Karen D. King, Ph.D.

Karen D. King, Ph.D., Director of Research for the National Council of Teachers of Mathematics located in Reston, Virginia, the largest professional association of mathematics teachers in the world, serving the US and Canada. She recently transitioned from a position as associate professor of mathematics education at New York University’s Steinhardt School of Culture, Education, and Human Development. Previously she served as a program director at the National Science Foundation (NSF) in the former Division of Elementary, Secondary, and Informal Education where she managed projects primarily in the Teacher Professional Continuum Program. She also oversaw curriculum projects in Instructional Materials Development and policy for the Education and Human Resources Directorate. She has worked as a professor of mathematics education at San Diego State University and Michigan State University.

King’s current research focuses on urban mathematics reform, the mathematics preparation of elementary and secondary teachers, and the policies of mathematics teacher professional development. She has been the principal investigator or co-principal investigator of National Science Foundation funded grants totaling over $2,000,000 over the span of her career and published numerous articles, book chapters, and a recently co-edited book titled Disrupting Tradition: Research and Practice Pathways in Mathematics Education with William Tate, IV and Celia Rousseau Anderson. She also serves as part of the writing team for the revision of The Mathematical Education of Teachers, which describes the mathematics teachers need to know and be able to do to be successful in light of the Common Core State Standards in Mathematics. 

King has served as associate editor of the Journal for Research in Mathematics Education and was a member of the RAND Mathematics Study Panel, which made recommendations to the U.S. Department of Education about future research funding in mathematics education. She received a BS in mathematics from Spelman College and a Ph.D. in mathematics education from the University of Maryland, where she conducted research on mathematics teacher thinking. She also serves on numerous committees focusing on research in mathematics education and teacher education with national organizations, including the Association of Mathematics Teacher Educators, the Benjamin Banneker Association, and the National Board for Professional Teaching Standards.