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Photo of Martin, Danny Bernard

Danny Bernard Martin, PhD


Curriculum and Instruction, Mathematics


Building & Room:

3436 ETMSW


1040 W. Harrison St. (MC 147), Chicago, IL 60607

Office Phone:

(312) 413-0304


Dr. Danny Bernard Martin is Professor of Education and Mathematics at the University of Illinois at Chicago. He teaches content and methods courses in the undergraduate elementary education program as well as courses in the PhD program in Mathematics and Science Education. He served as Department Chair of Curriculum and Instruction from 2006-2011 and again from 2013-2016. Prior to coming to UIC, he was Instructor and Professor in the Department of Mathematics at Contra Costa College for 14 years, serving as Chair for three years, and was a National Academy of Education Postdoctoral Fellow from 1998-2000.


Dr. Martin’s research has focused primarily on understanding the salience of race and identity in Black learners’ mathematical. Martin is author of the book Mathematics Success and Failure Among African Youth (2000/2006, Erlbaum), co-author of The Impact of Identity in K–8 Mathematics Learning and Teaching (2013, NCTM), editor of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children (2009, Routledge), and co-editor of The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse (2013, Information Age).

Selected Grants

• 2018-2019: Spencer Foundation Midcareer Grant, Theoretical and Methodological Considerations in Studying the Mathematical Lives of Preschool-Aged Black Children in Everyday Settings, Principal Investigator

• 2018-2021: National Science Foundation, MathScapes: Activating Public Spaces for Early Math Learning, Co-Principal Investigator

Selected Publications


Golson, M., & Martin, D.B. (2019). Blackgirl face in mathematics contexts: Racialized and gendered performativity in mathematics. ZDM  The International Journal on Mathematics Education, 51(3), 391-404.


Martin. D.B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459-478.


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.


Martin, D.B. (2013). Race, racial projects, and mathematics education. Journal for Research in Mathematics Education, 44(1), 316-333.


Martin. D.B. (2012). Learning mathematics while Black. The Journal of Educational Foundations, 26(1-2), 47-66.


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. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295-338.



Martin, D.B. (2021). Refusing capital accumulation and commodification: A brief commentary on mathematics identity research. Langer-Osuna, J. M., & Shah, N. (Eds.). (2021). Making visible the invisible: The promise and challenges of identity research in mathematics education [Journal for Research in Mathematics Education Monograph Number 17] (pp. 123-135). National Council of Teachers of Mathematics.


Larnell, G., & Martin, D.B. (2021). Urban mathematics education as a political and personal project. In R. Milner & K. Lomotey (Eds.), Handbook of urban education (2nd Edition) (pp. 365-378). New York: Routledge.


Madden, K., Pereira, P., Rezvi, S., Trinder, V., & Martin, D. (2019). Cartographies of race, gender, and class in the white (male settler) spaces of science and mathematics: Navigations by Black, Afro-Brazilian, and Pakistani women. To appear in E. McGee, & W. Robinson (Eds.), Injecting multidisciplinary perspectives of race and gender for diversification in STEM (pp. 69-106). New Brunswick, NJ: Rutgers University Press.


Martin, D.B., Price, P., & Moore, R. (2019). Refusing systemic violence against Black children: Toward a Black liberatory mathematics education. In C. Jett, & J. Davis (Eds.) Critical race theory in mathematics education (pp. 32-55). New York: Routledge.


Martin, D. B., Anderson, C. R., & Shah, N. (2017). Race and mathematics education. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 607-636). Reston, VA: National Council of Teachers of Mathematics.


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


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., & 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.


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). New York: Routledge.



Aguirre, J., Mayfield-Ingram, K., & Martin, D.B. (2013). The impact of identity in K–8 mathematics learning and teaching: Rethinking equity-based practices. Reston, VA: National Council of Teachers of Mathematics. (126 pages)


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 Publishing. (374 pages)


Martin, D.B. (Ed.) (2009). Mathematics teaching, learning, and liberation in the lives of Black children. London: Routledge. (364 pages)


Martin, D. (2000/2006). 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. (224 pages)

Notable Honors

2018, Lifetime Achievement Award, Benjamin Banneker Association


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

Professional Memberships

National Council of Teachers of Mathematics (NCTM)

American Educational Research Association (AERA)

National Black Child Development Institute (NBCDI)

National Association for the Education of Young Children (NAEYC)

Selected Presentations

Martin, D. (2021, July). Is the future of mathematics education Black? Plenary panel member at the 14th International Congress on Mathematical Education (ICME), Shanghai, China.


Martin, D. (2021, June). Rethinking equity and inclusion as justice models in mathematics (education). Keynote presentation for the Workshop on Mathematics and Racial Justice. Mathematical Sciences Research Institute, Berkeley, CA.


Martin, D. (2018, April). Taking a knee in mathematics education: Moving from equity discourse to protest and refusal. Iris M. Carl Equity Address at the annual meeting of the National Council of Teachers of Mathematics, Washington, DC.


Martin, D. (2018, March). Antiblackness, citizenship, and the desegregation of mathematics education. Keynote address at Chicago Symposium Series, Excellence in Teaching Mathematics and Science, Chicago State University, Chicago, IL.


Martin, D. (2018, January). Black learners, citizenship, and the desegregation of mathematics. Paper presentation for invited panel on ‘Teaching for equity and broader participation in the mathematical sciences, Joint Mathematical Meetings of the American Mathematical Society and Mathematical Association of America, San Diego, CA.

Research Currently in Progress

MathScapes: Activating Public Spaces for Early Math Learning

This exploratory study will design and investigate an innovative approach to encouraging math talk and math-related interactions between parents and children (ages 3-7) through the creation of MathScapes. These are temporary physical installations designed to use the immediate environment to playfully explore mathematical concepts. This study will be conducted in two Boston neighborhoods that are populated by low-income, non-dominant minority and immigrant families. Adopting a case study approach, the project will use observational methods, discourse analysis of parent/child talk, and interviews to study the interactions of 200 families at two neighborhood Mathscape installations. LENA devices will be used to capture parent/child talk at the Mathscapes while researchers use observational methods to document participant interactions, talk, and gestures. Data sources will include audio recordings of family talk, field notes of family interactions at Mathscape installations, surveys, and interviews. A qualitative approach will be used to produce research findings at multiple levels. The focus of the analysis will be to understand if this approach enhances the quality and quantity of math talk between parents and children. The project will be carried out by a research-practice-community partnership in Boston, Massachusetts that includes community mathematics educators, education researchers, and participating children and families. The design of community installations could promote engagement with math through adult/child conversations in culturally-relevant contexts situated in the local environment. By addressing the cultural experiences and resources of young people, the project could greatly enhance our understanding of how to leverage the resources that children and families bring to engaging with mathematics.