معرفی
Erica N. Walker is the Clifford Brewster Upton Professor of Mathematical Education at Teachers College, Columbia University, where she has been a faculty member since 2002. She is affiliated with the Mathematics Education program within the Mathematics, Science & Technology department of the Graduate School of Education.
Dr. Walker received her B.S. in Mathematics (cum laude) with a Spanish minor from Birmingham-Southern College, M.Ed. in Mathematics Education from Wake Forest University, and Ed.M. and Ed.D. in Administration, Planning, and Social Policy from Harvard University.
Her scholarly work focuses on racial and gender equity in mathematics education, student persistence in advanced mathematics, and mathematics education policy. She investigates how people learn and are socialized to do mathematics across various communities (peer, neighborhood, school, family) and examines how teachers can leverage students' strengths rather than focusing on deficits to improve mathematics outcomes. Her research employs historical, quantitative, and qualitative methods to provide comprehensive insights into mathematics teaching and learning.
Dr. Walker's publications reveal a consistent focus on equity and excellence in mathematics education, particularly examining the experiences of Black mathematicians, the development of mathematics identity, and strategies for improving mathematics outcomes in urban settings. Her work bridges theoretical understanding with practical applications for educators.
Her scientific recognition includes:
- Clifford Brewster Upton Professorship
- NAM Cox-Talbot Address at the Joint Mathematics Meetings (2018)
- Etta Z Falconer Lecture at Spelman College (2016)
- Edmund W Gordon Lecture at Teachers College (2017)
Dr. Walker teaches courses including Number Theory, Mathematics in Elementary School, Mathematics and Multicultural Education, and Dissertation Seminars. She advises doctoral students through courses like MSTM 6500, MSTM 7500, and MSTM 8900. Her professional affiliations span numerous organizations including the National Council of Teachers of Mathematics, American Educational Research Association, Benjamin Banneker Association, National Association of Mathematicians, and Journal of Urban Mathematics Education.
Her current research examines the educational and professional experiences of African American mathematicians, online professional development communities for urban mathematics teachers, and mathematics communities for students across various settings.
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