Gregory V. Larnell, PhD
Curriculum and Instruction
Building & Room:
1040 W. Harrison St. (M/C 147), Chicago, IL 60607
Dr. Gregory Larnell's research and teaching interests center on mathematics education and urban education—specifically, mathematics learning and curriculum; urban mathematics education; and race, identity, and inequity in mathematics education.
Dr. Larnell teaches undergraduate and graduate courses in the College of Education–including 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.
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.
Appointed Member, Research Committee of the National Council of Teachers of Mathematics
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)