Main Menu Summer 2013

Gloriana González

Educational Background

  • 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

Key Professional Appointments

  • Assistant Professor, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2009-present

Activities & Honors

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

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<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.

Grants

  • Principal Investigator, CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction, National Science Foundation, 2013-2018
  • Principal Investigator, Mathematics teachers' decision-making when activating students' prior knowledge in problem-based instruction, Campus Research Board, 2011-2012

Publications

In The News

Gloriana Gonzalez Picture

C&I professor and doctoral student promote reasoning and sense making skills in math instruction

Nov. 19, 2013

Research by Gloriana González, assistant professor in Curriculum and Instruction (C&I), and doctoral student in C&I, Anna F. DeJarnette was published in the recent issue of the online journal, The Mathematics Educator. Read more...

NSF CAREER grant funds research to help mathematics educators better understand student learning process

Jun. 20, 2013

Professor Gloriana González is the principal investigator of a new CAREER grant funded by the National Science Foundation. The $853,675 grant started in May and will run through April 2018. The grant will fund the mathematics education research project titled "Noticing and Using Students' Prior Knowledge in Problem-Based Instruction." CAREER grants are highly competitive and touted by the NSF as the "most prestigious awards" supporting junior faculty. Read more...

C&I professor and two of her students address teaching methods and classroom discussions in mathematics journal articles

May 23, 2013

Gloriana González (left photo) and Anna F. DeJarnette are the authors of two recently published journal articles. The first, which appeared in the April 2013 issue of "Mathematics Teacher," was titled "Geometric Reasoning about a Circle Problem." The second was featured in the May 2013 issue of "Mathematics Teaching in the Middle School" (MTMS) and was titled "Leading Classroom Discussions." Read more...