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Key Professional Appointments

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

Professor, Latina/Latino Studies, University of Illinois, Urbana-Champaign

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Publications

Goffney, I., Gutiérrez, R., & Boston, M. (Eds.) (2018). Rehumanizing Mathematics for Black, Indigenous, and Latinx Students. (Annual Perspectives in Mathematics Education; Vol. 2018). National Council of Teachers of Mathematics.

Gutiérrez, R. (2018). Introduction: The Need to Rehumanize Mathematics. In I. Goffney, R. Gutiérrez, & M. Boston (Eds.), Rehumanizing Mathematics for Black, Indigenous, and Latinx Students (Annual Perspectives in Mathematics Education; Vol. 2018). National Council of Teachers of Mathematics.

Gutiérrez, R. (2018). When Mathematics Teacher Educators Come Under Attack. Mathematics Teacher Educator, 6(2), 68-74. https://doi.org/10.5951/mathteaceduc.6.2.0068  link >

Gutierrez, R. (2017). Living Mathematx: Towards a Vision for the Future. Philosophy of Mathematics Education Journal, November 2017(32).

Gutierrez, R. (2017). Political Conocimiento for Teaching Mathematics: Why Teachers Need It and How to Develop It. In S. E. Kastberg, A. M. Tyminski, A. E. Lischka, & W. B. Sanchez (Eds.), Building Support for Scholarly Practices in Mathematics Methods (pp. 11-38). (The Association of Mathematics Teacher Educators (AMTE) Professional Book Series). Information Age Publishing Inc..

Gutierrez, R., Gerardo, J. M., Vargas, G. E., & Irving, S. E. (2017). Rehearsing for the Politics of Teaching Mathematics. In S. E. Kastberg, A. M. Tyminski, A. E. Lischka, & W. B. Sanchez (Eds.), Building Support for Scholarly Practices in Mathematics Methods (pp. 149-164). (The Association of Mathematics Teacher Educators (AMTE) Professional Book Series). Information Age Publishing Inc..

Gutierrez, R. (2017). Why Mathematics (Education) was Late to the Backlash Party: The Need for a Revolution. Journal of Urban Mathematics Education, 10(2), 8-24. https://doi.org/10.21423/jume-v10i2a347  link >

Gutierrez, R. (2016). Strategies for Creative Insubordination in Mathematics Teaching. Teaching for Excellence and Equity in Mathematics, 7(1), 52-60.

Gutiérrez, R. (2016). Nesting in Nepantla: The Importance of Maintaining Tensions in Our Work. In N. M. Joseph, C. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (Social Justice Across Contexts in Education ). Peter Lang. https://doi.org/10.3726/978-1-4539-1716-9  link >

Gutiérrez, R. (2015). HOLA: Hunt for Opportunities–Learn–Act. The Mathematics Teacher, 109(4), 270-277. https://doi.org/10.5951/mathteacher.109.4.0270  link >

Gutierrez, R. (2014). Improving education and the mistaken focus on ‘raising test scores’ and ‘closing the achievement gap’. In P. C. Gorski, & K. Zenkov (Eds.), Finding Better Solutions for the Future of Public Education (pp. 28-39). Taylor and Francis. https://doi.org/10.4324/9781315886367-9  link >

D'Ambrosio, B., Frankenstein, M., Gutiérrez, R., Kastberg, S., Martin, D. B., Moschkovich, J., Taylor, E., & Barnes, D. (2013). Addressing racism. Journal for Research in Mathematics Education, 44(1), 23-36. https://doi.org/10.5951/jresematheduc.44.1.0023  link >

D'Ambrosio, B., Frankenstein, M., Gutiérrez, R., Kastberg, S., Martin, D. B., Moschkovich, J., Taylor, E., & Barnes, D. (2013). Introduction to the JRME equity special issue. Journal for Research in Mathematics Education, 44(1), 5-10.

D'Ambrosio, B., Frankenstein, M., Gutiérrez, R., Kastberg, S., Martin, D. B., Moschkovich, J., Taylor, E., & Barnes, D. (2013). Positioning oneself in mathematics education research. Journal for Research in Mathematics Education, 44(1), 11-22. https://doi.org/10.5951/jresematheduc.44.1.0011  link >

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

Gutiérrez, R. (2013). Why (Urban) Mathematics Teachers Need Political Knowledge. Journal of Urban Mathematics Education, 6(2). https://doi.org/10.21423/jume-v6i2a223  link >

Gutierrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in Discourse for Mathematics Education: Theories, Practices, and Policies (pp. 17-33). (Mathematics Education Library; Vol. 55). Springer Netherlands. https://doi.org/10.1007/978-94-007-2813-4_2  link >

Gutiérrez, R. (2012). Embracing Nepantla: Rethinking "Knowledge" and its Use in Mathematics Teaching. Journal of Research in Mathematics Education, 1(1). https://doi.org/10.4471/redimat.2012.02  link >

Gutiérrez, R. (2012). Stand and Deliver: The Challenge of Language to the Study of Mathematics. In A. N. Valdivia, & M. Garcia (Eds.), Mapping Latina/o Studies: An Interdisciplinary Reader (Intersections in Communications and Culture). Peter Lang.

Gutiérrez, R., & Dixon-Román, E. (2011). Beyond gap gazing: How can thinking about education comprehensively help us (Re)envision mathematics education? In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping Equity and Quality in Mathematics Education (pp. 21-34). Springer Netherlands. https://doi.org/10.1007/978-90-481-9803-0_2  link >

Dance, L. J., Gutiérrez, R., & Hermes, M. (2010). More like jazz than classical: Reciprocal interactions among educational researchers and respondents. Harvard Educational Review, 80(3), 327-351.

Gutierrez, R. (2009). Embracing the Inherent Tensions in Teaching Mathematics from an Equity Stance. Democracy & Education, 18(3), 9-16.

Gutierrez, 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.

Gutierrez, R. (2008). What is "Nepantla" and how can it help physics education researchers conceptualize knowledge for teaching? In 2008 Physics Education Research Conference (pp. 231-234). (AIP Conference Proceedings; Vol. 1064). https://doi.org/10.1063/1.3021262  link >

Lubienski, S. T., & 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. (2002). Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda. Mathematical Thinking and Learning, 4(2-3), 145-187. https://doi.org/10.1207/S15327833MTL04023_4  link >

Gutiérrez, R. (2002). Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students. American Educational Research Journal, 39(4), 1047-1088. https://doi.org/10.3102/000283120390041047  link >

Gutiérrez, R. (2000). Advancing African-American, urban youth in mathematics: Unpacking the success of one Math department. American Journal of Education, 109(1), 63-111. https://doi.org/10.1086/444259  link >

Gutiérrez, R. (2000). Is the multiculturalization of mathematics doing us more harm than good? In R. Mahalingam, & C. McCarthy (Eds.), Multicultural Curriculum: New Directions for Social Theory, Practice, and Policy (pp. 199-220). Taylor and Francis. https://doi.org/10.4324/9780203611166-17  link >

Gutiérrez, R. (1999). Advancing Urban Latina/o Youth in Mathematics: Lessons from an Effective High School Mathematics Department. Urban Review, 31(3), 263-281. https://doi.org/10.1023/A:1023224027473  link >

Gutiéarrez, R. (1998). Departments as contexts for understanding and reforming secondary teachers’ work: Continuing the dialogue. Journal of Curriculum Studies, 30(1), 95-104. https://doi.org/10.1080/002202798183783  link >

Gutiérrez, 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. https://doi.org/10.1080/0022027980280501  link >

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Courses

Tchg and Assessing Sec Sch Stu (CI 404) Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. Section M: Reserved for students in Mathematics Education.

Tchg and Assessing Sec Sch Stu (CI 404) Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. Synchronous attendance required. Moodle LMS. Section M: Reserved for students in Mathematics Education.

Urban Schs & Schooling (CI 508) 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.

Sociopol Persp Math Science (CI 547) 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 (EDUC 202) 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. SOME SEATS RESERVED FOR THE COLLEGE OF EDUCATION.

Social Justice Sch & Society (EDUC 202) 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.

Social Justice Sch & Society (EDUC 202) 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. This section is restricted to students who have the attribute Pre-Teacher Education Student. On July 15th, this restriction will be removed and any remaining seats will become available for registration.

Social Justice Sch & Society (EDUC 202) 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. Synchronous attendance required. Moodle LMS.

Social Justice Sch & Society (EDUC 202) 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. This section is restricted to students who have the attribute Pre-Teacher Education Student. On July 15th, this restriction will be removed and any remaining seats will become available for registration. Synchronous attendance required. Moodle LMS.

Social Justice Sch & Society (EDUC 202) 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. This section is restricted to students who are in the College of Education. On July 15th, restrictions will be removed and any remaining seats will become available for registration. Synchronous attendance required. Moodle LMS.

Social Justice Sch & Society (EDUC 202) 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. Majority of seats are restricted to College of Education majors and minors until Nov 20th.

Social Justice Sch & Society (EDUC 202) 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. SOME SEATS RESERVED FOR THE COLLEGE OF EDUCATION

Social Justice Sch & Society (EDUC 202) 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. This section is restricted to students who are in the College of Education. On July 15th, restrictions will be removed and any remaining seats will become available for registration.

Profile Picture for Rochelle Gutierrez

Professor, Curriculum & Instruction

Contact

Office

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

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