- Doctor of Philosophy, Mathematics Education, Indiana University, 2002
Master of Science, Middle Grades Education, Fort Valley State University, 1992
Bachelor of Science, Middle Grades Education, Fort Valley State University, 1991
- Urban elementary contexts – specifically, teacher development, socio-cultural issues, and culturally responsive pedagogy.
Shonda Lemons-Smith has more than 20 years of experience in the field of mathematics education at the K-12 and college/university level. Her teaching and research focuses on mathematics education in urban elementary contexts – specifically, teacher development, socio-cultural issues, and culturally responsive pedagogy. She is an affiliate faculty member in the Alonzo A. Crim Center for Urban Educational Excellence, Ed.D. Curriculum and Instruction Program, and Minor in Urban Education Program.
Her professional activities include preservice teacher preparation, inservice professional development, mathematics consultant, and collaborating with schools, districts, non-profits, and professional organizations. She has participated on numerous grant projects, published articles, book chapters, and book reviews, and presented at local, state, and national conferences. Lemons-Smith also served as co-editor of the PME-NA 31st Annual Meeting Proceedings and worked on various committees with the National Council of Teachers of Mathematics, Benjamin Banneker Association, Georgia Council of Teachers of Mathematics, and Georgia Association of Mathematics Teacher Educators. Her current research examines the extent to which teachers’ mathematics instructional practices are aligned with their perceptions of student demographics, for which she received the Georgia Association of Teacher Educators Distinguished Research Award. Additionally, she serves as the Ethiopia study abroad coordinator.
Lemons-Smith, S. (in press). “Using ‘re-membered’ student text as a pedagogical frame for urban pre-service mathematics teachers.” In J. King and E. Swartz (Eds.), Re-membering” History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis. New York: Routledge.
Lemons-Smith, S. (2013). “Tapping into the intellectual capital of Black children in mathematics: Examining the practices of preservice elementary teachers.” In J. Leonard and D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse. Charlotte, NC: Information Age Publishers.
Williams, B.A. and Lemons-Smith, S. (2009). “Perspectives on equity and access in mathematics and science for a 21st-century democracy: Re-visioning our gaze.” Democracy & Education, 18(3), 23-28.
Lemons-Smith, S. (2009). “Mathematics beyond the school walls project: Exploring the dynamic role of students’ lived experiences.” In C.E. Malloy (Series Ed.) and D. Y. White, & J. S. Spitzer (Vol. Eds.), Mathematics for every student: Responding to diversity, grades Pre-K-5 (pp. 129-136). Reston, VA: National Council of Teachers of Mathematics.
Lemons-Smith, S. (2008). “Dr. Asa G. Hilliard III: Trumpeter for the academic and cultural excellence of African American children.” Review of Educational Research, 78(4), 908-920.