Biography
We act ourselves into new ways of thinking, not the reverse.

Dr. Gutierrez' scholarship focuses on issues of identity and power in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing and practicing teachers, her work challenges deficit views of students who are Latinx, Black, and Indigenous and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. They need political knowledge. Her current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and "Nepantla" in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively "rehumanize" mathematics in an era of high-stakes education. She also builds upon Indigenous principles and has argued for a new form of mathematics where humans are no long centered. This form of mathematics is referred to as living mathematx.

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Key Professional Appointments

Professor Mathematics Education, Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2011 - present

Professor Latina/Latino Studies, University of Illinois at Urbana-Champaign, 2011 - present

Associate Professor Mathematics Education, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2002 - 2010

Associate Professor Latina/o Studies, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 2002 - 2010

Assistant Professor Latina/Latino Studies, College of Liberal Arts, University of Illinois at Urbana-Champaign, 1998 - 2001

Assistant Professor Curriculum and Instruction, University of Illinois at Urbana-Champaign, 1996 - 2001

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Education

Ph.D., Curriculum and Instruction, University of Chicago, 1995

M.A., Curriculum and Instruction, University of Chicago, 1995

B.A., Human Biology, Stanford University, 1990

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Awards, Honors, Associations

Iris M. Carl Distinguished Leadership and Equity Award TODOS Mathematics for All, 2016 - 2016

Distinguished Lecturer Center for Research in Science and Mathematics Education, San Diego State University, 2016 - 2016

Incomplete List of Teachers Ranked as Excellent by Their Students 2016 - 2016

Richard Andrews Distinguished Lecturer University of Missouri, 2016 - 2016

Excellence in Scholarship in Mathematics Teacher Education Association of Mathematics Teacher Educators, 2010 - 2011

Incomplete List of Teachers Ranked as Excellent by Their Students University of Illinois at Urbana-Champaign, 2010 - 2010

Outstanding Faculty Service Award College of Education, 2010 - 2010

Distinguished Educator Pedagogy of Success in Urban Schools, Pace University, 2009 - 2009

Visiting Scholar, Learning Sciences Institute Vanderbilt University, 2006 - 2007

Incomplete List of Teachers Ranked as Excellent by Their Students University of Illinois at Urbana-Champaign, 2006 - 2006

Selected Scholar in Education University of Wisconsin--Madison, 2002 - 2003

Research & Service

Dr. Gutierrez' scholarship focuses on issues of identity and power in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing and practicing teachers, her work challenges deficit views of students who are Latinx, Black, and Indigenous and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. They need political knowledge. Her current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and "Nepantla" in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively "rehumanize" mathematics in an era of high-stakes education. She also builds upon Indigenous principles and has argued for a new form of mathematics where humans are no long centered. This form of mathematics is referred to as living mathematx.

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Presentations

Mathematics teachers using creative insubordination to advocate for student understanding and robust mathematical identities (2013).: Chicago, IL.

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Grants

Principal Investigator Noyce: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois' High Needs Schools [STIMULUS FUNDING], National Science Foundation, 2009 - 2014

Principal Investigator A Community of Practice Model for Teacher Education: Developing Teacher Candidates' Understandings to Teach Quality Mathematics to Urban Students, American Educational Research Association, 2003 - 2008

Principal Investigator Understanding Mathematics Teacher Work Groups as a Model for Professional Development: Learning from México, U.S. Department of State, 2004 - 2005

Fellow Understanding Teacher Candidates' Knowledge and Disposition to Teach Mathematics to Diverse Students, Bureau of Educational Research, 2002 - 2003

Fellow Faculty Fellows Program, Bureau of Educational Research, 1999 - 2000

Principal Investigator NAE/Spencer Postdoctoral Fellowship, The Spencer Foundation (National Academy of Education), 1998 - 1999

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Service

Editor, Special Issue on Identity and Power Journal for Research in Mathematics Education, 2008 - 2012

Member, Dissertation Award Committee The Spencer Foundation, 2007 - 2008

Member, editorial board. Journal of Mathematics Teacher Education, 2005 - 2008

Editorial Board Member Journal of Mathematics Teacher Education, 2005 - 2008

Consultant, multicultural and bilingual literature, Latino families Champaign Public Library, 2003 - 2003

Reviewer Journal for Research in Mathematics Education, 2003 - 2003

Invited Member Committee on Increasing Students' Engagement and Motivation to Learn, National Academy of Sciences, 2001 - 2003

Invited Member National Study Panel on Mathematics, RAND, 2000 - 2003

Teaching

I teach secondary mathematics methods courses to students who are undergraduates in mathematics and seeking a minor in Education. I also teach a large undergraduate seminar on Social Justice, Schooling, and Society that is open to students from all disciplines, not just education.
For practicing teachers and graduate students in the College of Education, I teach courses in sociopolitical perspectives on mathematics and science education, urban education, and the Mathematics Science and Engineering Pro-seminar that prepares graduate students to write research articles and understand the publishing process.

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Courses

Tchg Diverse High School Stu Examines the curriculum and philosophy of teaching students in high school grades. Students will focus on a number of related topics including teaching a diverse student population, including all students in instruction, using technology for teaching high school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in instructional technology, assessment, and special education with high school students. Coursework is integrated with a high school field experience. 3 undergraduate hours. 3 graduate hours.

Tchg and Assessing Sec Sch Stu Emphasizes the practical application of theory and recommended practices for developing curriculum, teaching, and assessing learning in the middle and senior high school years. 3 undergraduate hours. 3 graduate hours.

Urban Schs & Schooling 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 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 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 course satisfies the General Education Criteria for: Advanced CompositionHumanities - Hist & Phil.

Gutierrez, Rochelle

Professor, Curriculum & Instruction

Contact

Office

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

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