Brit Claiborne

Brit Claiborne

Instructor of Graduate Studies

bclaiborne@stonehill.edu
Graduate & Prof Studies

Biography

Brit Claiborne joined the Stonehill College community in 2024. Her main areas of focus are mathematics education and critical pedagogies. Her research and teaching center on mathematics teacher education as a space to nurture teacher agency and activism for social change. Her work focuses on designing learning environments that support the development of more equitable teaching practices and invite educators to reimagine hegemonic systems as a pathway toward more just educational futures. Claiborne conducts participatory co-design research in collaboration with teachers and communities to explore these aims. She draws upon her experience as a high school mathematics teacher, community activist and professional dance artist to enact the intersections of mathematics, justice and art.

Education

  • Ph.D. (in progress), Mathematics Education, Wheelock College of Education & Human Development, Boston University
  • Graduate Certificate, Women’s, Gender, and Sexuality Studies, College of Arts & Sciences, Boston University
  • M.S.Ed., Mathematics Education and Social Policy, Northwestern University
  • B.A., Mathematics and Statistics, Smith College

Courses Taught

  • Mathematics for Diverse Learners
  • Teaching Content Math to Diverse MS/HS Students
  • Educational Equity and Inclusivity
  • Claiborne, B., & Cordero-Siy, E. (2024). Imagining anew: A narrative analysis of STEM teachers’ fictional educational futures. Learning: Research and Practice. https://doi.org/10.1080/23735082.2024.2414985
  • Shaughnessy, M., Boerst, T., Garcia, N., & Claiborne, B. (2024). Orienting to Student Sense-making: Using Simulations to Support the Development of Equitable Mathematics Teaching. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers. IGI Global.
  • Claiborne, B. (2024). Fictional futures, expanded possibilities: Imaginative writing to orient teachers’ agency towards the projective. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences
    - ICLS 2024 (pp. 2365-6). Buffalo, USA: International Society of the Learning Sciences.
  • Claiborne, B., Clarke, N. E., Haas, R., Hanson, S., Harris, M. Y., Martin, K., Viel, S., & Woods, J. (in press). The polychromatic domination number. Journal of Combinatorial Mathematics and Combinatorial Computing.
  • Claiborne, B., Videlock Barstow, A., & Dietiker, L. (2023). “Oh! That’s interesting!”: Captivating students who hate mathematics with mathematical ideas. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 179–187). University of Nevada, Reno. 10.51272/pmena.45.2023

For You