* *

*CURRICULUM
VITAE*

* *

*D. NATASHA BREWLEY-CORBIN*

*UNIVERSITY OF GEORGIA*

*105 ADERHOLD HALL*

*ATHENS, GA 30602*

*dbrewley@uga.edu*

* *

**ACADEMIC HISTORY**

Denise Natasha
Brewley-Corbin

** **

UNIVERSITY OF GEORGIA,** **PhD** **Candidate, Department of
Mathematics and Science Education, Anticipated graduation date, August 2007

Dissertation Title: *The Young People’s Project, Chicago, Illinois:
Mathematics Literacy Workers’ Construction of Identity and Mathematical Goals
Within a Community of Practice*

Doctoral Committee Chair:
Dr. Dorothy Y. White

Committee Members: Drs.
Nell Cobb, Talmadge Guy, Jeremy Kilpatrick, and Jerome Morris

** **

**a. ****Education and highest degree: **

** **

CLARK
ATLANTA UNIVERSITY, Masters of Business Administration, Concentration in
Finance, Atlanta, Georgia, August 2003

CLARK ATLANTA
UNIVERSITY,
Masters of Science, Applied Mathematics, Atlanta, Georgia, May 1997

Master’s Thesis Title:** ***Real Zeros of Polynomials
Whose Coefficients are Independent Random Variables, Each of which is either 1
or – 1, With Equal Probability*

Dr. J. Ernest Wilkins, Master’s Committee
Chair

SPELMAN COLLEGE, Bachelor of Science, Mathematics,
Atlanta, Georgia, August 1995

**b. ****Professional certifications:**

** **

UNIVERSITY OF GEORGIA Interdisciplinary Qualitative Studies Certificate, Anticipated May 2007

**c. ****Academic positions:**

* *

UNIVERSITY OF GEORGIA, Graduate Assistant, TIM: Technology Integration in Mathematics, Learning & Performance Support Laboratory,
July 2006 – present

UNIVERSITY OF GEORGIA, Graduate Teaching
Assistant, Department of Mathematics and Science Education, August 2004 – May 2006

UNIVERSITY OF GEORGIA, Graduate Assistant, CPTM: Center for
Proficiency in Teaching Mathematics, Department of Mathematics and Science
Education, August 2003 – May 2005

GAINESVILLE
COLLEGE, Adjunct Mathematics Lecturer, Department of Mathematics, Gainesville,
Georgia, January 2004 – present

SPELMAN
COLLEGE, Director of Mathematics Laboratory & Lecturer, Department of
Mathematics, Atlanta, Georgia, August 2000 – May 2003

MOREHOUSE
COLLEGE, Adjunct Mathematics Lecturer, Department of Mathematics, Atlanta, Georgia, August 2001 – May 2003

GEORGIA STATE
UNIVERSITY, Visiting Instructor, Department of Mathematics, Atlanta, Georgia,
August 1999 – May 2000

**d. ****Other
professional employment:**

** **

THE GALLOWAY
SCHOOL, Mathematics Teacher of Upper Learning, Atlanta, Georgia, August 1997 –
May 1999

**e. ****Graduate
awards, fellowships, and scholarships:**

** **

Southern Regional
Educational Board (SREB) Dissertation Year Award Fellowship Scholar, 2006 –
2007

Who’s Who Among
Graduate Students in America, 2006

Nominated by the
Department of Mathematics and Science Education to accept this honor

University of
Georgia Graduate Recruitment Opportunities (GRO) Assistantship, 2003 –
present

Minority
Biomedical Research Support (MBRS) Fellowship, 1995 – 1997

Mathematical
Association of America/American Mathematics Society Joint Meeting, Best
Undergraduate Research Award, 1995

United Negro
College Fund/Spike Lee “Do The Right Thing” Scholarship recipient, 1991 – 1995

**2. ****RESIDENT INSTRUCTION AND CONTINUING
EDUCATION**

** **

**a.
****Course
taught at the University of Georgia**

** **

EMAT 3410 – Mathematics Methods in Pre K – 5

Replaced EMT 441 in semester conversion. Major requirement for early
childhood education majors; sequel to EMAT 3400. Mathematics teaching and
curriculum in Pre K – 5 integrated with an analysis of mathematics teaching,
including the use of technology. Includes a 4 – week full day field experience.

Spring 2006, 28 Students

Fall 2005, 31 Students

** **

**b.
****Courses
co-assisted at the University of Georgia**

** **

EMAT 3400 – Children’s Mathematical Learning

Replaced EMT 442 in semester conversion. Major requirement for early
childhood education majors. Research-based development of a theory of
children’s mathematical learning from prenumerical stages through the
acquisition of advanced numerical and spatial processes and operations.
Includes a weekly field experience supervised by the instructor.

Fall 2004, 33 Students

Spring 2005, 31 Students

** **

EMAT 9000 – The Social of Mathematics: Mathematics
Teaching & Learning Seminar

An exploration of
economic, cultural, political, and social structures and discourses as they
relate to mathematics, mathematics teaching and learning, and research in
mathematics including an analysis of how each of these are understood and
enacted within various theoretical frameworks.

Spring 2004, 10
Students

** **

EADU 9700 – Critical Race Theory: A Survey of Reading Seminar

An
exploration of the evolution and historical significance of critical race theory
as a theoretical perspective, the key writings that have informed the
discipline, how it has been used in educational research, and how it can be
used in mathematics education research as well.

Fall 2004, 3 Students

**c. ****Courses taught at Gainesville College**

** **

MATH
0097 – Introductory Algebra

This is a course for students needing
supplemental preparation in basic mathematics and beginning algebra. The course
is required for students whose placement test scores indicate a need for the
course. Topics include signed numbers,
algebraic expressions, equations, inequalities, basic graphing, polynomials,
rational expressions, and problem solving.

Spring
2004, 15 Students

MATH 1111 – College Algebra

This
an algebra course designed primarily for science, mathematics, and business
majors. This course is a functional approach to algebra that incorporates the
use of appropriate technology. Topics include a detailed study of linear,
quadratic, piece-wise defined, higher degree polynomial, rational, logarithmic
and exponential functions, their graphs and applications; inequalities; and
systems of equations.

Spring
2006, 23 Students

** **

**d. ****Courses taught at Spelman College**

** **

MATH 115 – Precalculus I

This course covers real number system, inequalities, distance formula, functions and graphs, polynomial functions, exponential and logarithmic functions.

Summer 2006, 15 Students

Summer 2005, 13 Students

Summer 2004, 16 Students

MATH
116 – Precalculus II

This course covers trigonometric functions, mathematical induction, binomial theorem, complex numbers, and systems of equations. Prerequisite: MATH 115 or college placement exam.

Summers 1997 – 2003

MATH
120 – Precalculus Accelerated

A
fast-paced course that reviews polynomial, exponential, logarithmic, and
trigonometric functions, systems of equations, and mathematical induction. A
student may not receive credit for both MATH 120 and the 115-116 sequence.
Prerequisite: College placement exam.

Fall
2000, Fall 2001, Fall 2002

MATH
211 – Applied Calculus

This course is an introduction to the basic ideas of calculus expressly designed for biology and economics majors. Topics include functions and graphs, tangent lines, derivatives, rate of change, maxima-minima problems, exponential and logarithmic functions, integration, multivariable and calculus applications to biology and economics. Prerequisite: MATH 115 (or 120) or college placement exam.

MATH
232 – Analysis II

This
course covers derivatives of exponential, logarithmic, and trigonometric
functions, methods of integration, polar coordinates, improper integrals, de
L'Hopital's rule, sequences, series, power series and Taylor polynomials.
Prerequisite: MATH 231 (or 295), or college placement exam.

** **

**e. ****Courses taught at Morehouse College**

** **

MAT
100 – College Algebra

A
course designed to provide the student with the fundamental concepts of
algebra, which are essential for all higher mathematics courses. After completing
this course, the student should understand the concepts and know how to apply
the knowledge of algebraic equations and inequalities; functions and graphs;
polynomial and rational functions; exponential and logarithmic functions; and,
systems of equations and inequalities. Prerequisite: MAT 090.

MAT 110 – Finite Mathematics

A
course designed to provide the non-science / mathematics /engineering /business
student an intense introduction to the foundations and fundamentals of
mathematics for liberal arts majors. This course gives an introduction to many
branches of mathematics and concentrates on pertinent and concrete examples and
applications. After completing this course, the student should be able to work
basic problems and word problems in linear algebra, logic, set theory, counting
theory, probability, and statistics. Prerequisite: MAT 100.

MAT 162 – Calculus II

A
course where topics included is techniques and applications of integration,
polar coordinates, parametric equations, infinite sequences and series,
numerical integration, differential equations, L’Hopital’s rule, and improper
integration. Prerequisite: MAT 161.

**f. ****Courses taught at Georgia State University**

** **

MATH
1111 – College Algebra

Prerequisite:
high school algebra II. This course covers Graphs; equations and inequalities;
complex numbers; functions; polynomial, rational, exponential, and logarithmic
functions; and linear systems.

** **

MATH
1113 – Precalculus

Prerequisite:
Math 1111, or departmental approval. This course covers trigonometric
functions, identities, inverses, and equations; vectors; polar coordinates;
conic sections.

MATH
2030 – Principles of Mathematics

This
course will not be accepted as part of the requirements of a major in
mathematics. Designed for teachers at the elementary and middle school level;
topics included are numerical systems, sets and relations, primes and divisors,
binary operations and properties, rational numbers and real numbers.

** **

**3.
****SCHOLARLY ACTIVITIES **

** **

**a.
****Publications**

** **

Denise N.
Brewley-Corbin has also published under the name Denise N. Brewley and Denise
N. Brewley-Kennedy.

* identifies a
publication that has gone through stringent editorial review.

** **

** Publications
in refereed/peer reviewed journals**

** **

*
**Brewley-Kennedy, D. N.** (2005). The struggles of incorporating equity
into practice in a university mathematics methods course: The case of Dr.
Simms.* The Mathematics Educator.*
Monograph No. 1. 16-28.

* *

*
Williams, M. R., **Brewley, D. N.,** Reed, R. J., White, D.Y., &
Davis-Haley, R. T. (2005). Learning to read each other: Black female graduate
students share their experiences at a White research I institution. *Urban Review. 37*,* *181-199.

*
Mickens, R., **Brewley, D. N.**, & Russell, M.L. (1998). A model of
dieting. *Society for Industrial and Applied Mathematics. 40*, 667-672.

*
Ehme, J., & **Brewley, D.** (1996). Continuous data dependence for a
class of non-linear boundary value problems. *Computational Applied Linear Analysis. 3*, 59-65.

Book
chapters

** **

**Brewley-Corbin,
D. N.** (in preparation).
Staying in mathematics as an act of resistance: A gender case study. Chapter
submitted for inclusion in D.B. Martin (Eds.), *Mathematics Teaching,
Learning, and Liberation in African American Contexts, *February 2006*.*

**b. ****Presentations**

** **

**Brewley-Corbin,
D. N.**, Hand, V. M., Aguirre,
J. M., & Kitchen, R. (2007, March). *The promises and challenges of
equity in teacher education and professional development. *Research
symposium at Research Presession of the National Council of Teachers of
Mathematics (NCTM), Atlanta.

**Brewley-Corbin,
D. N.** (2007, January). *The challenges of infusing equity in
mathematics methods course: The case of Dr. Simms. *Invited research presentation, Stanford University, Palo Alto.

**Brewley-Corbin,
D. N**. (2006, December). *The Young
People’s Project, Chicago, Illinois: A “Youth Led” initiative in mathematics
education. *Literature review presented at The
Qualitative Inquiry Certificate Conference, University of Georgia, Athens.

**Brewley-Corbin,
D. N.** (2006, November). *The challenges of infusing equity issues in
mathematics methods courses. *Poster
presented at the annual meeting of the Psychology of Mathematics
Education - North America Chapter (PME-NA), Mérida, Yucatán, Mexico.

White, D.
Y., Abney, A., **Brewley, D. N.**, DuCloux, K., & Thomas, S. (2005, November). *The challenges of infusing equity issues in mathematics method courses.
*Research presented at the National Association for Multicultural Education
(NAME), Atlanta.

Junor-Clarke,
P. A., & **Brewley, D. N.** (2005, May*). Introduction to technology
in the mathematics classroom: A needs assessment*. Presented at Cyril
Potter’s College of Education, Georgetown, Guyana.

**Brewley,
D. N.**, Reed, R. J., Lawler,
B., & Stinson, D. (2003, November). *The social mathematics: Mathematics
teaching and learning.* Introduction of a new course presented at a
Mathematics Education Student Association (MESA) colloquium, University of
Georgia, Athens.

**Brewley,
D. N.** (1995, January). *Continuous dependence for boundary value
problems. *Research presented at the Joint Mathematics Meetings, Mathematics
Association of America and American Mathematics Society (MAA/AMS), San
Francisco.

**Brewley,
D. N.** (1998, January). *A model of dieting.* Research presented
at the annual meeting of the Minority Biomedical Research Symposium (MBRS),
Miami.

**4. SERVICE TO THE
UNIVERSITY**

**a. ****Department**

President,
Mathematics Education Student Association (MESA), University of Georgia, 2005 –
2006

Colloquium
Chair, Mathematics Education Student Association (MESA), University of Georgia,
2004 – 2006

Vice
President, Mathematics Education Student Association (MESA), University of
Georgia, 2004 – 2005

**b. ****College**

Member,
Dean's Council on Diversity, University of Georgia, 2004 – present

**5. SERVICE
TO THE PROFESSION**

**a. ****Proposal reviewer**

Proposal
reviewer for the annual meeting of the American Educational Research
Association (AERA), Montreal, Canada, April 2005

**b. ****Journal reviewer**

Journal
reviewer for *The Mathematics Educator*, an official publication of the
Mathematics Education Student Association (MESA) of University of Georgia, 2003
– present

**c. ****Service as discussant/chair**

Chair,
Division C – Learning and Instruction, Section 3: Mathematics, Students
understanding of Mathematical Functions, Annual meeting of the American
Educational Research Association (AERA), Montreal, Canada, April 2005

**a. ****Service to the professional community**

Participated
in the workshop, *Transforming Mentees to Mentors – *International Project
at Georgia State University, July 2006

**b. ****Professional memberships**

Member,
National Council of Teachers of Mathematics (NCTM)

Member,
The Benjamin Banneker Association

Member,
American Educational Research Association (AERA)