Gregory V. Larnell, PhD
Curriculum and Instruction
Building & Room:
1040 W. Harrison St. (M/C 147), Chicago, IL 60607
Dr. Gregory Larnell specializes in the study of mathematics education as a curricular field, as an institutional-policy enterprise, and as a site for experiencing learning and teaching. He has drawn on theoretical ideas from multiple fields toward critically examining the role of standards in school mathematics; Black learners' experiences in non-credit remedial mathematics courses; teaching and learning mathematics for social justice; identities, stereotypes, and mathematics-learning experiences; urban mathematics education; and the use of critical race theory in mathematics education research. He is currently developing projects on Black family mathematics socialization, mathematics and citizenship, STEM-mentoring experiences, and the question of equity in mathematics education. His scholarship has been published in several journals and edited volumes; find and download his work here.
Dr. Larnell develops and teaches undergraduate and graduate courses in the College of Education across curricular and degree programs (including in the general education program): Introduction to Urban Education; STEM, Education, and Society; 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. He also serves in multiple service capacities locally, institutionally, nationally, and internationally—including faculty mentoring programs; community organizations; ad-hoc reviewing for the National Science Foundation, Journal for Research in Mathematics Education, American Educational Research Journal, The Urban Review (among others); and an invited member of the National Council for Teachers of Mathematics Research Committee and the American Educational Research Journal editorial board.
Larnell, G. V. & Martin, D. B. (2021). Urban Mathematics Education as a Political and Personal Project. In H. R. Milner & K. Lomotey (Eds.), Handbook of Urban Mathematics Education (2nd Ed; pp. 355-368). New York, NY: Routledge.
Rezvi, S., Han, A., & Larnell, G.V. (2020). Mathematical mirrors, windows, and sliding-glass doors: Looking to adolescent and young adult texts as sites for identifying with mathematics. Journal of Adolescent and Adult Literacy, 63(5), 589-592.
Barajas-López, F. & Larnell, G.V. (2019). Unpacking the link between equitable teaching practices and Standards for Mathematical Practice: Equity for whom and under what conditions? Journal for Research in Mathematics Education, 50(4), 349-361.
Larnell, G.V. (2019). To view mathematics through a lens darkly: A critical race analysis of mathematical proficiency. In C. C. Jett & J. Davis (Eds.), Critical Race Theory in Mathematics Education (pp). New York, NY: Routledge.
Larnell, G. V. & Bullock, E. C. (2018). A socio-spatial framework for urban mathematics education: Considering equity, social justice, and the spatial turn. In T. Bartell (Ed.), Toward equity and social justice in mathematics education(pp. 43-57). 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. In M. Pagano (Ed.), Jobs and the Labor Force of Tomorrow: Migration, Training, and Education.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 9thInternational 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., 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.
Member, American Educational Research Journal Editorial Board
Member, National Council of Teachers of Mathematics Research Committee
Member, UIC Senate
2017, Early Career Publication Award, Special Interest Group on Research in Mathematics Education of the American Educational Research Association
2013, Faculty Scholar, Institute for Research on Race and Public Policy, University of Illinois at Chicago
2012, Project STaR Fellowship (Service, Teaching, and Research for Early Career Mathematics Education), National Science Foundation
PhD, Michigan State University, Mathematics Education
BA, Lake Forest College (IL), Mathematics (with minor concentration, African American Studies)