David W. Stinson
Professor - Mathematics Education Middle and Secondary Education- Education
Doctor of Philosophy in Mathematics Education, The University of Georgia, 2004
Master of Education in Mathematics Education, Georgia State University, 1999
Bachelor of Business Administration in Marketing, Georgia State University, 1985
- Specializations
African American/Black students and mathematics teaching and learning
Equity and identity in mathematics teaching and learning
Teaching mathematics for social justice
Contemporary theory and mathematics teaching and learning
Socio-cultural and -political issues of mathematics teaching and learning
- Biography
The research interests of Professor Stinson (Ph.D., The University of Georgia), broadly speaking, are twofold: critical postmodern theory and identity. More specifically, he explores how mathematics teachers, educators and researchers (might) incorporate the philosophical and theoretical underpinnings of critical postmodern theory into their education philosophies, pedagogical practices, and/or research methods. Additionally, he examines (and theorizes) how students who are constructed outside the White, Christian, heterosexual male of bourgeois privilege successfully accommodate, reconfigure or resist (i.e., negotiate) the hegemonic discourses of society generally and schooling specifically, including those found in the mathematics classroom.
Professor Stinson has authored and co-authored research published in the leading education and mathematics education journals such as Review of Educational Research, American Educational Research Journal, Teachers College Record, The Urban Review, Journal for Research in Mathematics Education, Educational Studies in Mathematics, Journal of Mathematics Teacher Education, Mathematics Teacher, and School Science and Mathematics. In addition, he has authored and co-authored book chapters for several edited volumes and was co-editor of Teaching Mathematics for Social Justice: Conversations with Educators, an edited volume published by the National Council of Teachers of Mathematics (NCTM), one of “The Top 75 New York Times Best-Selling Education Books of 2013.” Recently, he contributed a co-authored chapter to the 2017 NCTM Compendium for Research in Mathematics Education: “Exploring Different Theoretical Frontiers for Different (and Uncertain) Possibilities in Mathematics Education Research.”
Professor Stinson was editor in chief of the Journal of Urban Mathematics Education for 10 years (2009: Vol. 2, No. 2 to 2018: Vol. 11, Nos. 1&2), and completed a three-year term as a member of the Editorial Panel of the Journal for Research in Mathematics Education and a two-year term as a member of the AERA Review of Research Award Committee.
- Publications
- Stinson, D. W. (2018). Celebrating a decade of critical mathematics education knowledge dissemination: A movement of
peoplerevolutionaries [Editorial]. Journal of Urban Mathematics Education, 11(1&2), 1–6. - Stinson, D. W., & Walshaw, M. A. (2017). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 128–155). Reston, VA: National Council of Teachers of Mathematics.
- Jett, C. C., Stinson, D. W., & Williams, B. A. (2015). Communities for and with Black male students. Mathematics Teacher, 109(4), 284–289.
- Stinson, D. W. (2013). Negotiating the “White male math myth”: African American male students and success in school mathematics. Journal for Research in Mathematics Education, 44(1), 69–99.
- Wager, A. A., & Stinson, D. W. (Eds.). (2012). Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics.
- Stinson, D. W., & Bullock, E. C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty. Educational Studies in Mathematics, 80(1&2), 41–55.
- Stinson, D. W. (2011). When the “burden of acting White” is not a burden: School success and African American male students. The Urban Review, 43(1), 43–65.
- Stinson, D. W. (2008). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. American Educational Research Journal, 45(4), 975–1010.
- Stinson, D. W. (2006). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477–506.
- Stinson, D. W. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8–18
- Stinson, D. W. (2018). Celebrating a decade of critical mathematics education knowledge dissemination: A movement of