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.

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

Research & Service

Gloriana González is a mathematics education researcher whose work focuses on problem-based instruction. She is interested in understanding how teachers can use students' prior knowledge to support students' meaningful mathematical learning. In her work, she examines teachers' decision-making during problem-based lessons. Her recent work examines teachers' perspectives about realistic contexts for mathematics problems. Methodologically, she applies qualitative methods and uses Systemic Functional Linguistics to analyze classroom talk and discussions among teachers.

She led a project funded by the National Science Foundation. The project, CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction aimed at increasing teachers' attention to student thinking through their involvement in a professional development intervention. The intervention was novel by combining Lesson Study, animations of classroom instruction, and video clubs. The findings show teacher learning in the study group discussions and in the enactment of problem-based lessons, as well as considerations for designing professional development for mathematics teachers. Currently, she is working with colleagues at the University of Puerto Rico as a co-PI of an NSF-IUSE grant designing a Lesson Study intervention for improving undergraduate education. The intervention supports pre-service teachers in establishing connections between field experiences and methods courses. The intervention has the goal of supporting pre-service teachers' enactment of discursive moves when leading classroom discussions where students use interactive technology.

She has a special interest in the teaching and learning of geometry. In the past, she investigated relationships between justifications for teaching geometry and the historical development of the American high school geometry curriculum. She has also studied how the use of dynamic geometry provokes new challenges and possibilities in geometry classrooms. With the support of a Campus Research Board Award, she is currently engaged in a project studying the use of visual arts as a context for students to learn geometry by examining geometry textbooks and teachers' perspectives about integrating visual arts in the geometry curriculum.

Her work has been published in Teaching and Teacher Education, the Journal of Technology and Teacher Education, Thinking Skills and Creativity, the Journal of Mathematics Teacher Education, the Journal of Teacher Education, the Journal of Mathematical Behavior, Cognition and Instruction, and Linguistics and Education.

In 2015 she received the Emerging Scholar Award from the North American Systemic Functional Linguistics Association and the Distinguished Scholar Award from the College of Education.


González Rivera, G., & Deal, J. (2019). Using a creativity framework to promote teacher learning in Lesson Study. Thinking Skills and Creativity, 32 114-128.  link >

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 ( pp. 115-146). 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 Reston, VA: National Council of Teachers of Mathematics.

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.

González Rivera, G. A geometry teacher’s actions for engaging students in mathematizing from real-world contexts: A linguistic analysis Equinox.

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 ( pp. 250-263). New York: Routledge.

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 ( pp. 1155-1163). Reno, NV: University of Nevada.

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.


Visual art contexts in high school geometry textbooks in the United States (2019).: McGill University, Montreal, Canada.

Using online materials to promote teacher noticing of students’ prior knowledge (2019). AMTE: Orlando, FL.

Teacher noticing of students’ prior knowledge (2018). PMENA: Greenville, SC.

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 GeoDesiC-Geometry and Design in Classrooms, Campus Research Board, 2018 - 2020

Principal Investigator CAREER: Noticing and Using Students' Prior Knowledge in Problem-Based Instruction, National Science Foundation, 2013 - 2019

Principal Investigator Mathematics teachers' decision-making when activating students' prior knowledge in problem-based instruction, Campus Research Board, 2011 - 2012


Gloriana González teaches mathematics methods courses in the middle grades and secondary education programs. She received the Outstanding Undergraduate Teaching Award from the College of Education in 2013.

At the graduate level, she teaches various seminars about mathematics teaching and learning, geometry and algebra instruction, and professional development for teachers. She also teaches an advanced methods course about applied linguistics.


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. 3 undergraduate hours. 3 graduate hours.

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. 3 undergraduate hours. 3 graduate hours. May be repeated up to 9 credit hours.

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. 4 graduate hours. No professional credit.

Prof Development in Math Ed (CI 532) 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 (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.

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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