Daniel Chazan Home People Daniel Chazan Professor & DirectorEd.D.Harvard Graduate School of Education(1989) Department: Department of Teaching and Learning, Policy and Leadership Division: STMECurriculum Vitae: Curriculum VitaeEmail Address: email@example.comPhone Number: (301) 405-8539Location: 2226C Benjamin Building Research Interests mathematics teaching as a societal endeavor, student-centered mathematics teaching, representations of teaching, technology-supported, practice-based teacher education, history of mathematics, history of the mathematics curriculum in the US Bio Daniel Chazan is the Jean, Jeffrey, and David Mullan Professor of Teacher Education in the Department of Teaching and Learning, Policy and Leadership, Director of the Center for Mathematics Education, and co-Director of Terrapin Teachers. The Center for Mathematics Education does research on the teaching of mathematics in local urban schools, prepares teachers for elementary and secondary schools at both the undergraduate and post-graduate levels, educates researchers and teacher educators, and does outreach to schools. Terrapin Teachers is the University of Maryland's replication of the UTeach program. Chazan’s professional interests include: student-centered mathematics teaching, the potential of history and philosophy of mathematics for informing such teaching, the role of technology in supporting student classroom exploration and practice-based teacher education, exploring possibilities for constructive links between educational scholarship and practice, and the preparation of future teachers. Together with Patricio Herbst of the University of Michigan, with the Thought Experiments in Mathematics Education (ThEMaT) project, he has developed a set of animations representing algebra teaching and materials for the LessonSketch platform. With the LessonSketch Research + Development Fellows (LR+D) project, he has supported a national network of mathematics teacher educators exploring the role of technology in supporting practice-based mathematics teacher education. As a result of a atypical clinical faculty position at Michigan State University (where Chazan was on faculty from 1990-2002), and supported by a post-doctoral fellowship from the National Academy of Education, in 2000, he published Beyond formulas in mathematics and teaching: Dynamics of the High School Algebra Classroom (Teachers College Press). A second volume, Embracing Reason: Egalitarian Ideals and High School Mathematics Teaching (Taylor Francis, 2007), follows up on the earlier book and concentrates on the long-term Professional Development School relationship between the Holt High School Mathematics Department and Michigan State University. Publications Dr. Chazan maintains a ResearchGate page for his publications.