Dr. Dahlgren is an education researcher and a mathematics teacher educator. Broadly speaking, his work lies at the intersection of mathematics content, teaching, and issues of justice. His doctoral dissertation grappled with how particular conceptualizations of mathematical proof might reproduce harmful narratives about students, and about the nature of mathematics. He has also written about Specialized Content Knowledge for teaching mathematics, and about teacher educators’ understanding of Mathematical Knowledge for Teaching. His current research investigates the work of listening in mathematics teaching. Prior to arriving at Marian, he completed his PhD at University of Michigan, where he was a member of the Mathematics Teaching and Learning to Teach Project.
Dr. Dahlgren has an extensive background in both mathematics and in mathematics teaching. He has a bachelor’s degree in mathematics from Rice University, and a master’s degree in pure mathematics from the University of New Mexico. He has taught a wide variety of mathematics courses in various higher education settings and was also a middle school and high school math teacher for a number of years in Phoenix, Arizona.
When Dr. Dahlgren is not teaching or doing research, he enjoys reading speculative fiction, playing with his daughters (ages 3 and 7 months), and cooking Mexican food.
Hoover, M., Dahlgren, M., Mosvold, R., & Goffney, I. (2023). Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-023-09609- z
Dahlgren, M. (2024). Toward a Practical, Intellectually Honest, and Humanizing Conceptualization of Proof. (Publication No. 31631051) [Doctoral dissertation, University of Michigan] ProQuest Dissertations & Theses Global.
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