PhD, Educational Studies, University of Michigan, Ann Arbor, 2009

2022-2025, University Scholar, University of Illinois.

2022, Mid-Career Award, American Educational Research Association, Division K.

2021-2022, Fellow, Building Pathways for Emerging Leaders at Illinois.

2021, Campus Distinguished Promotion Award, University of Illinois Urbana-Champaign.

2020, New Leadership Academy Fellow, National Forum on Higher Education for the Public Good at the University of Michigan and American Association of Hispanics in Higher Education (AAHHE).

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

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

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

2010, Stanley E. and Ruth B. Dimond Best Dissertation Award, School of Education, University of Michigan.

2008, 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, MI. 

2006, Jones, Payne, Coxford Award for outstanding doctoral student in mathematics education, University of Michigan, Ann Arbor, MI.

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.  link >

González Rivera, G. (2021). Elicit Math.

González Rivera, G., Villafañe-Cepeda, W., & Hernández-Rodríguez, O. (2021). Leveraging prospective teachers’ knowledge through their participation in lesson study. Journal of Mathematics Teacher Education.  link >

Hernández-Rodríguez, O., González, G., & Villafañe-Cepeda, W. (2021). Planning a research lesson online: pre-service teachers' documentation work. International Journal for Lesson and Learning Studies, 10(2), 168-186.  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, 22(1), 5-32.

González, G., & Deal, J. T. (2019). Using a creativity framework to promote teacher learning in lesson study. Thinking Skills and Creativity, 32, 114-128.  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.

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

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

González, G. (2017). Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge. School Science and Mathematics, 117(7-8), 329-340.  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.

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.  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.  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.  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.  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.  link >

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

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

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.  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.  link >

González, G., & DeJarnette, A. F. (2013). Geometric Reasoning about a Circle Problem. The Mathematics Teacher, 106(8), 586-591.  link >

González, G., & DeJarnette, A. F. (2013). Leading Classroom Discussions. Mathematics Teaching in the Middle School, 18(9), 544-551.  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.  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.  link >

Herbst, P., Chen, C., Weiss, M., González, G., Nachlieli, T., Hamlin, M., & Brach, C. (2010). “Doing Proofs” in Geometry Classrooms. In Teaching and Learning Proof Across the Grades: A K-16 Perspective (pp. 250-268). Taylor and Francis.  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.  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).

2019-2022, Principal Investigator of National Science Foundation’s (NSF) Division of Undergraduate Education (DUE) program collaborative grant with the University of Puerto Rico, Río Piedras, <em>Developing technological pedagogical content knowledge of pre-service math teachers by enhancement of a methods course using instrumental orchestration and lesson study strategies </em>($93,218).

2019-2022, Principal Investigator, <em>GeoDesiC-Geometry and Design in Classrooms</em>, Campus Research Board, University of Illinois Urbana-Champaign ($23,847).2

2013-2019, Principal Investigator of National Science Foundation’s (NSF) Discovery Research K-12 (DRK-12) program grant:  <em>CAREER: Noticing and using students’ prior knowledge in problem-based instruction </em>($853,675)<em>.</em>

2012-2013, Co-Principal Investigator (with Adam Poetzel), <em>Enhancing pre-service mathematics teacher preparation through rehearsals, recordings, and field-based methods courses, </em>Provost's Initiative on Teaching Advancement (PITA), University of Illinois Urbana-Champaign ($7,500).

2011-2012, Principal Investigator, <em>Mathematics teachers’ decision-making when activating students’ prior knowledge in problem-based instruction</em>, Campus Research Board, University of Illinois Urbana-Champaign ($18,237).

2010-2011, Principal Investigator, <em>Teachers’ tactical and strategic actions to manage students’ prior knowledge in problem-based instruction in mathematics</em>, Hardie Faculty Fellows Award, College of Education, University of Illinois Urbana-Champaign ($20,000).

CI 402: Teaching Diverse Middle Grade Students (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.

CI 535: 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.

CI 537: 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.