Biography
Jose D. Fonseca is a mathematics instructor in the Department of Mathematics at the University of Arizona. Originally from Sonora, Mexico, he moved to the University of Arizona in 1993, where he earned his Master’s Degree in 1995, specializing in Multicultural Math Education. His academic background includes a Bachelor’s degree in Mathematics with a concentration in Teaching Methods from La Universidad de Guerrero, Mexico, along with studies in Civil Engineering and Architectural Drafting.
With over 47 years of teaching experience, Professor Fonseca has taught across a variety of educational settings, including public schools, colleges, and universities, working with students from diverse ethnic and cultural backgrounds. At the University of Arizona, he has taught a wide range of mathematics courses, including Math 106, Math 108, Math 111, Math 112, Math 116, Math 125, Math 205, Math 310, Math 302A/B/E, Math 406B, and Math 494C.
Beyond teaching, he has actively contributed to research projects focused on the social and cultural factors influencing mathematics education, including the Bridge Project and MAAPS. He has also worked extensively with teachers, schools, districts, and organizations to promote equity in education and support students' transition from high school to college. Notably, through his involvement in the GEAR UP Project, he worked with a cohort of approximately 3,500 students, helping them aspire, plan, and apply for college, with a strong emphasis on college mathematics preparation.
Professor Fonseca remains deeply committed to collaborative educational initiatives, particularly in math education programs at the University of Arizona. He actively contributes to Algebra Academy and CAP (Early Academic Outreach), as well as interdisciplinary programs such as the 4-H STEM Program (School of Animal and Comparative Biomedical Sciences), Upward Bound-TRIO Program (The College of Education), and the Med-Start Program (Outreach & Recruitment for Med-Start Health Careers). Through these initiatives, he continues to advocate for STEM education accessibility, empowering students from all backgrounds to succeed in mathematics and beyond.
Degrees
- M.A. Math Education
- The University of Arizona, Tucson, Arizona, United States
- B.S.E. Mathematics
- The University of Guerrero, Mexico, Chilpancingo, Guerrero, Mexico, Guerrero, Mexico
- El movimiento y la graficacion de funciones como recursos heuristicos en la formacion de los conceptos de calculo.
Work Experience
- University of Arizona Health Sciences - Equity, Diversity and Inclusion (2019 - Ongoing)
- Upward Bound-TRIO program - College of Education -The University of Arizona (2018 - Ongoing)
- School of Animal and Comparative Biomedical Sciences UofA (2018 - Ongoing)
- Office of Early Academic Outreach, University of Arizona (2010 - 2012)
- Office of Early Academic Outreach University of Arizona (2007 - Ongoing)
- Pima Community College, Tucson, Arizona (2003 - 2015)
- Catalina HS (1995 - 2012)
Awards
- Departmental Honor - Outstanding Achievement for 2023-2024
- 2024 School of Mathematics Sciences, Spring 2024
Licensure & Certification
- Certificate of Training: STRUCTURED ENGLISH IMMERSION (SEI), ARIZONA STATE BOARD OF EDUCATION (2006)
- Standard Secondary Teaching Certificate, Arizona Department of Education (2015)
- Cedula Professional Mathematics Education, Secretary of Public Education Mexico (1993)
- Faculty Standard Teaching Award, Pima County Community College Distric (2007)
Interests
Teaching
I am highly interested in teaching mathematics to undergraduate students, including courses such as Math 106, Math 108, Math 111, Math 112, Math 116, and Math 125. Additionally, I am passionate about instructing math courses tailored for Elementary and Secondary Math Education, such as Math 302A/B/E, Math 205, Math 310, Math 406B, and Math 494C. My goal is to provide engaging, student-centered instruction that supports mathematical understanding and fosters a strong foundation for future educators and STEM professionals.
Research
My research focuses on the development of students’ mathematical thinking and the process of learning to teach mathematics effectively. I am particularly interested in the learning experiences that foster and support algebraic thinking from elementary through middle and high school. My goal is to contribute to the development of instructional practices, math curricula, and professional development programs that enhance students' conceptual understanding and problem-solving abilities.A central aspect of my research is the connection between mathematics education and socio-cultural contexts. There is often a significant gap between school mathematics and the mathematical experiences students encounter in their homes and communities. I aim to explore effective ways to prepare teachers to bridge this gap, equipping them with strategies that promote deep mathematical understanding and higher-order thinking skills among their students.Additionally, I am interested in STEM education and curriculum development, particularly in designing learning-by-doing experiences that emphasize discovery-based learning. I seek to integrate the Engineering Design Process into real-world contexts, allowing students to engage with applied mathematics in meaningful and practical ways. Through this research, I hope to contribute to more engaging, relevant, and equitable mathematics instruction that empowers both students and educators.
Courses
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Scholarly Contributions
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