Kyndall Brown holds a bachelor’s degree in mathematics from UC Irvine, masters degrees in computer-based education and mathematics education from CSU Dominguez Hills, and a Ph.D.  from UCLA’s Graduate School of Education and Information Studies. He also has a single subject credential to teach mathematics in the state of California.

Kyndall has over 30 years of experience in the field of mathematics education.  Thirteen of those years were spent teaching mathematics in secondary urban classrooms in Los Angeles Unified School District (LAUSD). He has taught at both the Middle and High School levels. He has taught everything from pre-algebra to pre-calculus. Most of his students came from low-income communities with large numbers of English language learners. 

He provided professional development as a mathematics teacher consultant and director for the UCLA Mathematics Project (UCLAMP) housed in Center X, a unit of UCLA’s Graduate School of Education and Information Studies for 14 years. In that capacity, he has done workshops at schools on strategies to teach mathematics to English language learners, coached mathematics teachers in Center X partnership schools and districts, and directed leadership institutes for teachers of mathematics. As a mathematics resource teacher in LAUSD, he has helped to implement standards-based mathematics programs in secondary schools.  

He is currently the Executive Director of the California Mathematics Project, a statewide network of professional development organizations. He has received and implemented grants funded by the California Post-Secondary Education Commission (CPEC), including Supporting Teachers To Increase Retention (STIR), a five-year grant focused on retaining secondary mathematics teachers in urban schools, Fremont Achievement in Mathematics for Excellence (FRAME), a three-year grant aimed at increasing the pedagogical content knowledge of the mathematics teachers at an urban high school as a way to improve the achievement of the students, and College Access through Data Science (CADS) to implement a senior level mathematics course to assist students in meeting their college entrance requirement in mathematics. He recently received a grant from the E.D. Bechtel, Jr Foundation to create a statewide network of lesson study hubs.

His research interest centers around how the mathematics identities of African-American males impact their academic achievement.