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 http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods
Gutiérrez, R. (2013). Why (urban) mathematics teachers need political knowledge. Journal of Urban Mathematics Education, 6(2), 7–19. Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/223/148
Gutiérrez, R. (2010/2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68. Retrieved from http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2013/Vol44/Issue1/The-Sociopolitical-Turn-in-Mathematics-Education/
Gutiérrez, R. (2012). Embracing Nepantla: Rethinking "knowledge" and its use in mathematics teaching. REDIMAT - Journal of Research in Mathematics Education, 1(1), 29–56. http://doi.org/10.4471/redimat.2012.02
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. http://doi.org/10.3102/000283120390041047