Marta Civil
 Professor, Mathematics
 Chair, Roy F Graesser
 Professor, Teaching/Learning and Sociocultural Studies
 Coordinator, Outreach Activities
 Associate Head, EntryLevel Instruction
 Distinguished Professor, UniversityOutreach
Contact
 (520) 6216873
 Mathematics, Rm. 320
 Tucson, AZ 85721
 martac@email.arizona.edu
Degrees
 Ph.D. Education (Mathematics Education)
 University of Illinois at UrbanaChampaign, Urbana, Illinois, United States
 Doing and Talking about Mathematics: A Study of Preservice Elementary Teachers
Awards
 TODOS Iris Carl Leadership and Equity Award
 TODOS: Mathematics for All, Spring 2013
 Galileo Circle Fellow
 College of Science, University of Arizona, Spring 2007
 Distinguished Achievement in Science Education Award
 College of Science, University of Arizona., Spring 2005
Interests
Research
Equity in mathematics education; informal mathematics education; cultural, social, and language aspects in the teaching and learning of mathematics, linking inschool and outofschool mathematics, and parental engagement in mathematics.
Teaching
Mathematics courses for prospective and practicing teachers; mathematics education research courses at the graduate level.
Courses
202021 Courses

Col Alg Cncpts+Aplcns
MATH 112 (Fall 2020) 
PreceptorUniversity Teaching
TLS 791A (Fall 2020) 
Understand Ele Math  A
MATH 302A (Fall 2020)
201920 Courses

Calc Concepts: Business
MATH 116 (Spring 2020) 
Calculus Preparation
MATH 120R (Spring 2020) 
Col Alg Cncpts+Aplcns
MATH 112 (Spring 2020) 
Dissertation
TLS 920 (Spring 2020) 
FirstSemester Calculus
MATH 122B (Spring 2020) 
Internship
TLS 793 (Spring 2020) 
Intro:Stat+Biostatistics
MATH 263 (Spring 2020) 
Patterns, Functions & Modeling
MATH 106 (Spring 2020) 
Thesis
MATH 910 (Spring 2020) 
Understand Ele Math  A
MATH 302A (Spring 2020) 
Dissertation
TLS 920 (Fall 2019) 
Pro Dev Teaching Math
MATH 597T (Fall 2019) 
Rsrch On Teaching Math
MATH 506C (Fall 2019) 
Thesis
MATH 910 (Fall 2019)
201819 Courses

Dissertation
TLS 920 (Spring 2019) 
Independent Study
MATH 599 (Spring 2019) 
Thesis
MATH 910 (Spring 2019) 
Classroom Research
TLS 793A (Fall 2018) 
Dissertation
MATH 920 (Fall 2018) 
Dissertation
TLS 920 (Fall 2018) 
Thesis
MATH 910 (Fall 2018) 
Understand Ele Math  A
MATH 302A (Fall 2018)
201718 Courses

Dissertation
MATH 920 (Spring 2018) 
Independent Study
MATH 599 (Spring 2018) 
Teacher Educ Research
TTE 793B (Spring 2018) 
Thesis
MATH 910 (Spring 2018) 
Dissertation
MATH 920 (Fall 2017) 
Independent Study
MATH 599 (Fall 2017) 
Thesis
MATH 910 (Fall 2017) 
Understand Ele Math  A
MATH 302A (Fall 2017)
201617 Courses

Dissertation
MATH 920 (Spring 2017) 
Rsrch On Teaching Math
MATH 506C (Spring 2017) 
Dissertation
MATH 920 (Fall 2016) 
Research
LRC 900 (Fall 2016) 
Thesis
MATH 910 (Fall 2016)
201516 Courses

Thesis
MATH 910 (Summer I 2016) 
Dissertation
MATH 920 (Spring 2016) 
Independent Study
MATH 599 (Spring 2016) 
Internship
MATH 593 (Spring 2016) 
Thesis
MATH 910 (Spring 2016) 
Tps Math Elem+Mid Sch Tc
MATH 596F (Spring 2016)
Scholarly Contributions
Books
 Crespo, S., CeledónPattichis, S., & Civil, M. (2017). Access and Equity: Promoting high quality mathematics in grades 35. Reston, VA: National Council of Teachers of Mathematics.More infoThird book in the series (in terms of order of publication)
 Hunter, R., Civil, M., HerbelEisemann, B., Planas, N., & Wagner, D. (2018). Mathematical discourse that breaks barriers and creates spaces for marginalized learners. Rotterdam, The Netherlands: Sense Publishers.More infoThis is an edited book with contributions from across the world
 White, D. Y., Fernandes, A., & Civil, M. (2017). Access and Equity: Promoting high quality mathematics in grades 912. Reston, VA: National Council of Teachers of Mathematics.More info4th and final book in the series
 CeledónPattichis, S., White, D. Y., & Civil, M. (2017). Access and Equity: Promoting high quality mathematics in grades K2. Reston, VA: National Council of Teachers of Mathematics.More infoThis is the first volume of a 4book series that NCTM (National Council of Teachers of Mathematics) asked me to coordinate. I am the series editor as well as coeditor for each of the books
 Fernandes, A., Crespo, S., & Civil, M. (2017). Access and Equity: Promoting high quality mathematics in grades 68. Reston, VA: National Council of Teachers of Mathematics.More infoThis was the first book published in the series of 4 books
 White, D., Crespo, S., & Civil, M. (2016). Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. Information Age Publishing.
 Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (2016). Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: The University of Arizona.
 Civil, M., & Turner, E. E. (2014). The Common Core State Standards in mathematics for English language learners. Alexandria, VA: TESOL International Association.More infoThe CCSS have been adopted by most states in the country and we as mathematics educators must attend to this widespread adoption and implementation. This book addresses the gap reflected in the statement, "it is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners." This collection of pedagogical practices supports ELLs with the content and language demands of the CCSSM. Each chapter highlights, via detailed classroombased vignettes, specific pedagogical practices that teachers can use to support ELLs with the Standards for Mathematical Practices, and each concludes with questions for reflection and suggestions for action plans.
 Kitchen, R., & Civil, M. (2011). Transnational and borderland studies in mathematics education. New York: Routledge.More infoEvery year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the US, this collection considers the multiple aspects of children’s experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse – both in and out of school – and parents’ perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education.
 Téllez, K., Moschkovich, J., & Civil, M. (2011). Latinos/as and mathematics education: Research on learning and teaching in classrooms and communities. Charlotte, NC: Information Age Publishing.More infoThis book that explores the mathematics education of Latinos/as in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinos/as in the resources to be found in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found in the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as an obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics. Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that connect mathematical concepts to student thinking and experiences, both in and out of school.The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning; the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and misassessment) of Latino/a learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their pedagogy risk shortchanging their Latino/a students.
Chapters
 Civil, M., & Hunter, R. (2018). Promoting equitable teaching in mathematics teachers education. In Equity in mathematics education: Addressing a changing world. Charlotte, NC: IAP.
 Civil, M., Anhalt, C. O., Mcgraw, R. H., Eli, J. A., Civil, M., Anhalt, C. O., Mcgraw, R. H., & Eli, J. A. (2019). Stronger together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. In Recruiting, retaining, and preparing STEM teachers for a global generation. Rotterdam, Netherlands: Sense.More infoEli, J., McGraw R., Anhalt, C., & Civil, M. (2019). Stronger Together: The AZ Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. Book chapter in J. Leonard, A. Burrows, and R. Kitchen (Eds.), Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation. Sense Publishers, The Netherlands.
 Eli, J. A., Mcgraw, R. H., Anhalt, C. O., & Civil, M. (2018). Stronger together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. In Recruiting, retaining, and preparing STEM teachers for a global generation. Rotterdam, Netherlands: Sense.
 Anhalt, C. O., Staats, S., Cortez, R., & Civil, M. (2018). Mathematical Modeling and Culturally Relevant Pedagogy. In Cognition, Metacognition, and Culture in STEM Education(pp 307330). New York: Springer.More infoAnhalt, C. O., Staats, S., Cortez, R., & Civil, (M). (2018). Mathematical modeling and culturally relevant pedagogy. In Y. J. Dori, Z. Mevarech, & D. Baker (Eds.). Cognition, metacognition, and culture in STEM education (pp. 307330). New York: Springer
 Civil, M. (2018). A commentary on identifying and connecting to family and community funds of knowledge. In Toward equity and social justice in mathematics education(pp 145149). New York: Springer. doi:https://doi.org/10.1007/9783319929071
 Civil, M. (2018). Immigrant students in mathematics education. In Encyclopedia of mathematics education. New York: Springer. doi:https://doi.org/10.1007/9783319774879_734More infoThis an updated entry for the Encyclopedia from the previous one from a few years ago
 Civil, M. (2018). Intersections of culture, language, and mathematics education: Looking back and looking ahead. In Invited Lectures from the 13th International Congress on Mathematical Education(pp 3147). New York: Springer. doi:https://doi.org/10.1007/9783319721705_3
 Civil, M., Anhalt, C. O., Mcgraw, R. H., & Eli, J. A. (2019). Stronger together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. In Recruiting, retaining, and preparing STEM teachers for a global generation. Rotterdam, Netherlands: Sense.More infoEli, J., McGraw R., Anhalt, C., & Civil, M. (in press). Stronger Together: The AZ Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. Book chapter in J. Leonard, A. Burrows, and R. Kitchen (Eds.), Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation. Sense Publishers, The Netherlands.
 Civil, M., Cortez, R., Staats, S., & Anhalt, C. O. (2018). Mathematical Modeling and Culturally Relevant Pedagogy. In Cognition, Metacognition, and Culture in STEM Education. The Netherlands.: Springer: the language of science, Publishing Editor Education.More infoAnhalt, C., Staats, S., Civil, M., & Cortez, R. (2018). Mathematical Modeling and Culturally Relevant Pedagogy. Book chapter in Yehudit Judy Dori, Zemira Mevarech, and Dale Baker (Eds.), Cognition, Metacognition, and Culture in STEM Education. Springer: the language of science, Publishing Editor Education, The Netherlands.
 CeledónPattichis, S., White, D. Y., & Civil, M. (2017). Introduction. In Access and equity: Promoting highquality mathematics in grades preK2(pp 112). Reston, VA: NCTM.More infoCeledónPattichis, S., White, D., & Civil, M. (2017). Introduction. In S. CeledónPattichis, D. Y. White, & M. Civil (Eds.). Access and equity: Promoting highquality mathematics in grades preK2 (pp. 112). Reston, VA: National Council of Teachers of Mathematics.
 Fernandes, A., Crespo, S., & Civil, M. (2017). Introduction. In Access and equity: Promoting highquality mathematics in grades 68(pp 110). Reston, VA: NCTM.More infoFernandes, A., Crespo, S., & Civil, M. (2017). Introduction. In A. Fernandes, S. Crespo, & M. Civil, M. (Eds.). Access and equity: Promoting highquality mathematics in grades 68 (pp. 110). Reston, VA: National Council of Teachers of Mathematics.
 Nemirovsky, R., Kelton, M. L., & Civil, M. (2017). Towards a vibrant and significant informal mathematics education. In First Compendium for Research in Mathematics Education (J. Cai, Editor)(pp 968980). Reston, VA: National Council of Teachers of Mathematics.More infoNemirovsky, R., Kelton, M. L., & Civil, M. (2017). Towards a vibrant and significant informal mathematics education. In J. Cai (Ed.), First Compendium for Research in Mathematics Education (pp. 968980). Reston, VA: NCTM.
 Civil, M. (2016). “This is nice but they need to learn to do things the U.S. way”: Reaction to different algorithms. In Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms (D.Y. White, S. Crespo, & M. Civil, Editors)(pp 219225). IAP.
 FeltonKoestler, M., & Civil, M. (2016). Conversations about inequities in mathematics content courses. In Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms(pp 215218). IAP.
 Fernandes, A., Civil, M., Cravey, A., & DeGuzmán, M. (2017). Educating to empower Latina/os in mathematics in the New South. In US Latinization: Education and the new Latino South (S. Salas & P. Portes, Eds.)(pp 6788). SUNY Press.
 White, D. Y., Crespo, S., & Civil, M. (2016). Facilitating conversations about inequities in mathematics classrooms. In Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms(pp 15). Information Age Press.
 Civil, M. (2014). Immigrant Students in Mathematics Education. In Encyclopedia of Mathematics Education(pp 277282). New York, NY: Springer.More infoS. Lerman (Ed.)
 Civil, M., & Turner, E. E. (2014). Introduction to Common Core Standards in Mathematics for English Learners. In The CCSS in Mathematics for English Language Learners(pp 15). TESOL Press.
 Fernandes, A., Civil, M., & Kahn, L. H. (2014). Beyond writing and speaking: Broadening mathematical communication with English language learners. In The Common Core State Standards in mathematics for English language learners: Grades K8(pp 6780). Alexandria, VA: TESOL International Association.More infoM. Civil & E. E. Turner (Eds.)
 Civil, M. (2012). Mathematics teaching and learning of immigrant students: An overview of the research field across multiple settings. In Opening the cage: Critique and politics of mathematics education(pp 127142). Rotterdam, The Netherlands: Sense Publishers.More infoB. Greer & O. Skovsmose (Eds.)
 Civil, M., & Menendez, J. M. (2012). "Parents and children come together": Latino and Latina parents speak up about mathematics teaching and learning. In Beyond good teaching: Advancing mathematics education for ELLs(pp 127138). Reston, VA: National Council of Teachers of Mathematics.More infoS. CeledonPattichis & N. Ramirez (Eds.)
 Civil, M., & Planas, N. (2012). Whose Language is It?. In Alternative forms of knowing (in) mathematics(pp 7189). Springer.
 Civil, M., Planas, N., & Quintos, B. (2012). Immigrant parents’ perspectives on their children’s mathematics education. In Towards equity in mathematics education: Gender, culture and diversity(pp 267282). New York, NY: Springer.More info(Reprint of article published in ZDM (2005), 37(2)). H. Forgasz & F. Rivera (Eds.)
 Civil, M., Planas, N., & Quintos, B. (2012). Preface to “immigrant parents’ perspectives on their children’s mathematics education”. In Towards equity in mathematics education(pp 261266). New York: NY: Springer.More infoH. Forgasz & F. Rivera (Eds.)
 D'iezPalomar, J., Civil, M., & Molina Roldan, S. (2012). Problematizing family engagement in building bridges to improve mathematics education: Spaces for participation. In Educational leadership: Building bridges among ideas, schools and nations(pp 5166). Charlotte, N.C.: Information Age Publishing.More infoC. Boske (Ed.)
Journals/Publications
 Civil, M., Stoehr, K. J., & Salazar, F. (2019). Learning with and from immigrant mothers: Implications for adult numeracy. ZDM Mathematics Education, 1/12. doi:10.1007/s11858019010762More infoThis paper focuses on a group of mothers of immigrant origin as they engage in explorations and conversations about mathematics. We examine how bringing in tasks that draw on their children’s school mathematics, and on the participants’ knowledge and experiences, can inform us about their understanding of mathematics and provide opportunities to further enhance this understanding. Our analysis centers on two different types of mathematical tasks, both with rich potential for adult numeracy education. The first type of task engages the mothers in school mathematics through an exploration of addition and subtraction. In the second type of task, we look at mothers as adult learners working on two mathematical problem solving tasks, with different levels of connections to their everyday experiences. The findings point to a relationship between the type of context (everyday based versus school based) and the nature of the adult learners’ mathematical sense making and engagement with the tasks. While there was some initial apprehension towards the school based tasks, the direct connection to what their children are learning was a strong motivator. The everyday based tasks bring up the potential tension between everyday mathematics and academic mathematics. The more the task connected to their everyday knowledge, the more the mothers drew on their experience to offer approaches that made sense from a practical point of view. We argue that these different types of tasks can complement each other in working with adult learners to enhance their numeracy skills.
 Quintos, B., Civil, M., & Bratton, J. (2019). Promoting change through a formative intervention: Contradictions in mathematics education parental engagement. Mind, Culture, and Activity, 26(2), 171186. doi:10.1080/10749039.2019.1602656
 Stoehr, K., & Civil, M. (2018). Conversations between preservice teachers and Latina mothers: An avenue to transformative mathematics teaching. Journal of Latinos and Education.
 Aguirre, J., HerbelEisenman, B., CeledónPattichis, S., Civil, M., Wilkerson, T., Stephan, M., Pape, S., & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124147.
 Fernandes, A., Kahn, L. H., & Civil, M. (2017). A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a largescale assessment. Educational Studies in Mathematics, 95(3), 263282. doi:10.1007/s1064901797485
 HerbelEisenmann, B., Sinclair, N., Chval, K. B., Clements, D. H., Civil, M., Pape, S. J., Stephan, M., Wanko, J. J., & Wilkerson, T. L. (2016). Positioning mathematics education researchers to influence storylines. Journal for Research in Mathematics Education, 47(2), 102117.
 Civil, M., & Hunter, R. (2015). Participation of nondominant students in argumentation in the mathematics classroom. Intercultural Education, 26, 296312. doi:10.1080/14675986.2015.1071755
 Stephan, M. L., Chval, K. B., Wanko, J. J., Civil, M., Fish, M. C., HerbelEisenmann, B., Konold, C., & Wilkerson, T. L. (2015). Grand challenges and opportunities in mathematics education research. Journal for Research in Mathematics Education, 46, 134146.
 Civil, M. (2014). Musings around participation in the mathematics classroom (Guest editorial). The Mathematics Educator, 23(2), 322.
 Civil, M. (2014). Why should mathematics educators learn from and about Latina/o students’ inschool and outofschool experience? (Invited Commentary).. Journal of Urban Mathematics Education, 7(2), 920.
 Civil, M. (2014). [Review of] Empowering science and mathematics education in urban school. Research in Mathematics Education, 16, 7984.More infoDOI: 10.1080/14794802.2013.836384.
 Civil, M. (2016). A rejoinder to Jrene Rahm’s “Stories of learning, identity, navigations and boundary crossings in STEM in nondominant communities: new imaginaries for research and action”. Cultural Studies of Science Education, 11, 7780. doi:10.1007/s1142201496473More infoDOI 10.1007/s1142201496473
 Civil, M. (2016). STEM learning research through a funds of knowledge lens. Cultural Studies of Science Education, 11, 4159. doi:10.1007/s1142201496482More infoDOI 10.1007/s1142201496482
 Planas, N., & Civil, M. (2013). Languageasresource and languageaspolitical: Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25, 361378.More infoDOI 10.1007/s1339401300756
 Strutchens, M., BayWilliams, J., Civil, M., Chval, K., Malloy, C., White, D., D’Ambrosio, B., & Berry, R. (2012). Foregrounding equity in mathematics teacher education. Journal of Mathematics Teacher Education, 15, 17.
 Fernandes, A., Anhalt, C. O., & Civil, M. (2010). Going beyond ‘multiple choice’: Probing MexicanAmerican students’ thinking and communicating on assessment items in measurement. TODOS Research Monograph II, Assessment of Hispanic/Latino Students in Mathematics, 2(1).More infoFernandes, A., Anhalt, C., & Civil, M. (2010). Going beyond ‘multiple choice’: Probing MexicanAmerican students’ thinking and communicating on assessment items in measurement. TODOS Research Monograph II, Assessment of Hispanic/Latino Students in Mathematics.
Proceedings Publications
 Civil, M., & Hunter, R. (2019, August). Supporting Mathematics Teachers to Build Deep Understandings of the Home Contexts of their Students. In The Mathematics Education for the Future Project 15th International Conference Theory and Practice: An Interface or a Great Divide, 4, 9699.
 Civil, M. (2018, November). Looking back, look ahead: Equity in mathematics education. In PMENA (North American Chapter of the International Group for the Psychology of Mathematics Education), 1631.
 Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (2016, November). Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education. In Psychology of Mathematics Education North America.
 Araujo, Z., Araujo, Z., Roberts, S., Roberts, S., Anhalt, C. O., Anhalt, C. O., Civil, M., Civil, M., Fernandes, A., Fernandes, A., Moschkovich, J., Moschkovich, J., Wiley, C., Wiley, C., Zahner, W., & Zahner, W. (2015, November). Mathematics Education and English Learners. In Psychology of Mathematics Education – (PME) 37th Annual Meeting of the North American Chapter of the International Group, 37, 13841393.More infoMathematics Education and English Learners, A Working Group in Psychology of Mathematics Education – (PME) 37th Annual Meeting of the North American Chapter of the International Group., pp. 13841393. Authors: Araujo, Z., Roberts, S., Anhalt, C., Civil, M., Fernandes, A., Moschkovich, J., Willey, C., Zahner, W. (2015).
 De Araujo, Z., Roberts, S., Anhalt, C., Civil, M., Fernandes, A., Moschkovich, J., Willey, C., & Zahner, W. (2015, November). Mathematics education and English learners. In Psychology of Mathematics Education  North American Chapter, 13841393.More infoIn T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.) Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
 Hunter, R., Civil, M., & Planas, N. (2015, July). Mathematical discourse that breaks barriers and creates space for marginalized learners.. In Psychology of Mathematics Education, 1, 133134.More infoIn K. Beswick, R. Muir, & J. Wells (Eds.). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
 Planas, N., & Civil, M. (2015, July). Bilingual mathematics teachers and learners: The challenge of alternative worlds.. In Psychology of Mathematics Education, 4, 4148.More infoIn K. Beswick, R. Muir, & J. Wells (Eds.). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
 Fede, B., Civil, M., & Toscano, R. (2014). Exploring mathematics together: Figuring the worlds of teachers and prospective teachers. In Proceedings of the Joint Meeting of PME 38 and PMENA 36, 3, 4148.More infoS. Oesterle, P. Liljedahl, C. Nicol, & D. Allan (Eds.)
 Civil, M., Fede, B., & Wood, M. B. (2013, Summer). A thirdspace of mathematical practice: Implications for teacher education. In 37th Conference of the International Group for the Psychology of Mathematics Education, 5, 43.
 Civil, M. (2012). Opportunities to Learn in Mathematics Education: Insights from Research with "NonDominant" Communities. In Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education, 1, 4359.More infoT.Y. Tso (Ed.)
 Mojica, G., Fede, B., & Civil, M. (2012). Elementary teachers implementation of complex instruction. In Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 573.More infoL.R. Van Zoest, J.J, Lo, & J.L. Kratky (Eds)
 Anhalt, C. O., Fernandes, A., & Civil, M. (2008, Summer). U.S. Latino Students’ Thinking and Communication on National Assessment Educational Progress (NEAP) Measurement Items. In International Congress of Mathematics Education (ICME).More infoAnhalt, C., Fernandes, A., & Civil, M. (2008). U.S. Latino Students’ Thinking and Communication on National Assessment Educational Progress (NEAP) Measurement Items, Proceedings from the Eleventh International Congress of Mathematics Education (ICME), TSG 33: Mathematics Education in a Multilingual and Multicultural Environment, Monterrey, MX, July.
Presentations
 Civil, M. (2019, April). Reflections on Mathematics Education and Equity Considerations. Invited Colloquium Math Department, University of Montana, Missoula. University of Montana, Missoula.
 Civil, M. (2019, October). Some Reflections on Participation in the Mathematics Classroom. Colloquium, Department of Mathematics, Texas State University, San Marcos. San Marcos, TX.
 Civil, M., & Hunter, R. (2019, August). Supporting Mathematics Teachers to Build Deep Understandings of the Home Contexts of their Students. The Mathematics Education for the Future Project 15th International Conference Theory and Practice: An Interface or a Great Divide. Maynooth, Ireland.
 Civil, M., & Salazar, F. (2019, February). Listening to Latinx Mothers’ Views on Mathematics Education.. Western Regional Noyce Conference, Tucson, AZ. Tucson, AZ.More infoThis presentation included a panel of Mothers from the project "Let's talk about Mathematics" (funded by HeisingSimons)
 Joseph, N. M., Civil, M., Edwards, B., Stoehr, K. J., Fernandes, A., & LopezLeiva, C. (2019, February). Mathematics Teacher Educators Walking to Equity Through Critical Reflection and Analysis of Structural Systems. Annual Conference of the Association of Mathematics Teacher Educators. Orlando, FL.More infoThis was a presentation of the AMTE equity committee (which I chaired till last year)
 Stephens, A., & Civil, M. (2019, November). SchoolFamilyCommunity: Contextual Influences on Early Math learning for English Learners. Promising Math 2019: A conference linking research and practice. Erikson Institute, Chicago, IL.
 Civil, M. (2018, April). Discussant for symposium on “Joining the pieces of the tivaevae to enact strengthbased mathematics learning for Pāsifika students in Aotearoa New Zealand.”. AERA. New York.
 Civil, M. (2018, August). Mathematics Education and Latinx Students: Looking Back and Looking Ahead. UNAMPAME Mathematics Colloquium. Tucson: UNAM Tucson.
 Civil, M. (2018, November). Looking Back, Looking Ahead: Equity in Mathematics Education. PMENA. Greenville, SC: PMENA.
 Civil, M. (2018, September). Implications of Funds of Knowledge for Rural Informal STEM Learning. Conference on Informal STEM Learning in Rural Places. Alexandria, VA: NSF / Maine Mathematics and Science Alliance.
 Civil, M., Amy, R. M., Foote, M., Aguirre, J., Turner, E. E., & Anhalt, C. O. (2018, June). The Price of Guacamole: Designing Rigorous and Relevant Mathematical Modeling Tasks that Build on the Strengths of Community and Cultural Contexts. TODOS: Mathematics for ALL. Scottsdale, AZ: TODOS: Mathematics for ALL Organization.More infoAnhalt, C., Turner, E., Aguirre, J., Foote, M., Roth McDuffie, Amy, Civil. M. The Price of Guacamole: Designing Rigorous and Relevant Mathematical Modeling Tasks that Build on the Strengths of Community and Cultural Contexts. TODOS: Mathematics for ALL Conference, Scottsdale, AZ June 2123, 2018.
 Civil, M., Fernandes, A., Joseph, N., Bullock, E., Dickey, E., & Bartell, T. (2018, February). AMTE equity committee exploration: To what extent are AMTE members addressing/meeting indicators toward equity?. AMTE (Association of Mathematics Teacher Educators). Houston, TX: AMTE.
 Civil, M., Salazar, F., & Acosta Iriqui, J. M. (2018, April). Let’s Talk About Mathematics: Teachers Learning With and From Parents. AERA (American Educational Research Association). New York: AERA.
 Stoehr, K. J., Salazar, F., Civil, M., & Yanez, H. (2018, June). Weaving the Mathematical Threads Through Home, School, and Community. TODOS Conference. Scottsdale, AZ: TODOS: Mathematics for All.
 Civil, M. (2017, April). Have you ever felt or been erased in the mathematics classroom?. Iris M. Carl Equity Address to be presented at the annual meeting of the National Council of Teachers of Mathematics (NCTM),. San Antonio, TX: National Council of Teachers of Mathematics.
 Civil, M. (2017, May). Aprendizaje de procesos culturales centrado en comunidades no dominantes: Una visión desde las matemáticas / STEM. (Learning cultural processes focused on nondominant communities: A vision from mathematics / STEM. Invited talk at Pontificia Universidad Católica de Chile, Santiago. Santiago, Chile: Pontificia Universidad Católica de Chile.
 Civil, M. (2017, May). Enfoque sociocultural de la enseñanza de las matemáticas, la equidad y el compromiso de las comunidades (A sociocultural approach to the teaching of mathematics, equity and the commitment of communities). Invited Talk at Pontificia Universidad Católica de Chile, Campus Villarrica. Villarica, Chile: Pontificia Universidad Católica de Chile.
 Civil, M. (2017, May). Equidad en educación matemática (Equity in mathematics education). Workshop given at Pontificia Universidad Católica de Chile, Santiago. Santiago, Chile: Pontificia Universidad Católica de Chile.
 Civil, M. (2017, November). Cultural and linguistic diversity as resources for mathematics teaching and learning. TODOS Live! (Webinar)TODOS: Mathematics For All.
 Civil, M. (2017, October). Working with families and students to develop equitable mathematics learning environments. Annual meeting of California Mathematics Council – South. Palm Springs, CA: California Mathematics CouncilSouth.
 Civil, M. (2017, September). Cultural and linguistic diversity as resources for mathematics teaching and learning. Webinar for Global Math DepartmentGlobal Math Department.
 Civil, M. (2017, September). Social justice and equity in mathematics education: Learning with and from parents.. Virtual presentation (panel) at the Fall Conference of AMTETX, Fort Worth, TX.AMTETX.
 Civil, M., & KalinecCraig, C. (2017, April). A conversation about mathematics with Latin@ parents. annual meeting of the National Council of Teachers of Mathematics (NCTM). San Antonio, TX: National Council of Teachers of Mathematics.
 Civil, M., Hernández, M., & Murdock, L. (2017, November). Breaking Barriers: MexicanAmerican mothers as partners in mathematics education.. NCTM INNOV8. Las Vegas, NV: NCTM.
 Civil, M., Stoehr, K., & Salazar, F. (2017, October). Parents and teachers exploring together the mathematics learning of emergent bilingual children. Promising Math 2017. Chicago: Erickson Intitute.
 Salazar, F., Civil, M., & Acosta Iriqui, J. M. (2017, January). Let’s talk about math: Parents and teachers talking and doing mathematics together.. MEAD conference. Tucson High School: Center for Recruitment and Retention.
 Civil, M. (2016, April). Diversity as an asset in mathematics education. annual meeting of the National Council of Teachers of Mathematics (NCTM). San Francisco.
 Civil, M. (2016, April). My work on family engagement and DLLs. Family Engagement and Dual Language Learners.. Los Altos, CA: HeisingSimons Foundation.
 Civil, M. (2016, December). Diversity as a resource for mathematics teaching and learning. Invited talk presented at Massey University, Auckland, New Zealand. Auckland, New Zealand.
 Civil, M. (2016, December). Learning mathematics with and from parents: An avenue to strengthening the schoolcommunity connection. Invited talk at the New Zealand Ministry of Education.. Wellington, New Zealand.
 Civil, M. (2016, July). Compartir per aprendre matemàtiques: Participació i implicació familiar (Sharing to learn mathematics: Participation and family engagement. Congrés Català d’Educació Matemàtica (Catalan Congress of Mathematics Education). Barcelona, Spain.
 Civil, M. (2016, July). Intersections of culture, language, and mathematics education: Looking back and looking ahead. 13th International Congress on Mathematical Education (ICME). Hamburg, Germany.
 Civil, M. (2016, May). Funds of knowledge and math in the making… Similarities? Differences?. Math in the Making Conference. New York.
 Civil, M. (2016, November). Invited talk as part of a “panel on affective and cultural dimensions of family math engagement: Fostering positive identities, attitudes, and mindsets”. Supporting Family Math Fluency in Young Children. Chicago, IL: University of Chicago Science of Learning Center.
 Civil, M., & Menéndez, J. M. (2016, June). Parents as partners in ensuring equity and excellence in mathematics for ALL. TODOS 2016 conference. Scottsdale, AZ.
 Civil, M. (2015, January). Language, culture, and mathematics: Implications for the mathematics education of Latina and Latino students. Invited colloquium talk at California State University San Marcos, San Marcos, CA..
 Civil, M. (2015, June). Language and culture considerations in the mathematics education of Latina/o students.. Invited talk at Oregon State University.
 Civil, M. (2015, June). Who gets to participate in the mathematics classroom?. invited talk at Oregon State University.
 Civil, M. (2015, March). Latina mothers as resources for early mathematics education. Biennial meeting of the Society for Research on Child Development (SCRD). Philadelphia.More infoPresented as part of a symposium on “family engagement in early mathematics learning”
 Civil, M., & Menéndez, J. M. (2015, January). Resources for teaching mathematics: Listening to parents. Presented at the Mathematics Educators Appreciation Day (MEAD.
 Civil, M., Anhalt, C., McDonald, R., & Ramirez, N. (2015, January). Keeping equity on the forefront. Presented at the Mathematics Educators Appreciation Day (MEAD).
 Anhalt, C. O., EubanksTurner, C., Cortez, R., Civil, M., & Mosqueda, E. (2014, October). Current Research Trends in Mathematics Education: Issues That Matter. Society for the Advancement of Hispanics/Chicanos and Native Americans in the Sciences (SACNAS) National Conference. Los Angeles, CA, USA: Mathematics Association of America (MAA).More infoAnhalt, C. , Chair, Scientific Symposium sponsored by the Mathematics Association of America (MAA), Current Research Trends in Mathematics Education: Issues That Matter. Society for the Advancement of Hispanics/Chicanos and Native Americans in the Sciences (SACNAS) National Conference. Speakers: Christina EubanksTurner (Loyola Marymount University), Ricardo Cortez (Tulane University), Marta Civil (University of Arizona), Eduardo Mosqueda (University of California, Santa Cruz). Los Angeles, CA, October 2014.
 Civil, M. (2014, April). Argumentation in mathematics: The case of English language learners. Presented at the annual meeting of the National Council of Teachers of Mathematics (NCTM). New Orleans, LA.
 Civil, M. (2014, April). Building capacity for research on equity in mathematics education: The case of CEMELA (Center for the Mathematics Education of Latinos/as). Invited symposium on Building research communities in mathematics education, presented at the NCTM Research Conference. New Orleans, LA.
 Civil, M. (2014, April). MAPPS (Math and Parent Partnerships in the Southwest) and beyond: Reflecting on parental engagement in mathematics. Presented as part of a panel on Engaging Families in Early Mathematics, at the 17th International Roundtable on School, Family, and Community Partnerships. Philadelphia, PA.
 Civil, M. (2014, April). Mathematics education and English language learners. Presented at the Mathematics Education Colloquium Series at Boston College.
 Civil, M. (2014, July). Exploring mathematics together: Figuring the worlds of teachers and prospective teachers. Presented at the 38th Conference of the International Group for the Psychology of Mathematics Education. Vancouver, Canada.More info[Coauthors, B Fede (first author) & R. Toscano; M Civil, Presenter]
 Civil, M. (2014, May). Listening to Latino/a parents: Implications for parental engagement in mathematics education. Presented at “Boosting Success for 21st Century Learners: Equitable Practices for High Achievement” Annual Conference of the MidAtlantic Equity Center. Baltimore, MD.
 Civil, M. (2014, October). Considerations for the mathematical participation of nondominant students: Implications for teacher education. Presented as part of a MAA sponsored symposium on “Current Research Trends in Mathematics Education: Issues that Matter”, at the Annual meeting of the Society for Advancement of Chicanos and Native Americans in Science (SACNAS). Los Angeles, CA.
 Civil, M. (2014, October). Listening to parents, teachers, and students: Implications for equity in mathematics education. Presented at Texas A&M University. College Station, TX.
 Civil, M. (2013, April). English Language Learners in the mathematics classroom: Equity considerations.. Presented at University of NebraskaLincoln.
 Civil, M. (2013, April). “I didn’t learn it this way”: Approaches to parental engagement in mathematics education. Workshop presented at University of NebraskaLincoln.
 Civil, M. (2013, July). A thirdspace of mathematical practice: Implications for teacher education. Presented at the 37th Conference of the International Group for the Psychology of Mathematics Education. Kiel, Germany.More info[collaborators B. Fede & M. Wood]
 Civil, M. (2013, May). Learning with and from families: Implications for the mathematics education of ELLs and Latino/a students. Presented at “Boosting Success for 21st Century Learners: Equitable Practices for High Achievement” Annual Conference of the MidAtlantic Equity Center. Baltimore, MD.
 Fede, B., Mojica, G., & Civil, M. (2013, January). Supporting elementary teachers as they learn to implement complex instruction in mathematics classrooms. Presented at the seventeenth annual conference of the Association of Mathematics Teacher Educators (AMTE). Orlando, FL.
 Fernandes, A., & Civil, M. (2013, April). Broadening mathematical communication with English language learners. Presented at the annual meeting of the National Council of Teachers of Mathematics (NCTM). Denver, CO.
 Civil, M. (2012, April). Discussant for symposium “Developing ambitious mathematics teaching with an equity stance: Rethinking routine practice.”. Annual meeting of the American Educational Research Association (AERA). Vancouver, Canada.
 Civil, M. (2012, April). Discussant for symposium “Mathematics + Early Childhood = ?”.. Annual meeting of the American Educational Research Association (AERA). Vancouver, Canada.
 Civil, M. (2012, April). Discussant for symposium “Reimagining mathematics teaching quality for K12 English Language Learners and Latina/o students.”. Annual meeting of the American Educational Research Association (AERA). Vancouver, Canada.
 Civil, M. (2012, July). Opportunities to Learn in Mathematics Education: Insights from Research with “NonDominant” Communities. Plenary talk presented at the 36th Annual Conference of Psychology in Mathematics Education (PME). Taipei, Taiwan.
 Civil, M. (2012, October). Talk presented as part of a panel on “Common Core State Standards for mathematics: Leveling the playing field or another set of obstacles to overcome for Latin@ and Native American students?”. Annual meeting of the Society for Advancement of Chicanos and Native Americans in Science (SACNAS). Seattle, WA.
 Menéndez, J. M., & Civil, M. (2012, October). Teaching our children: Latino parents speak up about mathematics teaching and learning. Presented as part of a symposium (Math teaching that matters! Refocusing teacher attention to mathematics education needs of our students, communities, and families).. Annual meeting of the Society for Advancement of Chicanos and Native Americans in Science (SACNAS). Seattle, WA.
 Wood, M. B., Turner, E. E., Koestler, C. A., & Civil, M. (2012, February). Experiences, Explanations, and Third Spaces: A New Model for PreService Elementary Mathematics Teacher Education. 16th Annual Association of Mathematics Teacher Educators Conference. Fort Worth, TX: Association of Mathematics Teacher Educators.