Danny Martin, PhD
Danny Bernard Martin is a professor in the Department of Curriculum and Instruction, where his research focuses on understanding mathematical and racial identity development among African-American learners in middle school, high school, and community college contexts.
He is also a professor in UIC's Department of Mathematics, Statistics and Computer Science. Martin is the author of Mathematics Success and Failure Among African American Youth (Lawrence Erlbaum Associates, 2000) and editor of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children (Routledge, 2009).
1997 - PhD, University of California, Berkeley, Mathematics Education
1989 - MA, University of California, Berkeley, Mathematics
1987 - BS (cum laude), Carroll College (WI), Mathematics and Physics
Research & Teaching Interests
I began my work at UIC in Fall 2004 after teaching mathematics for 14 years in a California community college, where I served as Mathematics Department Chair, Principal Investigator for two National Science Foundation (NSF) Computer Science, Engineering, and Mathematics Scholarships (CSEMS) grants, Principal Investigator for an NSF Computer and Information Science and Engineering (CISE) grant , and National Academy of Education Postdoctoral Fellow. I also developed and supervised two community outreach projects, Math for Moms (in conjunction with Family Math, Lawrence Hall of Science) and Saturday Math Academy, both of which promoted mathematics literacy among local parents and their children."
At UIC, I hold a joint appointment in education and mathematics and I teach mathematics courses for preservice teachers, elementary math methods, and graduate courses in mathematics education. Then, and now, my research has focused on mathematics education for African American learners and undertaking critical analyses of mathematics education policy to insure that mathematics education is responsive to the needs of these learners. My empirical studies have focused on understanding the salience of race and identity in African American struggle for mathematics literacy. My research takes into account sociohistorical, community, and school forces and draws from culture-practice theory, cultural-ecological theory, critical theories of race, and racial identity development theory. I am currently developing a perspective that frames mathematics learning and participation as racialized forms of experience. This perspective is applicable to all students.
Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K–8 mathematics learning and teaching: Rethinking equity-based practices. Reston, VA: National Council of Teachers of Mathematics. (sample chapter pdf)
Leonard, J., & Martin, D.B. (Eds.) (2013). The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse. Charlotte, NC: Information Age Publishers.
Martin, D. (2000).Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum Associates.
Journal Articles and Book Chapters
Martin, D.B (in press). Seeing isn’t always believing: Recognizing race dysconciousness in the pre-service teacher context. In D. White, S. Crespo, & M. Civil (Eds.) Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. Charlotte, NC: Association of Mathematics Teacher Educators and Information Age Publishing.
Martin, D.B. (in press). Foreword. In N. Joseph, F. Cobb, & C. Haynes (Eds.), Interrogating whiteness and relinquishing power: White faculty’s commitment to racial consciousness in STEM classrooms. New York: Peter Lang.
Valoyes-Chavez, L. E., & Martin, D.B. (in press). Exploring racism inside and outside the mathematics classroom in two different contexts: Colombia and the United States. Intercultural Education.
Martin, D.B. (2015). The collective Black and principles to actions. Journal of Urban Mathematics Education, 8(1), 17-23.
Oppland-Cordell, S., & Martin, D.B. (2015). Identity, power, and shifting participation in a mathematics workshop: Latin@ students’ negotiation of self and success. Mathematics Education Research Journal, 27(1), 21-49.
Valero, P., Graven, M., Jurdak, M., Martin, D. B., Meaney, T., & Penteado, M. (2015,). Socioeconomic influence on mathematical achievement: What is visible and what is neglected. In S.J. Cho (Ed.), Proceedings of the 12th International Conference of Mathematical Education (pp. 285-301). New York: Springer Publishing Company.
Gholson, M., & Martin, D.B. (2014). Smart girls, Black girls mean girls, and bullies: At the intersection of identities and the mediating role of young girls’ social network in mathematics communities of practice. Journal of Education, 194(1), 19-33.
Martin, D.B. (2013). Race, racial projects, and mathematics education. Journal for Research in Mathematics Education, 44(1), 316-333.
Martin, D.B. (2013). Teaching other people’s children to teach other people’s children: Reflections on integrating equity issues into a mathematics content course for elementary teachers. In L. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics teacher education in the public interest (pp. 3-23). Charlotte, NC: Information Age Publishing.
Martin, D.B., & Larnell, G. (2013). Urban mathematics education. In R. Milner & K. Lomotey (Eds.), Handbook of urban education (pp. 373-393). London: Routledge.
D’Ambrosio, B., Frankenstein, M., Gutierrez, R., Kastberg, S., Martin, D.B., Moschkovich, J., Taylor, E., & Barnes, D. (2013). Positioning oneself in mathematics education research. Journal for Research in Mathematics Education, 44(1), 11-22.
Frankenstein, M., Gutierrez, R., Martin, D.B., Moschkovich, J., Taylor, D., & Barnes, D. (2013). Addressing racism. Journal for Research in Mathematics Education, 44(1), 23-36.
Martin. D.B. (2012). Diversity and mathematics education. In J. Banks (Ed.). Encyclopedia of diversity in education. Thousand Oaks, CA: Sage Publications.
Martin. D.B. (2012). Learning mathematics while Black. The Journal of Educational Foundations, 26(1-2), 47-66.
Martin, D.B., & Gholson, M. (2012). On becoming and being a critical black scholar in mathematics education: The politics of race and identity. In B. Greer & O. Skovsmose (Eds.), Critique and politics of mathematics education (pp. 203-222). Rotterdam, The Netherlands: Sense Publishers.
English‐Clarke, T., Slaughter‐Defoe, D., & Martin, D.B. (2012). What does race have to do with math? Relationships between racial‐mathematical socialization, mathematical identity, and racial identity. In D. Slaughter‐Defoe (Ed.), Racial Stereotyping and Child Development (pp. 55-79), Contributions to Human Development book series. Basel, Switzerland: Karger.
Varelas, M., Martin, D.B., & Kane, J. (2012). Content learning and identity construction (CLIC): An interpretive framework to strengthen African American students' mathematics and science learning in urban elementary schools. Human Development, 55 (5-6), 319-339.
Washington, D., Torres, Gholson, M., & Martin, D.B. (2012). Crisis as a discursive frame in mathematics education research and reform: Implications for educating Black children. In S. Mukhopadhay & W.M. Roth, Alternative forms of knowing (in) mathematics (pp. 53-70). Rotterdam, The Netherlands: Sense Publishers.
Martin, D.B. (2011). What does quality mean in the context of white institutional space. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality agendas in mathematics education (pp. 437-450). New York: Springer Publishing Company
Martin, D.B., Gholson, M., & Leonard, J. (2011). Mathematics as gatekeeper: Power and privilege in the production of knowledge. Journal of Urban Mathematics Education, 3(2), 12-24.
McGee, E., & Martin, D. (2011). From the hood to being hooded: A case study of a Black male PhD. Journal of African American Males, 2(1), 46-65.
McGee, E., & Martin, D.B. (2011). You would not believe what I have to go through to prove my intellectual value! Stereotype management among successful Black college mathematics and engineering students. American Educational Research Journal, 48(6), 1347-1389.
Martin, D.B. (2010). Not-so-strange bedfellows: Racial projects and the mathematics education enterprise. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the Mathematics Education and Society 6th International Conference (pp. 42-64). Berlin, Germany: Freie Universität Berlin.
Martin, D.B., & Mironchuk, A. (2010). Plan b: If I knew then what I know now. New England Mathematics Journal, XL11, 20-29.
Martin, D.B. (2009). Does race matter? Teaching Children Mathematics, 16(3), 134-139.
Martin, D.B. (2009). Liberating the production of knowledge about African American children and mathematics. In D. Martin (Ed.), Mathematics teaching, learning, and liberation in African American contexts (pp. 3-36). London: Routledge.
Martin, D.B. (2009). Little Black boys and little Black girls: How do mathematics education and research treat them? In Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 22-41). Atlanta, GA: Georgia State University.
Martin, D.B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295-338.
Martin, D.B. & McGee, E. (2009). Mathematics literacy for liberation: Reframing mathematics education for African American children. In B. Greer, S. Mukhophadhay, S. Nelson-Barber, & A. Powell (Eds.), Culturally responsive mathematics education (pp. 207-238). London: Routledge.
Stovall, D., Lynn, M., Danley, L., & Martin, D.B. (2009). Special issue: Critical race praxis. Race, Ethnicity and Education, 12(2), 131-266.
Martin, D.B. (2008). E(race)ing race from a national conversation on mathematics teaching and learning: The National Math Panel as white institutional space. The Montana Math Enthusiast, 5(2&3), 387-398.
Davis, J., & Martin. D.B. (2008). Racism, assessment, and instructional practices: Implications for mathematics teachers of African American students. Journal of Urban Mathematics Education, 1(1), 10-24.
Martin, D.B. (2007). Beyond missionaries or cannibals: Who should teach mathematics to African American children? The High School Journal, 91(1), 6-28.
Martin, D.B. (2007). Mathematics learning and participation in the African American context: The Co-construction of identity in two intersecting realms of experience. In N. Nasir & P. Cobb (Eds.), Diversity, equity, and access to mathematical ideas (pp. 146-158). New York: Teachers College Press.
Martin, D.B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197-229.
Martin, D.B., Franco, J., & Mayfield-Ingram, K. (2004). Advocating for equity and diversity within the context of standards-based reform. In J. Ferrini-Mundy & F. Lester (Eds.), Proceedings of NCTM Catalyst Conference (pp. 59-72). Reston, VA: National Council of Teachers of Mathematics.
Martin, D.B. (2003). Hidden assumptions and unaddressed in questions in Mathematics for All rhetoric. The Mathematics Educator, 13(2), 7-21.
Honors & Awards
2005-2006 Visiting Minority Scholar, WCER, University of Wisconsin Madison
2004-2005 Exemplary Faculty Mentor Award, IRRPP, University of Illinois at Chicago
2001-2002 Teacher of the Year, Contra Costa Community College District
1998-2000 National Academy of Education Postdoctoral Fellowship
Professional Affiliations & Activities
National Council of Teachers of Mathematics
American Educational Research Association
Benjamin Banneker Association
TODOS-Mathematics for All