David Slavit’s work involves two specific areas: 1) analyzing pre-service and in-service teacher development, and 2) student learning processes and the long-term development of mathematical understandings, with an emphasis on the development of algebraic thinking. Various instructional technologies have been present in the majority of Slavit’s research projects on student learning and instruction. His framework stems from social constructivist and enactivist perspectives and the belief that the negotiation of meaning on a personal and communal level is central in the development of further understanding.
Professor Slavit teaches courses in math methods, educational psychology, doctoral courses in math education, math content, and a cross-disciplinary honors course. He is a member of the American Educational Research Association, Association of Mathematics Teacher Educators, Mathematical Association of America, National Council of Teachers of Mathematics, and Psychology of Mathematics Education.
- 2011, named Boeing Distinguished Professor in Mathematics Education
- Slavit, D. & Nelson, T.H. (in press). How changes in instruction force changes in assessment: The case of an inclusive STEM-focused school. 2015 Annual Perspectives in Mathematics Education. Reston, VA: The Council.
- Slavit, D. & McDuffie, A. R. (2013). Self-directed teacher learning in collaborative contexts. School Science and Mathematics, 113(2), 94-105.
- Slavit, D., Nelson, T. H., & Deuel, A. (2013). Teacher groups’ conceptions and uses of student-learning data. Journal of Teacher Education, 64(1), 8-21.
- Nelson, T. H., Slavit, D., & Deuel, A. (2012). Two dimensions of an inquiry stance toward student learning data. Teachers College Record, 114(8), 1-42.
- Slavit, D. & Nelson, T. H. (2010). Collaborative teacher inquiry as a tool for building theory on the development and use of rich mathematical tasks. Journal of Mathematics Teacher Education, 13(3), 201-221.
- Slavit, David, Nelson, Tamara Holmlund, & Kennedy, Anne (Eds.) (2009). Perspectives on Supported Collaborative Teacher Inquiry. New York: Taylor & Francis.
- Ph.D. Mathematics Education, University of Delaware, 1994
- M.A. Mathematics, University of Missouri, 1988
- B.S. Mathematics Education, University of Missouri, 1985