Frank, Toya | College of Education and Human Development

Phone: (703) 993-5015
Fax: (703) 993-3643
Email: tfrank4 (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 2403
4400 University Dr.
MS 1E8
Fairfax, VA 22030

Toya Jones Frank is an assistant professor in the Mathematics Education Leadership and Secondary Education programs at George Mason University in Fairfax, VA. Her research agenda focuses on secondary mathematics teacher preparation and issues of access and equity for underrepresented students. Her current research explores how race impacts mathematics education. Frank is the Principal Investigator of Examining the Trajectories of Black Mathematics Teachers, a mixed-methods project that explores racialized experiences of Black teachers of mathematics as well as the sociocultural and sociopolitical influences that impact their recruitment and retention. She is a collaborator with mathematicians, mathematics teachers, and teacher leaders in developing math circles for teachers of color that are affirming, supportive, and transformative spaces. Frank is a former high school mathematics teacher and department chair educational consultant for clients including DC Public Schools and ACT, Inc. She holds a doctorate in Mathematics Education from the University of Maryland, College Park.

Mathematics teacher education; mathematics identity development; equity and access to higher-level mathematics for underrepresented populations; historical analysis of Black teacher and student experiences in U.S. mathematics education, recruitment and retention of mathematics teachers of color; recruitment and retention of mathematics teachers for underserved schools

Frank, T. J. (2018). Teaching our children: Unpacking a Black mathematics teacher’s understanding of mathematics identity. Journal for Multicultural Education, 12(2), 144-160.

Frank, T.J. (2019). Using critical race theory to unpack the Black mathematics teacher pipeline. In J. Davis & C. Jett (Eds.). Critical race theory in mathematics education.

Frank, T. J. & Williams, M.A. (2019) A self-study in supporting pre-service secondary mathematics teachers’ critical teacher noticing during field experiences in diverse schools. In A. Lopez & E. Olan (Eds.), Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an era of Change. Information Age Publishers.

Frank, T.J., Khalil, D., Scates, B, & Odoms, S. (2018). Listening to and learning with Black teachers of mathematics. In I. Goffney & R. Gutiérrez (Eds.) NCTM Annual Perspectives in Mathematics Education: Rehumanizing Mathematics for Students who are Black, Indigenous, and/or Latin@/x. (pp. 147-158) Reston, VA: NCTM.

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.

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.