Phone: (703) 993-5015
Fax: (703) 993-3643
Email: tfrank4 (@gmu.edu)
George Mason University
Thompson Hall 2403
4400 University Dr.
Fairfax, VA 22030
Toya Jones Frank is an assistant professor in the Mathematics Education Leadership (MEL) and Secondary Education and programs. She currently teaches the mathematics methods courses for prospective secondary mathematics teachers as well as Ph.D.-level courses in MEL. Frank received a Ph.D. in Curriculum and Instruction with a specialization in Mathematics Education and an M.Ed. in Education Policy and Curriculum Theory from the University of Maryland, College Park. Her current research explores issues of equity and access to advanced mathematics for underrepresented students, secondary mathematics teacher preparation, and using sociocultural frameworks to understand mathematics classroom interaction and participation. Frank is a former high school mathematics teacher and department chair who worked in Maryland and Florida public schools, as well as a former educational consultant for clients including DC Public Schools and ACT, Inc.
Mathematics teacher education; mathematics identity development; equity and access to higher-level mathematics for underrepresented populations; historical analysis of African-American experiences in U.S. mathematics education, recruitment and retention of mathematics teachers of color; recruitment and retention of mathematics teachers for underserved schools
Samaras, A., Frank, T., Williams, M., Christopher, E., & Rodick, W.H. (2016). A collective study to improve program coherence of clinical experiences. Studying Teacher Education, 2(12), 170-187.
Campbell, P., Nishio, M., Smith, Clark, L., Conant, D., Rust, A., Depiper, J., Frank, T., Griffin, M., & Choi, Y. (in press). The relationship between teachers’ mathematical content and pedagogical knowledge, teachers’ perceptions, and student achievement. Journal for Research in Mathematics Education.
Clark, L, Depiper, J., Frank, T., Nishio, M., Campbell, P., Smith, T., Griffin, M., Rust, A., Conant, D., & Choi, Y. (2014). Teacher characteristics associated with mathematics teachers’ beliefs and awareness of their students’ mathematical dispositions. Journal for Research in Mathematics Education, 45(2), 246-284.
Clark, L., Jones, T., Davis, J. (2013). Conceptualizing the African American mathematics teacher as a key figure in the African American education historical narrative. Teachers College Record, 115(2).
Davis, J., Jones, T., Clark, L. (2012). The case of a Black male mathematics teachers from the hip hop generation teaching in a unique urban(ized) context: Implications for recruiting Black male mathematics teachers. In Lewis, C. & Toldson, I. (Eds.), Black Male Teachers: Diversifying the Nations Workforce.
Courses Taught This Semester
- Student Teaching in Education (EDCI - 490)
- Advanced Methods of Teaching Mathematics in the Secondary School (EDCI - 672)
- Doctoral Dissertation Proposal (EDUC - 998)
- Doctoral Dissertation Research (EDUC - 999)
- Internship in Education (EDCI - 790)
- Advanced Methods for Teaching Mathematics in the Secondary School (EDCI - 472)
Other Courses Taught
- Teaching Mathematics in the Secondary School (EDCI 372)
- Teaching Mathematics in the Secondary School (EDCI 572)
- State and Local Leadership Issues in Mathematics Education (EDCI 726)
- Focused Science Education Research (EDCI 813)
- Mathematics Education Curriculum Design and Evaluation (EDCI 856)
- Preparation and Professional Development of Mathematics Teachers (EDCI 857)
- Professional Development in Elementary, Literacy, and Secondary Education (EDPD 502)
- Foundations of Secondary Education (EDUC 422)
- Foundations of Secondary Education (EDUC 522)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Algebra and Functions for K-8 Teachers (MATH 613)