José Francisco Gutiérrez portrait
  • Assistant Professor, Education, Culture & Society

Publications

  • Gutiérrez, J.F., Brown. S.A., Alibali, W.M. (2018). Relational equity and mathematics learning: mutual construction during collaborative problem solving. Journal of Numerical Cognition, 4(1), 159–187. Published, 06/07/2018.
    https://doi.org/10.5964/jnc.v4i1.91

Presentations

  • Gutiérrez, J.F., Shiver, S., Dobie, T.E., Francom, R., & Barth-Cohen, L.A. (submitted). Anything But Race: Race-Evasion and Color-blindness in Preservice Teachers’ Responses to a Hypothetical Scenario. Paper submitted for inclusion in N. Rummel & U. Hoppe (Eds.), “Reflecting the Past and Embracing the Future.” Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS 2021). Bochum, Germany. Conference Paper, Refereed, Submitted, 11/14/2020.
  • Gutiérrez, J. F. (2020, October). Three Examples of Community-Based Initiatives in Secondary Mathematics Education. Invited presentation at the 22nd Annual Weber State University Diversity Conference, October, 2020, https://www.weber.edu/diversity/diversityconference.html. Invited Talk/Keynote, Presented, 10/02/2020.
  • Gutiérrez, J.F. (2020). Examining preservice teachers’ written responses to a hypothetical classroom scenario involving race. In M. Gresalfi & I.S. Horn (Eds.), “The Interdisciplinarity of the Learning Sciences.” Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (Vol. 4, pp. 2325-2328). Nashville, TN: Vanderbilt University / ISLS. Conference Paper, Refereed, Presented, 06/19/2020.
  • Dobie, T.E., Barth-Cohen, L.A., Francom, R., Greenberg, K., & Gutiérrez, J.G. (2020). Preservice Elementary Teachers Navigating Tensions Related to Classroom Social Dynamics Through Hypothetical Teaching Scenarios. In A. Sacristán, J.C. Cortés-Zavala, & P. Ruiz-Arias (Eds.), “Mathematics Education Across Cultures.” Proceedings of the 42nd Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Mexico (pp. 1553-1558). Conference Paper, Refereed, Accepted, 05/23/2020.
  • Gutiérrez, J. F. (2020, January). Examining racial awareness and color-blind discourse in preservice teachers’ responses to a hypothetical classroom scenario. Invited presentation in the Department of Education, Culture and Society Colloquium. University of Utah, January 31, 2020. Presentation, Presented, 01/31/2020.
  • Gutiérrez, J.F., Benally, C., Sepulveda, C., Vaughn, K.N. (2019). Mathematical reservations: the colonial psychology of mathematics education and its role in federal assimilation policies. In S. Otten, A. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), “…against a new horizon.” Proceedings of the 41st annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). St. Louis, MO: University of Missouri. Conference Paper, Refereed, Presented, 11/16/2019.
  • Gutiérrez, J.F., Barth-Cohen, L.A., Francom, R., Greenberg, K., MacArthur, K., & Dobie, T. (2019). An emerging methodology for the study of preservice teachers’ learning about equity in STEM education. In S. Otten, A. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), “…against a new horizon.” Proceedings of the 41st annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). St. Louis, MO: University of Missouri. Conference Paper, Refereed, Presented, 11/15/2019.
  • Gutiérrez, J.F., Francom, R. Greenberg, K. (2019, October). Supporting Pre-Service Elementary Teachers’ Learning of Equity & Diversity Issues in Math Education. Accepted workshop to be presented at the National Council of Teachers of Mathematics (NCTM) Regional Conference and Exposition, Salt Lake City, Utah, October 17, 2019. Presentation, Presented, 10/17/2019.
  • Barth-Cohen, L.A., Francom, R., Greenberg, K., MacArthur, K. Gutiérrez, J.F. (2019, April). Identifying Pre-Service Elementary Teachers Productive Knowledge Resources around Representations and Arguments in Math and Science. Paper presented at the annual meeting of the American Educational Research Association. Toronto, Canada, April 5-9, 2019. Conference Paper, Presented, 04/09/2019.
  • Francom, R., Barth-Cohen, L.A., Gutiérrez, J.F. (2019, April). Undergraduates Transitioning from STEM Degrees to Elementary Education Degrees: Driving Values and Motivating Factors. Paper presented at the annual meeting of the American Educational Research Association. Toronto, Canada, April 5-9, 2019. Conference Paper, Presented, 04/09/2019.
  • Gutiérrez, J. F. (2019, March). Can you “measure” teacher candidates’ knowledge of equity and diversity issues in math education? Invited presentation in the Utah Association of Mathematics Teacher Educators Annual Conference. University of Utah, March 30, 2019. Presentation, Presented, 03/30/2019.
  • Gutiérrez, J.F., Scott, M. (2019). Problematizing “thinking” in math education. In J. Subramanian & P. Basu (Eds.), Proceedings of the 10th International Mathematics Education and Society Conference (MES10). Hyderabad, India: Centre for Knowledge Culture and Innovation Studies, University of Hyderabad. Conference Paper, Refereed, Presented, 01/29/2019.
  • Barth-Cohen, L.A., Gutiérrez, J.F. (2019, January). Building Coherence in Math and Science Elementary Teacher Preparation. Invited presentation in the College of Education, Office of Faculty Research and Support, Research Seminar. University of Utah, January 24, 2019. Presentation, Presented, 01/24/2019.
  • Gutiérrez, J. F. (2018, March). Math: it’s not what you “think.” Invited presentation in the Department of Mathematics Colloquium. University of Utah, March 15, 2018. Invited Talk/Keynote, Presented, 03/15/2018.
  • Gutiérrez, J.F. (2018). Math: it’s not what you “think.” In J. Kay & R. Luckin (Eds.), “Rethinking learning in the digital age: Making the Learning Sciences count.” Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018) (Vol. 2, pp. 1021-1024). London, UK: University College London / ISLS. Conference Paper, Refereed, Accepted, 02/11/2018.