Biography

We act ourselves into new ways of thinking, not the reverse.
Rochelle Gutiérrez

Dr. Gutierrez' 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 and practicing teachers, her work challenges deficit views of Latina/o and black students and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. Her current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and "Nepantla" in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively teach in an era of high-stakes education.

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Key Professional Appointments

ProfessorMathematics Education, Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2011 - present

ProfessorLatina/Latino Studies, University of Illinois at Urbana-Champaign, 2011 - present

Associate ProfessorMathematics Education, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2002 - 2010

Associate ProfessorLatina/o Studies, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 2002 - 2010

Assistant ProfessorLatina/Latino Studies, College of Liberal Arts, University of Illinois at Urbana-Champaign, 1998 - 2001

Assistant ProfessorCurriculum and Instruction, University of Illinois at Urbana-Champaign, 1996 - 2001

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Education

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

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Awards, Honors, Associations

Excellence in Scholarship in Mathematics Teacher EducationAssociation of Mathematics Teacher Educators, 2010 - 2011

Incomplete List of Teachers Ranked as Excellent by Their StudentsUniversity of Illinois at Urbana-Champaign, 2010 - 2010

Outstanding Faculty Service AwardCollege of Education, 2010 - 2010

Distinguished EducatorPedagogy of Success in Urban SchoolsPace University, 2009 - 2009

Visiting Scholar, Learning Sciences InstituteVanderbilt University, 2006 - 2007

Incomplete List of Teachers Ranked as Excellent by Their StudentsUniversity of Illinois at Urbana-Champaign, 2006 - 2006

Selected Scholar in EducationUniversity of Wisconsin--Madison, 2002 - 2003

Incomplete List of Teachers Ranked as Excellent by Their StudentsUniversity of Illinois at Urbana-Champaign, 1996 - 1998

Research & Service

My 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 and practicing teachers, my work challenges deficit views of Latina/o and black students and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. My current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and "Nepantla" in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively teach in an era of high-stakes education.

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Publications

Gutiérrez, R. (2013). Why (Urban) Mathematics Teachers Need Political Knolwedge. Journal of Urban Mathematics Education, 6(2), 7-19. link>

Gutiérrez, R., Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68.

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., 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, .

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, .

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.

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.

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.

Gutierrez, 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.

Gutierrez, R. (1999). Advancing urban Latina/o youth in mathematics:Lessons from an effective high school mathematics department. The UrbanReview, 31(3).

Gutierrez, 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.

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Grants

Principal InvestigatorNoyce: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois' High Needs Schools [STIMULUS FUNDING], National Science Foundation, 2014

Principal InvestigatorA Community of Practice Model for Teacher Education: Developing Teacher Candidates' Understandings to Teach Quality Mathematics to Urban Students, American Educational Research Association, 2008

Principal InvestigatorUnderstanding Mathematics Teacher Work Groups as a Model for Professional Development: Learning from México, U.S. Department of State, 2005

FellowUnderstanding Teacher Candidates' Knowledge and Disposition to Teach Mathematics to Diverse Students, Bureau of Educational Research, 2003

FellowFaculty Fellows Program, Bureau of Educational Research, 2000

Principal InvestigatorNAE/Spencer Postdoctoral Fellowship, The Spencer Foundation (National Academy of Education), 1999

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Service

Editor, Special Issue on Identity and PowerJournal for Research in Mathematics Education, 2008 - 2012

Member, Dissertation Award CommitteeThe Spencer Foundation, 2007 - 2008

Member, editorial board.Journal of Mathematics Teacher Education, 2005 - 2008

Editorial Board MemberJournal of Mathematics Teacher Education, 2005 - 2008

Consultant, multicultural and bilingual literature, Latino familiesChampaign Public Library, 2003 - 2003

ReviewerJournal for Research in Mathematics Education, 2003 - 2003

Invited MemberCommittee on Increasing Students' Engagement and Motivation to Learn, National Academy of Sciences, 2001 - 2003

Invited MemberNational Study Panel on Mathematics, RAND, 2000 - 2003

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Courses

Tchg Diverse High School Stu Examines the curriculum and philosophy of teaching students in high school grades. Students will focus on a number of related topics including teaching a diverse student population, including all students in instruction, using technology for teaching high school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in instructional technology, assessment, and special education with high school students. Coursework is integrated with a high school field experience. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 402. Requires concurrent enrollment in EPSY 485 and SPED 405.

Tchg and Assessing Sec Sch Stu Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: CI 403. Concurrent enrollment in EDPR 442 required.

Issues and Development in Educ Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. Course Information: 2 to 4 undergraduate hours. 2 to 4 graduate hours. Approved for both letter and S/U grading. May be repeated to a maximum of 8 hours. Prerequisite: Junior standing.

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.

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

Topics in Educational Policy Seminar on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty members. Course Information: May be repeated to a maximum of 8 hours.

Rochelle Gutiérrez

Professor, Curriculum & Instruction

Contact

Office

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

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