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 Latin@ 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

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

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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

Iris M. Carl Distinguished Leadership and Equity Award TODOS Mathematics for All, 2016 - 2016

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

Distinguished Lecturer Center for Research in Science and Mathematics Education, San Diego State University, 2016 - 2016

Richard Andrews Distinguished Lecturer University of Missouri, 2016 - 2016

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 - 2010

Outstanding Faculty Service Award College of Education, 2010 - 2010

Distinguished Educator Pedagogy of Success in Urban Schools, Pace University, 2009 - 2009

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 - 2006

Selected Scholar in Education University of Wisconsin--Madison, 2002 - 2003

Research & Service

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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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) 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) 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., & 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) 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., 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., & 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., & Gutiérrez, R. (2008) Framing equity: Helping students "play the game" and "change the game." Noticias 4 (1), 1-3

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

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 Investigator Noyce: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois' High Needs Schools [STIMULUS FUNDING], National Science Foundation, 2009 - 2014

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

Principal Investigator Understanding Mathematics Teacher Work Groups as a Model for Professional Development: Learning from México, U.S. Department of State, 2004 - 2005

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

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Service

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

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

Consultant, multicultural and bilingual literature, Latino families Champaign Public Library, 2003 - 2003

Reviewer Journal for Research in Mathematics Education, 2003 - 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

Teaching

I teach secondary mathematics methods courses to students who are undergraduates in mathematics and seeking a minor in Education.
For practicing teachers and graduate students in the College of Education, I teach courses in sociopolitical perspectives on mathematics and science education, urban education, reflective teaching, and the Mathematics Science and Engineering Pro-seminar that prepares graduate students to write research articles and understand the publishing process.

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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.

Urban Schs & Schooling This course is for anyone interested in issues of education in urban settings. It provides an overview of sociopolitical perspectives on teaching and learning for Latina/o, African American, American Indian, English learners, and other marginalized youth. The course explores how issues of identity and power are negotiated by students, communities, and teachers. Participants in the course will develop an understanding on how racism, classism, and the politics of language operate within urban schools. An emphasis of the course is on solutions that address social justice.

MST Proseminar II The course examines the process of double-blind review and the metrics associated with refereed research journals and researcher productivity in mathematics, science, and technology education. Students will be provided with practical experiences as journal 'referees' through reviewing manuscripts submitted for publication, and will develop thorough understandings of the entire process of publishing in refereed journals in the field of science, mathematics, and technology education. Course Information: May be repeated in separate terms to a maximum of 4 hours if topics vary.

Sociopol Persp Math Science This course is for anyone interested in equity-related issues in mathematics and science education. It provides an overview of sociopolitical perspectives on mathematics and science education, including how issues of identity, power, and equity play out in teachings, learning, and research. Students will develop an understanding of how racism, classism, and the politics of language operate within mathematics and science classroom and in the practice of mathematics and science in society at large. An emphasis of the course is on solutions that address social justice.

Social Justice Sch & Society Examines the nature of justice and the dynamics of a pluralistic society to derive a conception of social justice. Working with this conception, it asks how schools function to perpetuate and/or remediate social injustice. The course will consider the history and nature of schooling, issues of access and tracking, and notions of the public and the common. The course is designed for students interested in reflecting on their own educational histories, for those considering careers in teaching, and for all future parents and citizens needing to be able to reflect critically on justice, school, and society. (Graduate candidates may take this course or approved graduate-level College of Education Educational Policy Studies Foundation Requirement course; undergraduates may take this or program-approved equivalent coursework).

Rochelle Gutiérrez

Professor, Curriculum & Instruction

Contact

Office

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

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