Daniel Chazan

Professional Title
Associate Professor, Center for Mathematics Education
Organization/Institution
University of Maryland, College Park (UMCP)
Keywords
Mathematics
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Herbst, P., Chazan, D., & Milewski, A. (2020). Technology Tools for Mathematics Teacher Learning: How Might They Support the Development of Capacity for Specific Teaching Assignments? In S. Llinares & O. Chapman (Eds.), International Handbook of Mathematics Teacher Education. 2nd Edition. Volume 2: Tools and Processes in Mathematics Teacher Education (pp. 223-251). Leiden: Brill-Sense.*
  • Chazan, D., Herbst, P., Grosser-Clarkson, D., Fleming, E., Walkoe, J., & Alibegović, E. (2018). Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform. In V. Hoyos, & J. Silverman, Distance Learning, E-Learning and Blended Learning of Mathematics: Advances in the Research of Distance Mathematics Education Mediated by Technology (pp. 201-220). New York: Springer.*
  • Olsher, S., Yerushalmy, M., & Chazan, D. (2016). How might the use of technology in formative assessment support changes in mathematics teaching? For the Learning of Mathematics, 36(3), 11–18.
  • Herbst. P. & Chazan, D. (2015). Studying Professional Knowledge Use in Practice Using Multimedia Scenarios Delivered Online. International Journal of Research and Method in Education, 38(3). 272-287.*
  • Chazan, D., Herbst, P. & Clark, L. (2016). Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics Instruction. In D. Gitomer & C. Bell (Eds.), Handbook of Research on Teaching (Fifth Edition, pp. 1039-1097). Washington, DC: American Educational Research Association.*

Developing Rich Media-Based Materials for Practice-Based Teacher Education

University of Maryland, College Park (UMCP)
08/15/2013

This research and development project is premised on the notion that recent technological developments have made it feasible to represent classroom work in new ways. In addition to watching recorded videos of classroom interactions or reading written cases, teacher educators and teachers can now watch animations and image sequences, realized with cartoon characters, and made to depict activities that happened, or could have happened, in a mathematics classroom.

Supports for Learning to Manage Classroom Discussions: Exploring the Role of Practical Rationality and Mathematical Knowledge for Teaching

University of Michigan (UM), University of Maryland (UMD)
09/01/2009

This project focuses on practicing and preservice secondary mathematics teachers and mathematics teacher educators. The project is researching, designing, and developing materials for preservice secondary mathematics teachers that enable them to acquire the mathematical knowledge and situated rationality central to teaching, in particular as it regards the leading of mathematical discussions in classrooms.

The Future of High School Mathematics

University of Maryland (UMD)
07/01/2008

This conference showcases and analyzes progressive ideas about curriculum, teaching, assessment, and technology in high school and early college mathematics. The conference brings together leaders of state and local school system mathematics programs, mathematicians, curriculum developers, educational researchers, and education policy makers for in-depth discussion of the challenges and opportunities for innovation in high school mathematics.