Dan

Profile: Dan Battey

Associate Professor
Faculty

Dan Battey is an Associate Professor in Elementary Mathematics Education in the Graduate School of Education at Rutgers, the State University of New Jersey. Dr. Battey's scholarship centers on understanding teacher change in response to mathematics PD in urban schools. 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 challenge metanarratives that limit 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. Because of his focus on spaces where educational systems often underserve students, Dr. Battey’s work also focuses on understanding the sociological contexts in which teachers work, including policy and social ideologies and how these mediate what and how teachers interact with students from historically marginalized backgrounds.

Curriculum Vitae

Education

Ph.D., University of California, 2004

B.S., University of California, 1997

Expertise & Research Interest

Mathematics Education
Race & Equity in Education
Professional Development

My research attempts to both look at the micro processes and the macro ideologies that contribute to racialized and gendered forms of mathematics education. Throughout this research, my work has centered on two major themes: understanding teacher and classroom change and explicating issues of race within mathematics education. In this sense, my work aims to understand both the individual and social constraints and affordances that shape what mathematics content and instruction makes its way into the urban elementary classroom.

Research Work With Students

I have 3 current research projects:

First, I am theoretically laying out what white institutional space looks like in mathematics education. This entails three lenses with which to examine schools: institutional, labor, and identity. This work is designed to support researchers and practitioners in identifying when whiteness is operating in mathematics education in order to challenge and resist this ideology.

My second area of research is focused on documenting relational interactions in mathematics classrooms as a way to measure teacher-student episodes that stand outside what we typically consider mathematics instruction. I am currently running a project to look at the impact of relational interactions on student achievement in mathematics and looking at how they differ racially across predominantly white and predominantly black contexts.

The third area of my recent work is examining the impact of implicit racial attitudes on mathematics teachers. I am trying to understand how implicit attitudes shapes teachers' expectations, understanding of student thinking, and interactions. My current project aims to understand how preservice teachers' implicit attitudes shape their views of student thinking and competency based on whether students are white or black.

Recent & Selected Publications

Battey, D., Neal, R., & Hunsdon, J. (accepted). Relational interactions in mathematics classrooms: Building strong mathematical relationships with African American and Latino students. To be published in Teaching Children Mathematics.

Bartell, T. G., Wager, A. A., Edwards, A. R., Battey, D., Foote, M. Q., & Spencer, J. (2017). Toward a framework for research linking equitable teaching with the Standards for Mathematical Practice. Journal for Research in Mathematics Education, 48(1), 7-21.

Battey, D. & Leyva, L. (2016). A framework for understanding whiteness in mathematics education. Journal of Urban Mathematics Education, 9(2), 49-80.

Melgar, K. & Battey, D. (2016). Opportunities for America’s youth. In D. White, S. Crespo, & M. Civil (Eds.), Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms (p. 135-142). Charlotte, NC: Information Age Publishing.

Battey, D., Neal, R., Leyva, L., & Adams-Wiggins, K. (2016). The interconnectedness of relational and content dimensions of quality instruction: Supportive teacher–student relationships in urban elementary mathematics classrooms. Journal of Mathematical Behavior, 42, 1-19.

Battey, D. & Leyva, L. (2016). Making the implicit explicit: A call for exploring implicit racial attitudes in mathematics education. Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 664-667). Tucson, AZ: University of Arizona.

Leyva, L., Massa, J., & Battey, D.  (2016). Queering engineering: A critical analysis of the gendered technical/social dualism in engineering and engineering education. Proceedings of the 123rd Annual meeting of the American Society for Engineering Education. New Orleans, LA.

Battey, D. & Leyva, L. (2015). Developing a framework for assessing the impact of whiteness in mathematics education. Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 494-501). East Lansing, MI: Michigan State University.

Battey, D. & Leyva, L. (2015). Building a case for understanding relational dimensions in mathematics classrooms. In S. Mukhopadhyay and B. Greer (Eds.), Proceedings of the 8th international conference on Mathematics Education & Society (p. 327-339). Portland, OR: MES8.

Battey, D. & Franke, M. (2015). Integrating professional development on mathematics and equity: Countering deficit views of students of color. Education and Urban Society,47(4), 433-462, first published on August 29, 2013. doi:10.1177/0013124513497788

Neal, R. A. & Battey, D. (2014). Opening classroom spaces for the mathematical success of African American and Latino/a StudentsTODOS Research Monograph, 3, 50-64.

Battey, D. & Leyva, L. (2013). Rethinking mathematics instruction: An analysis of relational interactions and mathematics achievement in elementary classrooms. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 980-987). Chicago, IL: University Illinois, Chicago.

Battey, D. (2013). Access to mathematics: A possessive investment in whiteness. Curriculum Inquiry, 43(3), 332-359. doi:10.1111/curi.12015

Battey, D., Llamas-Flores, S., Burke, M., Guerra, P., Kang, H. J., & Kim, S. H., (2013). ELL policy and mathematics professional development colliding: Placing teacher experimentation within a social, historical, and political contextTeachers College Record, 115(6), 1-44.

Battey, D. (2013). “Good” mathematics teaching for students of color and those in poverty: The importance of relational interactions in instruction. Educational Studies in Mathematics, 82(1), 125-144. doi:10.1007/s10649-012-9412-z

Ullucci, K. & Battey, D. (2011). Exposing color blindness/grounding color consciousness: Challenges for teacher education. Urban Education, 46(6), 1195-1225. doi:10.1177/0042085911413150

Battey, D. & Chan, A. (2010). Building community and relationships that support critical conversations on race: The case of Cognitively Guided Instruction. In M. Q. Foote (Ed.), Mathematics Teaching & Learning in K-12: Equity and Professional Development (p. 137-150). New York: Palgrave.

Battey, D. & Stark, M. (2009). Inequitable classroom practices: Diagnosing misconceptions as inability in mathematics. In C. Malloy (Ed.), Mathematics for Every Student, Responding to Diversity, Grades PreK-5 (p. 167-177). Reston, VA: National Council of Teachers of Mathematics.

Franke, M. L., Webb, N. M., Chan, A., Ing, M., Freund, D., & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 364-379. doi:10.1177/0022487109339906

Battey, D. & Franke, M. L. (2008). Transforming identities: Understanding teachers across professional development and classroom practiceTeacher 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. doi:10.1016/j.cedpsych.2008.05.003

Jacobs, V., Franke, M., Carpenter, T., Levi, L., & Battey, D. (2007). Professional development focused on children’s algebraic reasoning in elementary schoolJournal 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 conversationTeachers College Record, 109(1), 221-243.

*Diversity in Mathematics Education Center for Learning & Teaching (2007). Culture, race, power, and mathematics education. In F. Lester (Ed.), The Second Handbook of Research on Mathematics Teaching and Learning (p. 405-433). Charlotte, NC: Information Age Publishing.
*one of five editors/writers on the chapter

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 (p. 225-256). Charlotte, NC: Information Age Publishing.

Honors & Awards

2015-2017 Chancellor’s Scholar Award, Rutgers University, innovation in research ($5000/year)

2015 Journal for Research in Mathematics Education Outstanding Reviewer

2015 Principal Investigator, Rutgers Research Council, “Validating Relational Interactions in Mathematics Classrooms” ($4000/1 year, 100% responsibility)

2013-2015 Co-Principal Investigator, Rutgers University Graduate School of Education Goal Advancement Program, “Redesigning Teacher Education at Rutgers GSE” ($32,000/2 years, 25% responsibility): Sharon Ryan, PI

2014 Co-Principal Investigator, Spencer Foundation Discretionary Grant, “Planning and Developing the Evaluating Culturally Responsive Pedagogy in the Classroom Project: A Developmental Grant Proposal” ($52,000/1year, 20% responsibility): Stafford Hood, PI

2011-2012 Principal Investigator, Rutgers Research Council, “Measuring Racial Microaggressions in Mathematics Classrooms” ($2000/1 year): 100% responsibility

2007-2012 Co-Principal Investigator NSF funded project “Moving Teachers and Students from Arithmetic to Algebraic Thinking in Murphy School District (K-5): Building Multilevel Insight” ($1.25 million/5 years): 50% responsibility, Barry Sloane PI (50% responsibility)

2010-2011 Principal Investigator, Teaching the World Fellowship, “Internationalizing Mathematics Teacher Education” ($2900/1 year): 100% responsibility

Professional Affiliations

National Council for Teachers of Mathematics
American Educational Research Association (Special Interest Group: Research in Mathematics Education)
Psychology in Mathematics Education, North American Chapter
California Mathematics Council

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