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Middle Grades, Secondary and Specialized Subjects

FSU HomeMGSSFaculty and StaffShelton Ford

Shelton Ford

Dr. Shelton FordDr. Shelton Ford is an Assistant Professor, where he has joint appointments in the Department of Middle Grades, Secondary, and Special Subjects and the Department of Mathematics.>  He currently serves as the Secondary Mathematics Education Coordinator. He currently teach courses in mathematics and mathematics education, including methods courses for high school pre-service teachers and graduate courses in applied research in education and the use of technology in the middle and high school classroom. Dr. Ford is the university supervisor for student teachers in undergraduate secondary mathematics education. He also supervises graduate interns in the Master’s in the Art of Teaching (MAT) Program.

Dr. Ford received his B.S. in Secondary Mathematics Education from North Carolina State University, his M.S. in Mathematics from Fayetteville State University, and his Ph.D. in Mathematics Education from North Carolina State University. He is certified by the NC DPI in Secondary Mathematics Education.

Dr. Ford has over 10 years of teaching high school mathematics within the traditional and magnet high schools settings. To stay connected with the high school learning environment, Dr. Ford travels each summer to Lincoln University, located outside of Philadelphia, to teach all of the mathematics courses (Algebra I, Algebra II, Geometry, and Advanced Math) for their Upward Bound Program.

Dr. Ford’s research platform interweaves two lines of work: focusing on how students come to understand foundational mathematical concepts and how teachers transform their teaching of mathematics toward fostering such understanding in their students. In particular, the first line of work focuses on articulation of ways in which high school students construct particular conceptions of functions. The second line focuses on identification of major `landmarks' in secondary school teachers' transition from traditional to reform-minded practices (pre-service or in-service). Recently, his interests have expanded to examine the impact of culture on the teaching and learning of mathematical concepts in middle and secondary grades.

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