Profile: Dan Battey

Associate Professor

Dan Battey, Ph.D., spent time in urban schools and noticed the inequities in teaching students, especially those of African-American or Latinx backgrounds, and was inspired to push for ways to address and solve those inequities. His work involves helping teachers to be aware of these inequities and to jumpstart the conversation on how they should teach and be open to various methods of instruction so that students can realize their full potential. By challenging traditional thinking, his work also focuses particularly on the issues of race and how patterns of reasonings limit a student’s exposure to more detailed and complex mathematical concepts and instructional methods. His most recent article looks particularly at the racial match between teachers and students and the impact it has on student-teacher relationships and achievement.

Battey focused on physics during his undergraduate career before pursuing his Ph.D. in education after being inspired and mentored by a faculty member in elementary mathematics. Battey began to focus on quality of instruction, students’ thinking, and how it can be incorporated into instruction and professional development. In his earlier years, he focused on professional development with teachers and wanted to shift teachers’ thinking from deficit-based framings of historically marginalized students’ ability to resource-based framings instead.

Battey is an associate professor of elementary mathematical education and teaches his students to develop equitable practices and cultural inclusion in classrooms. He strives to support effective teaching methods for students of elementary mathematics and to open conversations with teachers on how to use more sophisticated approaches to teaching and open access to learning math for students. As the Director of the Ed.D. Program, he oversees the development of all four concentrations within the program, including recruitment and advising.



B.S. in Physics, University of California, Los Angeles (1997)

Ph.D. in Education, University of California, Los Angeles (2004)

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.

Recent & Selected Publications

Battey, D., Leyva, L. A., Williams, I., Belizario, V., Greco, R., & Shah, R. (2018). Racial (mis)match: Relational interactions as a mechanism producing racialized achievement patterns. Harvard Educational Review, 88(4), 455-482.

Battey, D., Neal, R., & Hunsdon, J. (2018). Strategies for caring mathematical interactions. Teaching Children Mathematics, 24,(7), 432-440.

Battey, D. & Neal, R. A. (2018). Detailing relational interactions in urban elementary mathematics classrooms. Mathematics Teacher Education and Development, 20(1), 23-42.

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.

Honors & Awards

2019    Distinguished Faculty Lecture Award, Graduate School of Education Alumni Association

2018    National Council of Teachers of Mathematics Research Committee, Linking Research and Practice Outstanding Publication Award -- Teaching Children Mathematics

2017-2020       Principal Investigator, National Science Foundation, “Challenging, Operationalizing, and Understanding Racialized and Gendered Experiences in Undergraduate Mathematics”

2015-2018       Chancellor’s Scholar Award, Rutgers University, innovation in research

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
TODOS: Mathematics for All