Dan Battey is an Assistant Professor in Elementary Mathematics Education in the Graduate School of Education at Rutgers University.  He was previously faculty at Arizona State University for 4 years and was a postdoctoral fellow at UCLA in the Center for Teaching and Learning, Diversity in Mathematics Education (DiME).  He specializes in professional development and equity issues in mathematics education.  His work centers on engaging teachers in opportunities to learn within and from their practice in a way that sustains and generates change as well as challenges the metanarrative that limits opportunities for students of color in mathematics.  Drawing on research of students’ mathematical thinking, he studies teacher knowledge, identity, and practice within the context of urban schools.  He is currently working on understanding mathematics education as a racialized space for both students and teachers.  In addition to his publications, he has designed and run professional development across California, Arizona, Missouri, and Illinois around helping teachers transform classrooms to build on the implicit ways students have to solve problems.

Title(s): Assistant Professor

Education: Ph.D., University of California, 2004
B.S., University of California, 1997

Affiliations:

National Council for Teachers of Mathematics
American Educational Research Association (Special Interest Group: Research in Mathematics Education)
TODOS: Mathematics for All
California Mathematics Council

Research interests:

• Teacher learning
• Elementary mathematics
• Equity issues

Recent publications:

Battey, D. & Stark, M. (2009). Equitable classroom practices: Avoiding ability attributions from misconceptions in mathematics.  In C. Malloy (Ed.), Mathematics for All: Instructional Strategies for Diverse Classrooms (pp. 167-177). Reston, VA: National Council of Teachers of Mathematics.

Battey, D. & Franke, M. L. (2008). Transforming identities: Understanding teachers across professional development and classroom practice. Teacher Education Quarterly, 35(3), 127-149.

Webb, N. M., Franke, M. L., Ing, M., Chan, A., De, T., Freund, D., & Battey, D. (2008). The Role of teacher instructional practices in student collaboration. Contemporary Educational Psychology, 33(3), 360-381.

Franke, M. L., Carpenter, T. P., & Battey, D. (2007). Content matters: The case of algebraic reasoning in teacher professional development. In J. Kaput, D. Carraher, & M. Blanton, (Eds.) Algebra in the Early Grades (pp. 333-359). Hillside, NJ: Lawrence Erlbaum.

Jacobs, V., Carpenter, T., Franke, M., Levi, L., & Battey, D. (2007).  A large-scale study of professional development focused on children’s algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38(3), 258-288.

Battey, D., Kafai, Y., Nixon, A. S., & Kao, L. (2007).  Professional development for teachers on gender equity in the sciences: Initiating the conversation. Teachers College Record, 109(1), 221-243.

*Diversity in Mathematics Education (2007). Culture, race, power, and mathematics education.  In F. Lester (Ed.), The Second Handbook of Research on Mathematics Teaching and Learning (pp. 405-433). Charlotte, NC: Information Age Publishing.

Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practices.  In F. Lester (Ed.), The Second Handbook of Research on Mathematics Teaching and Learning (pp. 225-256). Charlotte, NC: Information Age Publishing.