Gloriana González

Activities & Honors

• Reviewer, Journal of Mathematics Teacher Education, 2013- present
• Reviewer, Journal of Mathematical Behavior, 2012- present
• Reviewer, Mathematics Teacher Journal, 2012- present
• Reviewer, Journal of Mathematical Behavior, 2011- present
• Reviewer, Mathematics Teaching in the Middle School, 2011- present
• Reviewer, Journal of Mathematics Teacher Education, 2011- present
• NSF's Mathematics Education "Service, Teaching, and Research" Mentoring Program, STaR Fellow, National Science Foundation, 2010-2011
• Faculty Fellow, Hardie Faculty Fellows Program, College of Education, 2010-2011
• Stanley E. and Ruth B. Dimond Best Dissertation Award, School of Education, University of Michigan - Ann Arbor, 2010-
• List of Teachers Ranked as Excellent by Their Students, University of Illinois, 2010-
• Reviewer, ZDM - The International Journal on Mathematics Education, 2010-
• Reviewer, Educational Evaluation and Policy Analysis, 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 community, University of Michigan - Ann Arbor, 2008-
• Beginning Researcher Award to attend the Discovery Research K-12 Principal Investigators Conference, National Science Foundation, 2007-
• Jones, Payne, Coxford Award for outstanding doctoral student in mathematics education, University of Michigan - Ann Arbor, 2006-
• Reviewer, Psychology of Mathematics Education-North American Chapter, 2005- present
• Center for Proficiency in Teaching Mathematics Fellowship, University of Michigan - Ann Arbor, 2004-2006
• School of Education Scholars Award, University of Michigan - Ann Arbor, 2003-2008

Research Statement

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 the collective memory of the class 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.

Publications

• González, G., & Herbst, P.  (in press). An oral proof in a geometry class: How linguistic tools can help map the content of a proof.  Cognition and Instruction.
• González, G.  (accepted).  A geometry teacher’s use of a metaphor in relation to a prototypical image to make students remember a set of theorems. Journal of Mathematical Behavior.
• González, G., & DeJarnette, A. (2013). Leading classroom discussions. Mathematics Teaching in the Middle School, 18(9), 544-551.
• González, G., & DeJarnette, A. (2013). Geometric reasoning about a circle problem. The Mathematics Teacher, 106(8), 586-591.
• 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). 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., with 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.
• 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.
• 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.

Links

• Inside Illinois
• Problem-Based Instruction in Mathematics Classrooms

In The News

College announces outstanding and distinguished faculty/staff awards for 2013 Apr. 2, 2013 The College of Education is pleased to announce the faculty, staff, and students who are recipients of the College's 2013 Faculty and Staff Awards. Recipients will be recognized at the spring faculty meeting, which will be held at 2:00 p.m. on May 2 in room 22 in the Education Building. Read more...