PhD, Mathematics and Education
Columbia University
Nathan Alexander
Assistant Professor
Department/Office
 Curriculum and Instruction
School/College
 School of Education
 Graduate School
Additional Positions

Assistant Graduate DirectorCenter for Applied Data Science and Analytics
Biography
Nathan Alexander, PhD, is an assistant professor of curriculum and instruction in the Howard University School of Education and he holds a joint faculty appointment in the Center for Applied Data Science and Analytics (CADSA). His research examines the history and development of computational practices and quantitative literacy, especially in Black educational settings; he also studies the role of history and context in probability theory, statistical data analysis, and mathematical education. He is the founder and director of the Quantitative Histories Workshop, a computational and communitycentered teaching and learning lab.
Education & Expertise
Education
MAT, Mathematics
New York University
BA, Mathematics and Sociology
University of North Carolina at Chapel Hill
Expertise
Probability, statistics and data science education
Quantitative historical studies
Undergraduate and k12 mathematics education
Academics
Academics
DATA 202: Statistically Measuring and Modeling Social Justice
EDUC 315: Principles of Teaching Mathematics & Science II
EDUC 480: International Internship and Special Topics Seminar
DATA 410: Independent Study
Research
Research
Funding
Sloan Foundation. Open Source Workshops and Lesson Development for Faculty and Students at Historically Black Colleges and Universities. Principal Investigator (PI) with Hye Ryeon Jang (CoPI) and Kari Jordan (CoPI). Open Source Software Development, 20232024. (Funded, $249,705)
New Ventures Fund. Development of Communitybased Experiential Learning Programs in Data Science. Principal Investigator (PI), Data.org Capacity Accelerator Network. 20222023. (Funded, $115,000)
Microsoft Corporation. Summer Research Experience in Data Science and Critical Mathematics (DSCM). Principal Investigator (PI), 20222024. (Funded, $47,000)
AUC Data Science Initiative. Initial Development of a Problembased Active Learning Framework for Data Science. Principal Investigator (PI), Summer Research Grant. 2022. (Funded, $3,000)
Associated Colleges of the South (ACS). Teaching Social Justice Mathematics. CoPrincipal Investigator (CoPI) with Dr. Viveka Borum (PI) and Dr. Zeynep Teymuroglu (CoPI). Diversity & Inclusion Faculty Grant, 20192020. (Funded, $27,765)
California State Board of Education. Development & Implementation of 4Year Integrated Programs Leading to the Baccalaureate Degree in Mathematics & Teaching Credential. CoPrincipal Investigator (Co PI) with Dr. Michael Rozendal (PI), Mary LabiakCoen (CoPI), & Melissa Hope (CoPI). Commission on Teacher Credentialing, 20172018. (Funded, $248,899)
Related Articles
Alexander, N. N., Appling, T., Banuelos, M., Bello, G., Brown, A., Century, J., Connor, K., Ji, H., Levy, R., Mitchell, P., Mongeau, D., Mysliwiec, M., Niu, J., Paykin, S., Quarkume, A., Schiffman, J., Skinner, L., Uminsky, D. & Zhong, P. (2024). Data Science for Social Impact in Higher Education: First Steps. Data.org Playbook. Available at: https://data.org/playbooks/datascienceforsocialimpactinhighereducation/
Ballenger, H. J., Washington, T., Clark, R., Lockhart, J. W., Adebowale, J., Hearn, D., Dotson, E., Gaines, J., Bennett, V., Teodorescu, D., Alexander, N. N., Gilbert, N., Lamar, T., Morris, M., Neely, A., Borum, V., Ellis, V., & Johnson, K. (December 2023). Atlanta University Center Data Science Initiative  Data Science for K12 Listening Session Report. Available at SSRN: http://dx.doi.org/10.2139/ssrn.4493108
Jones, Q., Vindas Meléndez, A. R., Mendible, A., Aminian, M., Brooks, H. Z., Alexander, N. N., Diaz Eaton, C., Chodrow, P. (2023). Data science and social justice in the mathematics community. Notices of the American Mathematical Society, 70(9), 14791489.
Voigt, M., Hagman, J. E., Gehrtz, J., Ratliff, B., Alexander, N. N., & Levy, R. (Eds.) (2023). Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion. The Mathematical Association of America (MAA) Notes Volume.
Alexander, N. N., Ratliff, B., Levy, R., Voigt, M., Hagman, J. E., Gehrtz, J. (2023). Crosscutting inquiries: Moving Towards a Systemscritical Practice. In M. Voigt, J. E. Hagman, J. Gehrtz, B. Ratliff, N. N. Alexander, & R. Levy (Eds.). Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion. MAA Notes Volume.
Alexander N. N., Diaz Eaton C., Shrout A. H., Tsinnajinnie B., Tsosie K. (2022). Beyond ethics: Considerations for centering equityminded data science. Journal of Humanistic Mathematics, 12(2), 254–300.
Alexander, N. N. (2022). A Legacy of Literacy: Mathematics Teachers and the Quests for Racial Justice. In D. C. Hucks, Y. S. Ruiz, V. Showunmi, S. C. Carothers, & C. W. Lewis (Eds.), Purposeful Teaching and Learning in Diverse Contexts: Implications for Access, Equity and Achievement (pp. 323). Charlotte: IAP.
Alexander, N. N. (2022). [Exercises on the Quantification of Racial Injustices in the U.S.]. In W. K. Bell & K. Schatz (Eds.), Do the Work!: An Antiracist Activity Book. New York: Workman Publishing.
Alexander, N. N. (2019). Critical Race Theory and Afrofuturism in Mathematics Education. In J. Davis & C. C. Jett (Eds.), Critical Race Theory in Mathematics Education (pp. 5674). New York: Routledge.
Alexander, N. N., Teymuroglu, Z., & Yerger, C. R. (2019). Critical Conversations on Social Justice in Undergraduate Mathematics. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 29(4), 396419.
Adiredja, A., Alexander, N. N., & AndrewsLarson, C. (2015). Conceptualizing Equity in Undergraduate Mathematics Education. In T. FukawaConnelly, G. Karakok, K. Keene, and M. Zandieh (Eds.), Proceedings of the 18th Conference on Research in Undergraduate Mathematics Education, 18(1), 6073. Pittsburgh, PA.
Leong, K., & Alexander, N. N. (2014). College Students’ Attitude and Mathematics Achievement using Webbased Homework. Eurasia Journal of Mathematics, Science & Technology Education, 10(6), 609615.
Alexander, N. N. (2013). Choosing a College. In H. Gould, D. Murray, & A. Sanfratello (Eds.), Mathematical Modeling Handbook: Volume 1 (p. 3448). Bedford, MA: Consortium for Mathematics & its Applications (CoMAP).
Alexander, N. N. (2013). Gender Inequality: Mathematics. In J. Ainsworth (Ed.), Sociology of Education: An AtoZ Guide, SAGE: London, UK.
Gholson, M., Bullock, E., & Alexander, N. N. (2012). On the Brilliance of Black Children: A Response to a Clarion Call (Editorial). Journal of Urban Mathematics Education, 5(2), pp. 18.