Crystal H. Morton is currently an Associate Professor of mathematics education at Indiana University Purdue University at Indianapolis (IUPUI) and a member of the Enhancing the Effectiveness of Socially Transformative STEM Education (ES)2 Research Program. Dr. Morton teaches undergraduate and graduate courses in Elementary and Secondary Mathematics Methods, General Secondary Methods, and Assessment in Schools. Her research is driven by a passion to understand why African American students, particularly females, are disproportionately underachieving in mathematics.
Dr. Morton seeks to uncover the barriers that hinder many African American female students from being successful in their mathematics-education courses and from pursuing advanced study in the subject. Her collaborative research agenda centers around three broad areas:
Developing an in-depth understanding of the development of African American females as mathematical learners;
Developing an understanding and critique of factors outside of the learner (both African American males and females) that adversely affect their teaching and learning;
Developing interventions aimed at improving the mathematics teaching and learning of African American male and female students.
Focusing on mathematics and science development of African American students, Dr. Morton has co-designed and implemented several summer programs engaging girls and young women in mathematics in order to increase their confidence and interest in STEM-related careers. She has served as a mentor for the Ronald E. McNair Postbaccalaureate Achievement Program, mentored students in the IUPUI Diversity Scholars Research Program (DSRP) and the IUPUI UCASE research experience, because she values the importance of engaging undergraduate students in rich research experiences. In addition to her current faculty appointment, Dr. Morton serves as Coordinator for Secondary Programs. Dr. Morton has also spent time in Kenya on several occasions working with Moi University School of Education faculty to lay the groundwork for a student and faculty exchange program.
The former high school mathematics teacher has received awards for her service, research, and teaching. In 2010 she was selected as a Service Teaching and Research (STAR) in Mathematics Education Fellow. In 2014, she was awarded Guidance Life-skills and Mentoring Icon Award and in 2015 she was awarded the INSIGHT Into Diversity Inspiring Women in Stem Award.
- Ph.D., Education (Culture, Curriculum, Change), University of North Carolina at Chapel Hill, 2008
- M.A.T., Mathematics Education, University of North Carolina at Chapel Hill, 2001
- B.A., Major: Mathematics Minor: African American Studies, University of North Carolina at Chapel Hill, 2000
EDUC-E 343 Teaching Mathematics in Elementary Schools
EDUC-E 543 Advanced Study of Teaching Mathematics in Elementary Schools
EDUC-M 405 Secondary Practicum
EDUC-N 517 Advanced Study of Teaching Secondary Mathematics
EDUC-S 430 Teaching and Learning in High Schools
EDUC-P507 Assessment in Schools
African American students and mathematical problem solving
Mathematical teaching and learning of African American female students
Morton, C. H. (2014). A story of African American students as learners. International Journal of Education in Mathematics, Science, and Technology, 2(3), 234-245.
Morton, C. H. (2014). An investigation into sixth grade students’ understanding of ratio and proportion. International Journal for Research in Mathematics Education, 1(1), 67-79.
Morton, C. H., Cook, D. A, & Yow, J. A. (2013). It’s play time: enhancing computational skills and strategy development through mathematical games. The Centroid, 39(1), 22-25.
Yow, J., Morton, C., Cook, D., (2013). Lessons learned from a community math project: ethnomathematical games & opportunities for teacher leadership. The Journal of Mathematics and Culture, 7(1), 98-139.
Morton, C. H., Yow, J., & Cook, D. (2012). Challenging minds: enhancing the mathematical learning of African American Students through games. Curriculum and Teaching Dialogue, 14(1-2), 105-119.
Hill, C. (2010) When traditional won't do: experiences from a “lower-level” mathematics
Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(6), 239-243.
INSIGHT Into Diversity Inspiring Women in Stem Award, 2015
Guidance Life-skills and Mentoring Icon Award, 2014
Service Teaching and Research (STAR) in Mathematics Education Fellow, 2010
Grants and Funding:
Grant awarded from the Central Indiana Community Foundation towards the STEM in you Summer Enrichment Camp (PI; $6990; April, 2015 & $8500; April, 2014).
Grant awarded from the Indiana Girls Collaborative, The STEM in you Summer Enrichment Program ($1000; April, 2014).
Grant awarded from the Central Indiana Community Foundation towards (M³): Making Mathematics Matter for African American Female Learners (PI; $8500; April, 2013).
Grant awarded from the Central Indiana Community Foundation towards projected titled Priming for Success: A Field-Based Exploratory Study of a Priming Intervention for Middle Grades African American Mathematics and Science Learners (Co-PI; $9,000, Summer 2010).
Grant awarded from the Indiana University (IU) School of Education Proffitt Internal Grant Competition towards a project titled: Priming for Success: A Field-Based Exploratory Study of a Priming Intervention for Middle Grades African American Mathematics and Science Learners (Co-PI; $38,000; January 2008).
American Education Research Association
American Educational Studies Association
Association of Mathematics Teacher Educators
Benjamin Banneker Association
Indiana Council of Teachers of Mathematics
National Council of Teachers of Mathematics