Biography

Gloriana González's research focuses on how teachers manage students' prior knowledge. She is interested in examining teachers' decision-making when handling students' prior knowledge and the rationality underlying those decisions.

Expand
Key Professional Appointments

Assistant ProfessorDepartment of Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2009 - present

Expand
Education

Ph.D., Mathematics Education, University of Michigan, 2009

M.S., Mathematics Education, Cornell University, 1995

B.A., Secondary Mathematics Education, University of Puerto Rico, 1993

Expand
Awards, Honors, Associations

Emerging Scholar AwardNorth American Systemic Functional Linguistics Association, 2015 - 2015

Outstanding Undergraduate Teaching Award, College of Education, University of Illinois at Urbana-ChampaignCollege of EducationUniversity of Illinois at Urbana-Champaign,, 2012 - 2013

Faculty Fellow, Hardie Faculty Fellows ProgramCollege of Education, 2011 - 2011

List of Teachers Ranked as Excellent by Their StudentsUniversity of Illinois, 2010 - 2010

Stanley E. and Ruth B. Dimond Best Dissertation Award, School of EducationUniversity of Michigan - Ann Arbor, 2010 - 2010

STaR FellowNational Science Foundation, 2010 - 2010

Susan S. Lipschutz Award for exceptional scholarly achievement, a sense of social responsibility and service, and a lively interest in promoting the success of women in the academic communityUniversity of Michigan - Ann Arbor, 2008 - 2008

School of Education Scholars AwardUniversity of Michigan - Ann Arbor, 2003 - 2008

Beginning Researcher Award to attend the Discovery Research K-12 Principal Investigators ConferenceNational Science Foundation, 2007 - 2007

Jones, Payne, Coxford Award for outstanding doctoral student in mathematics educationUniversity of Michigan - Ann Arbor, 2006 - 2006

Research & Service

My research focuses on how teachers manage students’ prior knowledge. I am interested in examining teachers’ decision-making when handling students’ prior knowledge and the rationality underlying those decisions. I have studied this question in the particular case of the high school geometry class, which has special demands for the teaching and learning of mathematics. Methodologically, I apply Systemic Functional Linguistics to the analysis of both classroom talk and discussions among teachers.

I have found that geometry teachers shape<i> the collective memory of the class</i> with timely actions geared towards making students remember something from the past or towards making something memorable in the future. Moreover, geometry teachers not only control what students have to remember, but also what students have to forget as a result of teaching with a problem. In the future, I expect to have a detailed description of teaching moves to manage students’ prior knowledge in problem-based instruction. I am also interested in developing applications of my findings for the purpose of teacher education through the design of innovative rich-media environments that would scaffold how teachers consider students' prior knowledge as they plan mathematical tasks for their students.

I have a special interest in the teaching and learning of geometry. In the past, I have investigated relationships between justifications for teaching geometry and the historical development of the American high school geometry curriculum. I have also studied how the use of dynamic geometry provokes new challenges and possibilities in geometry classrooms.

Expand
Publications

DeJarnette, A., Gonzalez Rivera, G. Positioning during group work on a novel task in Algebra Two. Journal for Research in Mathematics Education.

Anna, D., Sahid, R., Gonzalez Rivera, G. Shadow puppets: Turning a typical geometry problem into a great task. Mathematics Teacher.

González, G., Gonzalez Rivera, G. (2015). A teacher's use of linguistic resources to create analogies . Linguistics and Education, 30, 81-96.

González, G., DeJarnette, A., Gonzalez Rivera, G. (2015). Teachers' and students' Negotiation moves when teachers scaffold group work. Cognition and Instruction, 33(1), 1-45.

Gonzalez Rivera, G., Eli, J. (2015). Prospective and in-service teachers' perspectives about launching a problem. Journal of Mathematics Teacher Education. link>

DeJarnette, A., Dao, J., González, G., Gonzalez Rivera, G. (2014). Promoting small-group discussions. Mathematics Teaching in the Middle School, 19(7), 414-419.

DeJarnette, A., Walczak, M., Gonzalez Rivera, G. (2014). Students’ concepts- and theorems-in-action on a novel task about similarity. School Science and Mathematics. link>

Gonzalez Rivera, G., DeJarnette, A., Deal, J. (2014). Assessing and using students’ prior knowledge in problem-based instruction. New England Mathematics Journal, XLVI. link>

González, G., DeJarnette, A., Gonzalez Rivera, G. (2013). Leading classroom discussions. Mathematics Teaching in the Middle School, 18(9), 544-551.

DeJarnette, A., González, G., Gonzalez Rivera, G. (2013). Building students’ reasoning habits by promoting student-led discussions in an Algebra II class. The Mathematics Educator, 23(1), 3-23. link>

González, G., Gonzalez Rivera, G. (2013). A geometry teacher’s use of a metaphor in relation to a prototypical image to help students remember a set of theorems. Journal of Mathematical Behavior, 32, 397-414.

González, G., Herbst, P., Gonzalez Rivera, G. (2013). An oral proof in a geometry class: How linguistic tools can help map the content of a proof. Cognition and Instruction, 31(3), 271-313.

González, G., DeJarnette, A., Gonzalez Rivera, G. (2013). Geometric reasoning about a circle problem. The Mathematics Teacher, 106(8), 586-591.

González, G., DeJarnette, A., Gonzalez Rivera, G. (2012). Agency in a geometry review lesson: A linguistic view on teacher and student division of labor. Linguistics and Education, 23(2), 182-199.

González, G., Gonzalez Rivera, G. (2011). Creating analogies about experiences in ordinary life when doing a proof by contradiction. the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. University of Nevada: Reno, NV, .

González, G., Gonzalez Rivera, G. (2011). Who does what?:  A linguistic approach to analyzing teachers’ reactions to videos. ZDM-The International Journal on Mathematics Education, 43(1), 65-80.

González, G., Herbst, P., Gonzalez Rivera, G. (2009). Students' conceptions of congruency through the use of dynamic geometry software. International Journal of Computers for Mathematical Learning, 14, 153-182.

Nachlieli, T., Herbst, P., González, G., Gonzalez Rivera, G. (2009). Seeing a colleague encourage a student to make an assumption while proving: What teachers put to play in casting an episode of geometry instruction. Journal for Research in Mathematics Education, 40(4), 427-459.

Herbst, P., Chen, C., Weiss, M., González, G., Nachlieli, T., Hamlin, M., Brach, C., Gonzalez Rivera, G. (2009). “Doing proofs” in geometry classrooms. Teaching and learning proof across the grades: A K-16 perspective. Routledge: New York, .

González, G., Herbst, P., Gonzalez Rivera, G. (2006). Competing arguments for the geometry course: Why were American high school students to study geometry in the twentieth century? International Journal for the History of Mathematics Education, 1(1), 7-33. link>

Herbst, P., González, G., Macke, M., Gonzalez Rivera, G. (2005). How can geometry students understand what it means to define in mathematics? The Mathematics Educator, 15(2), 17-24. link>

Expand
Grants

Principal InvestigatorCAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction, National Science Foundation, 2018

Principal InvestigatorMathematics teachers' decision-making when activating students' prior knowledge in problem-based instruction, Campus Research Board, 2012

Expand
Service

ReviewerJournal of Mathematics Teacher Education, 2013 - 9999

ReviewerMathematics Teaching in the Middle School, 2011 - 9999

ReviewerJournal of Mathematical Behavior, 2011 - 9999

ReviewerJournal of Mathematics Teacher Education, 2011 - 9999

ReviewerMathematics Teacher Journal, 2012

ReviewerJournal of Mathematical Behavior, 2011 - 2012

ReviewerPsychology of Mathematics Education-North American Chapter, 2005 - 2012

ReviewerEducational Evaluation and Policy Analysis, 2010 - 2010

ReviewerZDM - The International Journal on Mathematics Education, 2010 - 2010

Expand
Courses

Intro Tchg in a Diverse Societ Orients the student to ways in which English, Mathematics, Science, or Social Studies is learned in middle school and senior high school settings. Integrates an introduction to the use of technology as both a tool and a context for teaching and learning. As participants in a series of learning activities, students will reflect on the teaching and learning of English, Mathematics, Science, or Social Studies from an inquiry oriented perspective. Coursework is integrated with a middle or high school field experience to connect theory with practice in an examination of research and current trends in English, Mathematics, Science, or Social Studies education. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: EPS 201, EPSY 201 or equivalent, concurrent enrollment in EOL 440, and admission to the Secondary Teacher Education Program.

Tchg Diverse Middle Grade Stu Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 401 and concurrent enrollment in CI 473 and EPSY 430.

Prob Trends in Spec Fields Intensive examination of problems and trends in the subject fields. Course Information: May be repeated to a maximum of 8 hours.

Teaching and Learning Algebra This course examines perspectives about the teaching and learning of algebra in middle school and high school. Topics include an examination of historical perspectives on algebra in the school curriculum, a study of the nature of algebra and algebraic thinking, an analysis of teaching strategies for teaching algebra, an examination of documents on algebraic reasoning, and explorations of the use of technological tools to support the teaching and learning of algebra. Course Information: Prerequisite: Acceptance into a graduate program.

Discourse in STEM Classrooms An overview of relevant literature regarding discourse in STEM classrooms with emphasis on teachers' perspectives, students' perspectives, and interactions between the teacher and the students. Discusses research methodologies for the study of discourse in STEM classrooms and implications of research for the education and the professional development of pre-service and in-service teachers. Course Information: Prerequisite: Acceptance into a graduate program.

Sem for Adv Stu of Education Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

Gloriana Gonzalez Rivera

Assistant Professor, Curriculum & Instruction

Contact

Office

387 Education Building
1310 S. Sixth St.
Champaign, IL 61820