Rochelle Gutiérrez
TIPS Professional Development
About
Rochelle Gutiérrez is Professor of Mathematics Education at the University of Illinois at Urbana-Champaign. Dr. Gutiérrez’ research interrogates the unearned privilege that mathematics holds in society and the roles that race, class, language, and gender play in teaching/learning mathematics so as to open up new possible relationships between humans, mathematics/science, and the planet.
She has served on a number of national mathematics panels and committees, including the writing team of the Standards for Preparing Mathematics Teachers organized by the Association of Mathematics Teacher Educators. Recognized for the work she has conducted and the theories on equity she has offered to the field, she has earned the Excellence in Research Award from the Association of Mathematics Teacher Educators; the Innovations in Research in Equity and Social Justice in Teacher Education Award from the American Educational Research Association; Distinguished Educator in the Pedagogy of Success in Urban Schools by Pace University; Circle Holder within Science for the People; featured mathematician in Latinx/Hispanics in the Mathematical Sciences (LATHISMS) and various podcasts including Abolition Science. Her work has been published in such journals as American Educational Research Journal, Mathematical Thinking and Learning, Journal for Research in Mathematics Education, Journal of Mathematical Behavior, Harvard Educational Review, Democracy and Education, Urban Review, and Mathematics Teacher. She also co-edited the book Rehumanizing Mathematics for Black, Indigenous, and Latinx students.
For the past 25 years, she has been deeply and passionately invested in supporting teachers of mathematics and science to navigate the politics of their local work environments. Her work on Rehumanizing Mathematics (and STEM) and creative insubordination has been used in K-12 settings and university/college mathematics and science departments in the US and beyond. Moreover, she developed the concept Living Mathematx and has argued for a spiritual turn in mathematics education research, which relies on Indigenous perspectives and futures.