Key Professional Appointments

Associate Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign


PhD, Mathematics Education, University of Michigan, Ann Arbor, 2009

Research & Service

Gloriana González's research focuses on problem-based instruction in mathematics classrooms. She is interested in examining teachers' decision-making when handling students' prior knowledge during problem-based lessons and the rationality underlying those decisions. She is currently investigating teachers’ perspectives about using visual arts contexts for geometry instruction. With the support of a CAREER grant by the National Science Foundation, she led a project that created a professional development model combining animations and video clubs within a Lesson Study cycle to promote teacher learning.

She was a middle and high school mathematics teacher in Massachusetts and Puerto Rico. She was a member of the editorial panel of the Mathematics Teacher Educator, and the chair of the panel in 2018-2019.

She is the co-PI of a project funded by the National Science Foundation with the University of Puerto Rico for improving undergraduate mathematics teacher education through Lesson Study.


González, G. (2021). A Geometry Teacher’s Actions for Engaging Students in Mathematizing from Real-World Contexts: A Linguistic Analysis. In M. E. Brisk, & M. J. Schleppegrell (Eds.), Language in Action: SFL Theory across Contexts Equinox Publishing Ltd. https://doi.org/10.1558/equinox.40629  link >

González, G., & Vargas, G. E. (2020). Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention. Mathematics Teacher Education and Development. https://mted.merga.net.au/index.php/mted/article/view/449

González, G., & Deal, J. T. (2019). Using a creativity framework to promote teacher learning in lesson study. Thinking Skills and Creativity, 32, 114-128. https://doi.org/10.1016/j.tsc.2017.05.002  link >

Gonzalez, G., & DeJarnette, A. (2018). Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge. Journal of Technology and Teacher Education, 26(1), 79-102. https://www.learntechlib.org/p/181129

González, G., & Skultety, L. (2018). Teacher learning in a combined professional development intervention. Teaching and Teacher Education, 71, 341-354. https://doi.org/10.1016/j.tate.2018.02.003  link >

González, G. (2018). Understanding teacher noticing of students' prior knowledge: Challenges and possibilities. Mathematics Enthusiast, 15(3), 483-528.

Dejarnette, A. F., & Gonzalez, G. (2017). Geometry Students’ Arguments About a 1-Point Perspective Drawing. Journal of Research in Mathematics Education, 6(1), 7-32. https://doi.org/10.17583/redimat.2017.2015  link >

González, G. (2017). Moving Toward Approximations of Practice in Teacher Professional Development: Learning to Summarize a Problem-Based Lesson. In R. Zazkis, & P. Herbst (Eds.), Scripting Approaches in Mathematics Education: Mathematical Dialogues in Research and Practice (pp. 115-146). (Advances in Mathematics Education). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-62692-5_6  link >

González, G. (2017). Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge. School Science and Mathematics, 117(7-8), 329-340. https://doi.org/10.1111/ssm.2017.117.issue-7-8  link >

Gonzalez Rivera, G., & Eli, J. A. (2017). Prospective and in-service teachers’ perspectives about launching a problem. Journal of Mathematics Teacher Education, 20(2), 159-201. https://doi.org/10.1007/s10857-015-9303-1  link >

Skultety, L., Gonzalez, G., & Vargas, G. (2017). Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study. Journal of Technology and Teacher Education, 25(2), 185-213. https://www.learntechlib.org/p/172139

DeJarnette, A. F., González, G., Deal, J. T., & Rosado Lausell, S. L. (2016). Students' conceptions of reflection: Opportunities for making connections with perpendicular bisector. Journal of Mathematical Behavior, 43, 35-52. https://doi.org/10.1016/j.jmathb.2016.05.001  link >

DeJarnette, A. F., & González, G. (2016). Thematic analysis of students' talk while solving a real-world problem in geometry. Linguistics and Education, 35, 37-49. https://doi.org/10.1016/j.linged.2016.05.002  link >

González, G., Deal, J. T., & Skultety, L. (2016). Facilitating Teacher Learning When Using Different Representations of Practice. Journal of Teacher Education, 67(5), 447-466. https://doi.org/10.1177/0022487116669573  link >

DeJarnette, A. F., & González, G. (2015). Positioning during group work on a novel task in Algebra II. Journal for Research in Mathematics Education, 46(4), 378-422. https://doi.org/10.5951/jresematheduc.46.4.0378  link >

DeJarnette, A. F., Lausell, S. L. R., & González, G. (2015). Shadow Puppets: Exploring a Context for Similarity and Dilations. The Mathematics Teacher, 109(1), 20-27. https://doi.org/10.5951/mathteacher.109.1.0020  link >

González, G., & DeJarnette, A. F. (2015). Teachers’ and Students’ Negotiation Moves When Teachers Scaffold Group Work. Cognition and Instruction, 33(1), 1-45. https://doi.org/10.1080/07370008.2014.987058  link >

González, G. (2015). The use of linguistic resources by mathematics teachers to create analogies. Linguistics and Education, 30, 81-96. https://doi.org/10.1016/j.linged.2015.03.012  link >

Dejarnette, A. F., Dao, J. N., & González, G. (2014). Learning What Works: Promoting Small-Group Discussions. Mathematics Teaching in the Middle School, 19(7), 414-419. https://doi.org/10.5951/mathteacmiddscho.19.7.0414  link >

Dejarnette, A. F., 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. https://doi.org/10.1111/ssm.2014.114.issue-8  link >

Dejarnette, A. F., & González, G. (2013). Building Students' Reasoning Skills by Promoting Student-Led Discussions in an Algebra II Class. The Mathematics Educator, 23(1). https://openjournals.libs.uga.edu/tme/article/view/1987

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(3), 397-414. https://doi.org/10.1016/j.jmathb.2013.04.007  link >

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. https://doi.org/10.1080/07370008.2013.799166  link >

González, G., & DeJarnette, A. F. (2013). Geometric Reasoning about a Circle Problem. The Mathematics Teacher, 106(8), 586-591. https://doi.org/10.5951/mathteacher.106.8.0586  link >

González, G., & DeJarnette, A. F. (2013). Leading Classroom Discussions. Mathematics Teaching in the Middle School, 18(9), 544-551. https://doi.org/10.5951/mathteacmiddscho.18.9.0544  link >

González, G., & DeJarnette, A. F. (2012). Agency in a geometry review lesson: A linguistic view on teacher and student division of labor. Linguistics and Education, 23(2), 182-199. https://doi.org/10.1016/j.linged.2012.02.001  link >

González, G. (2011). Who does what? A linguistic approach to analyzing teachers' reactions to videos. ZDM - International Journal on Mathematics Education, 43(1), 65-80. https://doi.org/10.1007/s11858-010-0298-x  link >

González, G., & Herbst, P. G. (2009). Students" conceptions of congruency through the use of dynamic geometry software. International Journal of Computers for Mathematical Learning, 14(2), 153-182. https://doi.org/10.1007/s10758-009-9152-z  link >

Herbst, P., Chen, C., Weiss, M., González, G., Nachlieli, T., Hamlin, M., & Brach, C. (2009). ''Doing Proofs'' in geometry classrooms. In D. A. Stylianou, M. L. Blanton, & E. J. Knuth (Eds.), Teaching and Learning Proof Across the Grades: A K-16 Perspective (pp. 250-268). Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203882009-15  link >

Nachlieli, T., Herbst, P., & González, G. (2009). Seeing a colleague encourage a student to make an assumption while proving: what teachers put in play when casting an episode of instruction. Journal for Research in Mathematics Education, 40(4), 427-459.

González , G., & Herbst, P. G. (2006). Competing Arguments for the Geometry Course: Why Were American High School Students Supposed to Study Geometry in the Twentieth Century? The International Journal for the History of Mathematics Education, 1(1).

Herbst, P. G., González, G., & Macke, M. (2005). How Can Geometry Students Understand What It Means to Define in Mathematics? The Mathematics Educator, 15(2). https://openjournals.libs.uga.edu/tme/article/view/1890


Intro Tchg in a Diverse Societ (CI 401) Orients the student to ways in which English, Mathematics, Science, or Social Studies is learned in high school settings. Integrates an introduction to the use of technology as both a tool and a context for teaching and learning. As participants in a series of learning activities, students will reflect on the teaching and learning of English, Mathematics, Science, or Social Studies from an inquiry oriented perspective. Coursework is integrated with a high school field experience to connect theory with practice in an examination of research and current trends in English, Mathematics, Science, or Social Studies education. Section M: Reserved for students in Mathematics Education.

Tchg Diverse Middle Grade Stu (CI 402) Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience. Students pursuing Math concentration.

Mathematics Teaching (CI 530) Addresses theories of learning, research studies, curriculum development projects, and other factors that have influenced elementary mathematics programs; also considers problems and issues in contemporary programs.

Teaching and Learning Algebra (CI 535) 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.

Discourse in STEM Classrooms (CI 537) 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.

Profile Picture for Gloriana González Rivera

Associate Professor & Associate Head for Graduate Programs, Curriculum & Instruction



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

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