Main Menu Summer 2013

Rochelle Gutiérrez

Dr. Rochelle Gutiérrez' scholarship focuses on equity issues in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing teachers, her work challenges deficit views of Latina/o and African American students. Her current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the role of uncertainty and "Nepantla" as it relates to teaching; and the political knowledge that mathematics teachers need to effectively teach in an era of high-stakes education.

Educational Background

  • Ph.D., Curriculum and Instruction, University of Chicago, 1995
  • M.A., Curriculum and Instruction, University of Chicago, 1995
  • B.A., Human Biology, Stanford University, 1990

Key Professional Appointments

  • Professor, Mathematics Education, Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2011-present
  • Professor, Latina/Latino Studies, University of Illinois at Urbana-Champaign, 2011-present
  • Associate Professor, Mathematics Education, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2002-2010
  • Associate Professor, Latina/o Studies, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 2002-2010
  • Assistant Professor, Latina/Latino Studies, College of Liberal Arts, University of Illinois at Urbana-Champaign, 1998-2001
  • Assistant Professor, Curriculum and Instruction, University of Illinois at Urbana-Champaign, 1996-2001

Activities & Honors

  • Editor, Special Issue on Identity and Power, Journal for Research in Mathematics Education, 2008-2012
  • Excellence in Scholarship in Mathematics Teacher Education, Association of Mathematics Teacher Educators, 2010-2011
  • Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2010
  • Outstanding Faculty Service Award, College of Education, 2010
  • Distinguished Educator, Pedagogy of Success in Urban Schools, Pace University, 2009
  • Member, Dissertation Award Committee, The Spencer Foundation, 2007-2008
  • Member, editorial board., Journal of Mathematics Teacher Education, 2005-2008
  • Editorial Board Member, Journal of Mathematics Teacher Education, 2005-2008
  • Visiting Scholar, Learning Sciences Institute, Vanderbilt University, 2006-2007
  • Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2006
  • Consultant, multicultural and bilingual literature, Latino families, Champaign Public Library, 2003-
  • Reviewer, Journal for Research in Mathematics Education, 2003-
  • Selected Scholar in Education, University of Wisconsin--Madison, 2002-2003
  • Invited Member, Committee on Increasing Students' Engagement and Motivation to Learn, National Academy of Sciences, 2001-2003
  • Invited Member, National Study Panel on Mathematics, RAND, 2000-2003
  • Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 1996-1998

Research Statement

My research focuses on the structural and pedagogical factors involved in equity for marginalized students, especially African American and Latina/Latino students. In the past, I have focused upon understanding the organizational, cultural, and pedagogical aspects of high school mathematics departments that support students of color and students in poverty taking high levels of mathematics by grade 12.

My current research focuses upon understanding the development of teacher practice and teaching communities that achieve equity in students' mathematics participation and achievement. I strive to situate teacher practice in a socio-cultural and political context of schooling and broader society. I am currently involved in three related research projects. The first project attempts to understand how a partnership between the mathematics department in a Chicago high school and a group of pre-service teachers at the University of Illinois influences the dispositions and practices of those (pre- and inservice-) teachers and their students. A second project is a year-long case study of 2 "secundarias" (middle schools) in Mexico, one of which has a long standing tradition of strong teacher community and student advancement and the other is a more traditional/individualistic teacher environment. The goals of that project are to understand some of the cultural practices in mathematics teaching in Mexican secondary schools, as well as some of the relationships and tensions between teacher community and individual teacher practice. The third research project is more theoretical in its approach and builds upon the work of scholars in Latina/Latino Studies, specifically the notion of "Nepantla" and "conocimiento" in the work of Gloria Anzaldúa, in order to help reconceptualize what might count as knowledge for equity teaching. A long term goal is to understand what it takes to build equity-based teacher communities in places where they do not already exist.

Grants

  • Principal Investigator, Noyce: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois' High Needs Schools [STIMULUS FUNDING], National Science Foundation, 2009-2014
  • Principal Investigator, Understanding Mathematics Teacher Work Groups as a Model for Professional Development: Learning from México, U.S. Department of State, 2004-2005
  • Principal Investigator, A Community of Practice Model for Teacher Education: Developing Teacher Candidates' Understandings to Teach Quality Mathematics to Urban Students, American Educational Research Association, 2003-2008
  • Fellow, Understanding Teacher Candidates' Knowledge and Disposition to Teach Mathematics to Diverse Students, Bureau of Educational Research, 2002-2003
  • Fellow, Faculty Fellows Program, Bureau of Educational Research, 1999-2000
  • Principal Investigator, NAE/Spencer Postdoctoral Fellowship, The Spencer Foundation (National Academy of Education), 1998-1999

Select Publications

  • Gutiérrez, R., Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68.
  • Gutiérrez, R. (2013). Why (Urban) Mathematics Teachers Need Political Knolwedge. Journal of Urban Mathematics Education, 6(2), 7-19.
  • Gutiérrez, R., Gutiérrez, R. (2012). Embracing "Nepantla:" Rethinking knowledge and its use in teaching. REDIMAT-Journal of Research in Mathematics Education, 1(1), 29-56.
  • Gutiérrez, R., Irving, S., Gutiérrez, R. (2012). Student centered learning: Latin@s, blacks, and mathematics. A white paper commissioned by the Nellie Mae Foundation. Nellie Mae: Boston.
  • Gutiérrez, R., Gutiérrez, R. (2012). Beyond the achievement gap: What it takes to become an effective leader in mathematics for marginalized youth. What every principal needs to know:  Instructional leadership for equitable and excellent schools. Teachers College Press: New York.
  • Gutiérrez, R., Gutiérrez, R. (2012). Issues of identity and power in teaching Latin@ students mathematics. Beyond good teaching:  Strategies that are imperative for ELLs in mathematics classrooms. National Council of Teachers of Mathematics: Reston, NJ.
  • Gutiérrez, R., Gutiérrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? Equity in discourse for mathematics education: Theories, practices, and policies. Springer: New York.
  • Strutchens, M., Quander, J., Gutiérrez, R., Gutiérrez, R. (2011). Mathematics learning communities that foster reasoning and sense making for all high school students. Focus in high school mathematics: Fostering reasoning and sense making for all students. National Council of Teachers of Mathematics: Reston, VA.
  • Dance, L., Gutiérrez, R., Hermes, M., Gutiérrez, R. (2010). More like jazz than classical:  Reciprocal interactions among educational researchers and respondents. Harvard Educational Review, 80(3), 327-352.
  • Gutiérrez, R., Gutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy and Education, 18(3), 9-16.
  • Lubienski, S., Gutiérrez, R., Gutiérrez, R. (2008). Bridging the "gaps" in perspectives on equity in mathematics education. Journal for Research in Mathematics Education, 39(4), 365-371.
  • Gutiérrez, R., Bay-Williams, J., Kanold, T., Gutiérrez, R. (2008). Moving beyond access and achievement: What should mathematics teachers and leaders consider when addressing equity issues? NCTM News Bulletin. NCTM.
  • Gutiérrez, R., Gutiérrez, R. (2008). Framing equity: Helping students "play the game" and "change the game." Noticias, 4(1), 1-3.
  • Gutiérrez, R., Gutiérrez, R. (2008). A "gap gazing" fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357-364.
  • Gutiérrez, R. (2007). (Re)defining equity: The importance of a critical perspective. Diversity, equity, and access to mathematical ideas. Teachers College Press: New York.
  • Gutiérrez, R., Gutiérrez, R. (2003). Beyond essentializing: The complex role of language in teaching Latina/o students mathematics. American Educational Research Journal, 39(4), 1047-1088.
  • Gutiérrez, R., Gutiérrez, R. (2002). Enabling the practice of mathematics teachers: Towards a new equity research agenda. Mathematical Thinking and Learning.
  • Gutiérrez, R., Gutiérrez, R. (2000). Advancing African American, urban youth in mathematics: Unpacking the success of one mathematics department. American Journal of Education, 109(1), 63-111.
  • Gutiérrez, R. (1999). Advancing urban Latina/o youth in mathematics:Lessons from an effective high school mathematics department. The UrbanReview, 31(3).
  • Gutiérrez, R. (1996). Practices, beliefs, and cultures of high school mathematics departments: Understanding their influence on student advancement. Journal of Curriculum Studies, 28(5), 495-529.