Gloriana González's research focuses on how teachers manage students' prior knowledge. She is interested in examining teachers' decision-making when handling students' prior knowledge and the rationality underlying those decisions. With the support of a CAREER grant by the National Science Foundation, she is leading a project that aims at creating a professional development model combining animations and video clubs within a Lesson Study cycle to promote teacher learning.

Key Professional Appointments

Associate Professor Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2015 - present

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


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

Awards, Honors, Associations

Distinguished College Scholar Award, 2015-2016 College of Education, University of Illinois at Urbana-Champaign, 2015 - 2015

Emerging Scholar Award North American Systemic Functional Linguistics Association, 2015 - 2015

Outstanding Undergraduate Teaching Award, College of Education, University of Illinois at Urbana-Champaign College of Education, University of Illinois at Urbana-Champaign,, 2012 - 2013

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

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 & Service

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.

I am currently leading a project funded by the National Science Foundation. The project, CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction has the goal of promoting teacher attention to student thinking through their involvement in a professional development intervention. The intervention is novel by combining three activities that have been effective for promoting teacher learning in isolation: Lesson Study, animations of classroom instruction, and video clubs. We are developing a framework for combining these activities in professional development. In addition, we are producing resources to 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.


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

González, G., & DeJarnette, A. (2018) Designing animated stories of instruction for teacher education: The process of making an animation to promote teacher noticing of students' prior knowledge Journal of Technology and Teacher Education 26 (1), 79-102  link >

González Rivera, G., & Skultety, L. (2018) Teacher learning in a combined professional development intervention Teaching and Teacher Education 71, 341-354

González, G. (2018) Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson. Scripting approaches in mathematics education Springer  link >

González, G. (2017) Teachers’ understanding of realistic contexts for capitalizing on students’ prior knowledge School Science and Mathematics 117 (7-8), 329-340  link >

Skultety, L., González, G., & Vargas, G. (2017) Using technology to support teachers’ lesson adaptations during Lesson Study Journal of Technology and Teacher Education 25 (2), 5-33  link >

González, G., & Eli, J. (2017) Prospective and in-service teachers' perspectives about launching a problem Journal of Mathematics Teacher Education 20 (2), 159-201  link >

DeJarnette, A., & González, G. (2017) Geometry students’ arguments about a 1-point perspective drawing REDIMAT 6 (1), 7-31

Deal, J., & González, G. (2017) Developing teachers’ professional knowledge when combining video clubs with lesson study. National Council of Teachers of Mathematics Annual Perspectives in Mathematics Education 2017: Reflective and Collaborative Practices to Improve Mathematics Teaching National Council of Teachers of Mathematics: Reston, VA

González Rivera, G., & Deal, J. (2017) Using a creativity framework to promote teacher learning in Lesson Study Thinking Skills and Creativity  link >

González, G., Deal, J., & Skultety, L. (2016) Facilitating teacher learning when using different representations of teaching Journal of Teacher Education 67 (5), 447-466  link >

DeJarnette, A., & González, G. (2016) Thematic analysis of students’ talk while solving a real-world problem in Geometry Linguistics and Education 35, 37-49  link >

DeJarnette, A., González, G., Deal, J., & Rosado Lausell, S. (2016) Students’ conceptions of reflective symmetry: Opportunities for making connections with perpendicular bisector Journal of Mathematical Behavior 43, 35-52  link >

DeJarnette, A., & González, G. (2015) Positioning during group work on a novel task in Algebra Two Journal for Research in Mathematics Education 46 (4), 378-422  link >

DeJarnette, A., & González, G. (2015) Teachers' and students' Negotiation moves when teachers scaffold group work Cognition and Instruction 33 (1), 1-45

González, G., DeJarnette, A., & Deal, J. (2014) Assessing and using students’ prior knowledge in problem-based instruction New England Mathematics Journal XLVI

DeJarnette, A., Dao, J., & González, G. (2014) Promoting small-group discussions Mathematics Teaching in the Middle School 19 (7), 414-419

DeJarnette, A., Rosado-Lausell, S., & González, G. (2015) Shadow puppets: Exploring a context for similarity and dilations Mathematics Teacher 109 (1), 20-27

Herbst, P., Chen, C., Weiss, M., González, G., Nachlieli, T., Hamlin, M., & Brach, C. (2009) “Doing proofs” in geometry classrooms. Teaching and learning proof across the grades: A K-16 perspective Routledge: New York

González, G. (2015) The use of linguistic resources by mathematics teachers to create analogies Linguistics and Education 30, 81-96  link >

DeJarnette, A., 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  link >

DeJarnette, A., & González, G. (2013) Building students’ reasoning habits by promoting student-led discussions in an Algebra II class The Mathematics Educator 23 (1), 3-23

González, G., & DeJarnette, A. (2013) Geometric reasoning about a circle problem The Mathematics Teacher 106 (8), 586-591

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, 397-414

González, G., & DeJarnette, A. (2013) Leading classroom discussions Mathematics Teaching in the Middle School 18 (9), 544-551

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

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) Creating analogies about experiences in ordinary life when doing a proof by contradiction. the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education University of Nevada: Reno, NV

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., & 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  link >

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


Exploring alternatives when teaching a problem-based lesson in Algebra II. Accepted presentation at the Illinois Council of Teachers of Mathematics (2013). ICTM: Peoria, IL.

Mathematics education research using Systemic Functional Linguistics (2013). NCTM: Denver, CO.

Teaching tensions when scaffolding students’ work in a problem-based lesson (2013).: San Francisco, CA.

What’s up with the Standards for Mathematical Practice? Supporting students’ development of mathematical expertise through problem-based instruction (2012).

Some students are advanced and can just factor": Algebraic procedures and students' instructional identities (2012). PME-NA: Kalamazoo, MI.

A geometry teacher’s use of a metaphor to make students remember theorems (2012).: Philadelphia, PA.

From videos to animations: Designing animated vignettes about problem-based instruction (2012).: Philadelphia, PA.

Resources for building a collective memory in the only geometry course (2012). University of Illinois at Urbana-Champaign: IL.

Do you remember that?: How to use students’ prior knowledge (2011).: St. Louis, MO.

Using an animated vignette to probe into teachers’ use of extra-mathematical metaphors: teachers’ evaluations of an introduction to slope (2011). University of Michigan: Ann Arbor, MI.

Investigating attitudes towards teaching actions through the use of animated vignettes (2011). University of Illinois at Urbana-Champaign: IL.

Teachers’ tactical and strategic actions to manage students’ prior knowledge in mathematics classrooms (2011). University of Illinois at Urbana-Champaign: IL.

Teaching actions for activating students’ prior knowledge in mathematics classrooms (2011).: Irvine, CA.


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


NCTM, 2016 - 2019

Chair of Editorial Panel Mathematics Teacher Education Journal, 2018 - present

Reviewer Journal of Mathematics Teacher Education, 2013 - present

Reviewer Journal of Mathematical Behavior, 2011 - 2012

Reviewer Psychology of Mathematics Education-North American Chapter, 2005 - 2012

Reviewer Mathematics Teacher Journal,

Reviewer Journal of Mathematics Teacher Education, 2011 - present

Reviewer Journal of Mathematical Behavior, 2011 - present

Reviewer Mathematics Teaching in the Middle School, 2011 - present

Reviewer ZDM - The International Journal on Mathematics Education, 2010 - 2010

Reviewer Educational Evaluation and Policy Analysis, 2010 - 2010


Intro Tchg in a Diverse Societ 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. 3 undergraduate hours. 3 graduate hours.

Tchg Diverse Middle Grade Stu 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. 3 undergraduate hours. 3 graduate hours. May be repeated up to 9 credit hours.

Mathematics Teaching 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. 4 graduate hours. No professional credit.

Prof Development in Math Ed Considers research perspectives, policies and practices associated with the professional development of mathematics teachers. Specifically, students will examine what policymakers recommend for effective professional development, what research findings seem to suggest, how schools do professional development for successful mathematics teaching, and the implications of policy and real world practices for equality of opportunity for mathematics learning.

Discourse in STEM Classrooms 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.

González Rivera, Gloriana

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



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

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