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.

Key Professional Appointments

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


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

Awards, Honors, Associations

Distinguished College Scholar Award, 2015-20162015 - 2015

Emerging Scholar Award2015 - 2015

Outstanding Undergraduate Teaching Award, College of Education, University of Illinois at Urbana-Champaign2012 - 2013

Faculty Fellow, Hardie Faculty Fellows Program2011 - 2011

List of Teachers Ranked as Excellent by Their Students2010 - 2010

Stanley E. and Ruth B. Dimond Best Dissertation Award, School of Education2010 - 2010

STaR Fellow2010 - 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 community2008 - 2008

School of Education Scholars Award2003 - 2008

Beginning Researcher Award to attend the Discovery Research K-12 Principal Investigators Conference2007 - 2007

Jones, Payne, Coxford Award for outstanding doctoral student in mathematics education2006 - 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.


DeJarnette, A., Rosado-Lausell, S., González, G. (2015) Shadow puppets: Exploring a context for similarity and dilations Mathematics Teacher 109 (1), 20-27

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

González, G. (2015) The use of linguistic resources by mathematics teachers to create analogies Linguistics and Education 30, 81-96 link>

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

DeJarnette, A., González, G. (2015) Positioning during group work on a novel task in Algebra Two Journal for Research in Mathematics Education

DeJarnette, A., Walczak, M., González, G. (2014) Students’ concepts- and theorems-in-action on a novel task about similarity School Science and Mathematics 114 (8), 405-414 link>

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

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

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

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

González, 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. (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. (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. (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. (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. (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. (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. (2009) “Doing proofs” in geometry classrooms. Teaching and learning proof across the grades: A K-16 perspective Routledge: New York

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


Principal InvestigatorMathematics teachers' decision-making when activating students' prior knowledge in problem-based instruction, Campus Research Board, 3/2/2011 12:00:00 AM - 5/31/2012 12:00:00 AM

Principal InvestigatorCAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction, National Science Foundation, 5/15/2013 12:00:00 AM - 4/30/2018 12:00:00 AM


Reviewer2013 - 

Reviewer2011 - 2012

Reviewer2005 - 2012


Reviewer2011 - 

Reviewer2011 - 

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Reviewer2010 - 2010

Reviewer2010 - 2010


Prof Development in Math Ed Considers research perspectives, policies and practices associated with the professional development of mathematics teachers. Specifically, students will examine what policymakers recommend for effective professional development, what research findings seem to suggest, how schools do professional development for successful mathematics teaching, and the implications of policy and real world practices for equality of opportunity for mathematics learning.

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.

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.

Gloriana Gonzalez Rivera

Assistant Professor, Curriculum & Instruction



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

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