Andrew Brantlinger is an associate professor of mathematics education in TLPL. His research interests pertain to urban mathematics education, teacher preparation, and critical mathematics pedagogy. He currently is a co-PI on an NSF-funded study of the career trajectories of mathematics teachers trained in a nationally prominent alternative route program. Recent publications appear in the American Education Research Journal and Teachers College Record.
Recent Book Chapters
Branltinger, A. (forthcoming). Humanizing and dehumanizing trends in a critical mathematics classroom. In C. Knipping, H. Straehler-Pohl, & U. Gellert (Eds.) Inside the mathematics classroom: Sociological perspectives on participation, inclusion, and enhancement. Dordrecht: Springer.
Brantlinger, A., & Brantlinger, E. (2013). Social class in education: Implications for leadership. In L. Tillman & J. J. Scheurich (Eds.) Handbook of research on educational leadership for equity and diversity (pp. 287-308). New York: Routledge.
Brantlinger, A. (2011). Critical Mathematics in a Secondary Setting: Promise and Problems. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.) Mapping Equity and Quality in Mathematics Education. Dordrecht: Springer.
Brantlinger, A. (2010). A View from the Other Side: Practitioner Research on Critical Mathematics Pedagogy in an Urban High School. In K. Scott & W. Blanchett (Eds.) Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. Charlotte, NC: Information Age Publishing.
Brantlinger, A., Cooley, L., & Brantlinger, E. (2010). Families, Values, and Class Relations: The Politics of Alternative Certification. In M. Apple, S. Ball & L. Gandin (Eds.). International Handbook of the Sociology of Education: Critical Research for Social Justice. New York: Routledge.
Brantlinger, A. (2008). Secondary Mathematics and Economic Inequality. In Thomas Lucey & Kathleen S. Cooter (Eds.), Financial Literacy for Children and Youth. Athens, GA: DigitalTextbooks.
Brantlinger, A., Hoke-Sinex, L., & Brantlinger, E. (2008). Same or Different? Challenging The Practice of Curriculum Differentiation for Diverse Learners. In Thomas Good (Ed.), 21st Century Education: A Reference Handbook. (Volume 1). Thousand Oaks, CA: Sage.
Recent Articles in Refereed Journals
Brantlinger, A. (2014). Critical mathematics discourse in a high school classroom: examining patterns of student engagement and resistance. Educational Studies in Mathematics, 85(2), 201-220.
Brantlinger, A. (2013). Between politics and equations: Teaching critical mathematics in a remedial secondary classroom. American Education Research Journal, 50(5), 1050-1080.
Brantlinger, A., & Smith, B. (2013). Alternative teacher certification and the new professionalism: The preparation of mathematics teachers in the New York City Teaching Fellows Program. Teachers College Record, 115(7), 1-44.
Chazan, D., Brantlinger, A., Clark, L., & Edwards, A. (2013). Creating a Long-Term Archive of Data on Urban Mathematics Teaching: An Initial Corpus. Teachers College Record, 115(2). http://www.tcrecord.org ID Number: 16828.
Brantlinger, A. (2011). Rethinking Critical Mathematics: A Comparative Analysis of Critical, Reform, & Traditional Geometry Instructional Texts. Educational Studies in Mathematics, 78(3),395-411.
Brantlinger, A., Sherin, M., & Linsenmeier, K. (2011). Discussing discussion: A video club in the service of math teachers' National Board preparation. Teachers and Teaching: Theory and Practice, 17(1), 5-34.
Meagher, M., & Brantlinger, A. (2011). When Am I Going to Learn to Be a Mathematics Teacher? A Case Study of a Novice New York City Teaching Fellow. Journal of Urban Mathematics Education, 4(2), 96-130.
Foote, M., Brantlinger, A., Haydar, H., Smith. B., & Gonzalez, L. (2011). Are we supporting teacher success?: Insights from an alternative route mathematics teacher certification program for urban public schools. Education and Urban Society, 43(3),396-425.
Abramovich, S., & Brantlinger, A. (2004). Technology-motivated teaching of topics in number theory through a tool kit approach. International Journal of Mathematical Education in Science and Technology, 35(3), 317-333.