc. 

Courses Taught

100 Introduction to Urban Education

Hours
4
Prerequisites
  • Individual and Society
  • US Society course

 Introductory and cross-disciplinary examination of issues related to education in urban America, with particular attention paid to policies and practices impacting diversity and equity in public schools. 4 hours. Field work required. Minimum of one 4-hour morning or afternoon block per week is suggested for the completion of the fieldwork requirement. Students need College approval to concurrently enroll in ED 100 and ED 205. Individual and Society, and US Society course.

507 Teaching and Learning Mathematics in the Elementary School

Hours
4

For prospective teachers, integrating mathematics content with teaching and learning issues, including adapting and developing curriculum, planning, classroom interactions, and assessment in K-9 classrooms. Recommended background: Admission to M.Ed. in Instructional Leadership Concentration in Elementary Education program

516 Research on Mathematics Teachers and Teaching

Hours
4

Grounds students in research on mathematics teachers and teaching, while situating the literature within the broader sociopolitical context. Course information: Recommended Background Experience in STEM (science, technology, engineering, mathematics) education or a related field such as learning sciences.

519 Research on the Learning of Mathematics

Hours
4

Examines research on the learning of mathematics, including: whole number concepts and operations, rational numbers and proportional reasoning, algebra, functions, geometry, probability and statistics, problem solving, and proof. Recommended Background:Experience in STEM (science, technology, engineering, mathematics) education or a related field such as learning sciences.

404 Teaching and Learning Mathematics in the Urban Elementary Classroom

Hours
3
Prerequisites

Junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education, and MATH 140 and MATH 141 or the equivalent courses.

Helps prospective elementary teachers create a foundation from which they can develop an exemplary mathematics teaching practice.
Course Information: Previously listed as ED 342.

430 Curriculum and Teaching

Hours
3
Prerequisites

Admission to graduate study in Education, or consent of the instructor.

 Introduction to curriculum and teaching as areas of inquiry; implications of these areas of inquiry for educational practice; related contemporary problems and issues. Credit is not given for ED 430 if the student has credit for CI 428.