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Eric (Rico) Gutstein, Professor
EDUCATION1993 - Ph.D., University of Wisconsin at Madison, Computer Sciences
RESEARCH AND TEACHING INTERESTS
My research and teaching interests include mathematics education, teaching for social justice and critical literacies in an urban, multicultural context, Freirean approaches to teaching/learning, and Chicago school policy.
In my work, I argue that K-12 students need to be prepared through their mathematics education to investigate and critique injustice (such as racism and language discrimination), and to challenge, in words and actions, oppressive structures and acts. I prepare teachers who can teach mathematics and other subjects in this manner to students in urban settings.
I have taught mathematics for social justice in my own classroom in a Chicago public middle school and currently work with the Greater Lawndale/Little Village High School for Social Justice (also a public school). There I co-teach with and support the math teachers, help teachers and students develop/teach/learn from social justice mathematics projects, and work with a group of students who are co-researchers, public advocates, and spokespeople for teaching and learning mathematics for social justice. Together, we (teachers, students, myself) study the process of creating a critical mathematics program for the school, focused on developing students' sociopolitical consciousness, sense of social agency, and their strong cultural/social identities.
Gutstein, E. (in press). Developing social justice mathematics curriculum from studentsﾒ realities: A case of a Chicago public school. In (W. Ayers, T. Quinn, & D. Stovall, eds.), The handbook of social justice in education.
Gutstein, E., Gonz￡lez, C., & Maisonette, J. (in press). The Young Peopleﾒs Project and mathematics for social justice. In (A. Powell & M. Frankenstein, Eds.), Ethnomathematics: Curricular ideas for challenging Eurocentrism in the mathematics classroom. Albany, NY: State University of New York Press.
Gutstein, E. (2008). Building political relationships with students: What social justice mathematics pedagogy requires of teachers. In (E. de Freitas, & K. Nolan, Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education (pp. 189-204). New York: Springer.
Gutstein, E. (in press). The politics of mathematics education in the US: Dominant and counter agendas. In B. Greer, S. Mukhopadhyay, S. Nelson-Barber, & A. Powell (Eds.), Culturally responsive mathematics education. Mahway, NJ: Erlbaum Associates.
Gutstein, E. (2008). The political context of the National Mathematics Advisory Panel. The Montana Mathematics Enthusiast, 5, 411-418.
Gutstein, E. (2007). Multiple language use and mathematics: Politicizing the discussion. Educational Studies in Mathematics, 64, 243-246.
Gutstein, E. (2007). Connecting community, critical, and classical knowledge in teaching mathematics for social justice. The Montana Mathematics Enthusiast, Monograph 1, 109-118.
Gutstein, E. (2007). ﾓAnd thatﾒs just how it startsﾔ: Teaching mathematics and developing student agency. Teachers College Record, 109, 420-448.
Gutstein, E. (2006). ﾓThe real world as we have seen itﾔ: Latino/a parentsﾒ voices on teaching mathematics for social justice. Mathematical Thinking and Learning, 8, 331-358.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.
Gutstein, E. (2006). ﾓSo one question leads to anotherﾔ: Using mathematics to develop a pedagogy of questioning. In N. S. Nasir & P. Cobb (Eds.), Increasing access to mathematics: Diversity and equity in the classroom (pp. 51-68). New York: Teachers College Press.
Gutstein, E. (2006). Driving while Black or Brown: The mathematics of racial profiling. In J. Masingila (Ed.), Teachers engaged in research: Inquiry into mathematics practice in grades 6-8 (pp. 99-118). Reston, VA: National Council of Teachers of Mathematics.
Gutstein, E., Fey, J. T., Heid, K. M., DeLoach-Johnson, I., Middleton, J. A., Larson, M., Dougherty, B., Tunis, H. (2005). Equity in school mathematics education: How can research contribute? Journal for Research in Mathematics Education, 36, 92-100.
Gutstein, E., & Peterson, B. (Eds.). (2005). Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools, Ltd.
Lipman, P., & Gutstein, E. (2004). The politics and policies of cultural assimilation. In High-stakes education: Inequality, globalization, and urban school reform (pp. 105-137). New York: Routledge.
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34, 37-73.
Gutstein, E. (2003). Home buying while Brown or Black: Teaching mathematics for racial justice. Rethinking Schools: An Urban Educational Journal, 18(1), 35-37.
Gutstein, E. (2002). Math, SATs, and racial profiling. Rethinking Schools: An Urban Educational Journal, 16(4), 18-19.
Gutstein, E. (2001). Math, maps, and misrepresentation. Rethinking Schools: An Urban Educational Journal, 15(3), 6-7.
Lipman, P., & Gutstein, E. (2001). Undermining the struggle for equity: A case study of Chicago school policy in a Latino school. Race, Gender, and Class, 8, 57-80.
Gutstein, E., & Mack, N. K. (1998). Learning about teaching for understanding through the study of tutoring. Journal of Mathematical Behavior, 17 , 441-465.
Gutstein, E., Lipman, P., Hern￡ndez, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28, 709-737.
Gutstein, E., & Romberg, T. A. (1995). Teaching children to add and subtract. Journal of Mathematical Behavior, 14, 283-324.
HONORS AND AWARDS
2008 - Great Cities Institute Faculty Scholar (2008-09)
2000 - Excellence in Public Service award, DePaul University.
PROFESSIONAL AFFILIATIONS AND ACTIVITIES
Teachers for Social Justice (Chicago)
American Educational Research Association
National Council of Teachers of Mathematics
Benjamin Banneker Society