Rochelle Gutiérrez

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Gutiérrez, R. (2018). 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. 11–37). Charlotte, NC: Information Age Publishing. Retrieved from

Gutiérrez, R. (2013). Why (urban) mathematics teachers need political knowledge. Journal of Urban Mathematics Education, 6(2), 7–19. Retrieved from

Gutiérrez, R. (2010/2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68. Retrieved from

Gutiérrez, R. (2012). Embracing Nepantla: Rethinking "knowledge" and its use in mathematics teaching. REDIMAT - Journal of Research in Mathematics Education, 1(1), 29–56.

Gutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy & Education, 18(3), 9–16.

Lubienski, S. T., & Gutiérrez, R. (2008). Bridging the gaps in perspectives on equity in mathematics education. Journal for Research in Mathematics Education, 39(4), 265.

Gutiérrez, R. (2008). A gap-gazing fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357.

Gutiérrez, R. (2007). (Re)defining equity: The importance of a critical perspective. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 37–50). New York, NY: Teachers College Press.

Gutiérrez, R. (2002). Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students. American Educational Research Journal, 39(4), 1047–1088.