Nathan N. Alexander, PH.D.

Morehouse College

Science, Engineering, Technology, and Mathematics Division Faculty
  • Assistant Professor, Mathematics
Education
Dr. Nathan Alexander explores the development of quantitative literacy in the contexts of Black history and futurity.
Nathan Alexander is an assistant professor of data science and interdisciplinary studies, and he teaches courses in mathematics, computational methods, and education. His work explores the development of critical and justice-oriented practices in quantitative literacy development. This work sits at the intersection of the humanities, social sciences, mathematics, and computational sciences, with a particular focus on Black history and futurity in national and global contexts. At Morehouse, he directs the Quantitative Histories Workshop, a community-centered teaching and learning lab for students and faculty in the Atlanta University Center.
Contact:

Email
nathan.alexander@morehouse.edu

Office Location
Wheeler Hall, Room 309

Phone
TBD

Office Hours
Monday, Tuesday, Wednesday, Thursday
11 a.m. to noon

RESEARCH INTERESTS

  • Mathematics
  • Sociology of Education
  • Mathematical and Statistical Modeling

 

See Also:

 

Current Research

  • Mathematical Models in the Sociological Imagination
    What if we re-imagined the meaning of “social justice” as a practice of possibility, one grounded in critical care , using evidence and data to show folks when things are awry, and practicing healing with ourselves and in community with others. What happens when you throw mathematics (the formal) and sociology (the intuitive) into the mix? You get mathematical models in the sociological imagination.
  • Speculative fiction, Afro-futurism, and the Mathematical Sciences
    Building on the work of critical race theory, the Black Intellectual Tradition, and the mechanics of modern systems of inequity that utilize computational and mathematical practices, this project explores the role of speculative fiction in education, and specifically mathematics classrooms. How does mathematics allow us to be critical in the process of being descriptive, corrective, and prescriptive?
  • Human x Digital Networks for Mathematics Learning
    This project explores a hybrid mathematics laboratory model that focuses on communication and social networks to explore how Human x Digital Networks and tools inform and improve mathematics preparation, assessment, and conceptual thinking in undergraduate settings.

Publications & Presentations

Alexander, N. N. (2019). Daija's awakening: Critical race theory and afrofuturism in mathematics education. In J. Davis & C. C. Jett (Eds.), Critical Race Theory in Mathematics Education, pp. 56-74, New York: Routledge.

Annual Reviews of Entomology

Beck, C.W. and L.S. Blumer

Alexander, N. N., Teymuroglu, Z., & Yerger, C. R. (2019). Critical conversations on social justice in undergraduate mathematics. PRIMUS: Problems, resources, and issues in undergraduate mathematics studies, 1-34.

Alexander, N. N., Teymuroglu, Z., & Yerger, C. R. (2019). Critical conversations on social justice in undergraduate mathematics. PRIMUS: Problems, resources, and issues in undergraduate mathematics studies, 1-34.

Alexander, N. N. (2013). Gender inequality: Mathematics. Sociology of Education: An A-to-Z Guide, SAGE Publications, Inc.

Alexander, N. N. (2012). Choosing a college [Mathematical modeling using preference matrices]. In H. Gould, D. Murray, & A. Sanfratello (Eds.), Mathematical Modeling Handbook: Vol. 1, pp. 39-48. New York: COMAP.

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