Equity, diversity, and access in mathematics.
The intersection of racial and mathematics identities.

Dr. Farhaana Nyamekye-Frazier earned her doctorate in Curriculum and Instruction from the Universit of Maryland in 2010. She has taught for 15 years across 2 and 4 year institutions across Maryland and the District of Columbia. Dr. Nyamekye-Frazier is currently a Secondary Mathematics Professional Development School Coordinator and an Assistant Clinical Professor in the Department of Teaching and Learning, Policy and Leadership.  She provides support to Undergraduate and Graduate students in the Terrapin Teachers program.  Farhaana teaches the Professional seminar in 含羞草研究所, Field experiences in 含羞草研究所, and Teaching and learning high School mathematics courses for secondary mathematics teacher candidates.  Dr. Nyamekye-Frazier's professional interests include: equity, diversity, and access in mathematics, and the intersection of students' racial and mathematics identities.

Member of Diversity Panel at the Women's Leadership Symposium, March 2019

Nyamekye, F.  (2013). Separate schools for black adolescent math learners. For the learning of mathematics, 33(3).

Johnson, Nyamekye, Chazan, & Rosenthal (2013). Teaching with speeches: A black teacher who uses the mathematics classroom to prepare students for life. Teachers College Record.

Nyamekye (2010). Embracing mathematics identity in an African-centered school: Construction and interaction of racial and mathematical student identities.

Chazan, D. et. al. (2007). What NAEP can (and cannot) tell us about performance in Algebra. In P. Kloosterman, F. K. Lester, Jr. (Eds.), NCTM Results and Interpretations of the 2003 Mathematics Assessment of the National Assessment of Educational Progress (pp.169-190). Reston, VA

Professional Seminar in Education

Field Experiences in Education

Teaching and Learning High School Mathematics