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Maura Catherine Varley Gutierrez

  • Associate Professor of Practice
Contact
  • (520) 621-7867
  • Education, Rm. 829
  • Tucson, AZ 85721
  • maurav@arizona.edu
  • Bio
  • Interests
  • Courses
  • Scholarly Contributions

Awards

  • Digital Borderlands in the Classroom Fellowship
    • University Libraries, Fall 2024
  • Maria Urquidez Laureate Faculty Award
    • College of Education, Spring 2022

Related Links

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Interests

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Courses

2025-26 Courses

  • Elementary Math Teaching/Curr
    TLS 336 (Fall 2025)
  • Practicum
    TLS 394 (Fall 2025)
  • Sustain Family-School Partners
    TLS 401 (Fall 2025)

2024-25 Courses

  • Practicum
    TLS 394 (Spring 2025)
  • Senior Capstone
    TLS 498 (Spring 2025)
  • Student Teaching
    TLS 493B (Spring 2025)
  • Teach & Learn Elem Math
    TLS 326 (Spring 2025)
  • Elementary Math Teaching/Curr
    TLS 336 (Fall 2024)
  • Practicum
    TLS 394 (Fall 2024)
  • Sustain Family-School Partners
    TLS 401 (Fall 2024)

2023-24 Courses

  • Practicum
    TLS 394 (Spring 2024)
  • Senior Capstone
    TLS 498 (Spring 2024)
  • Student Teach Elementary ESL
    TLS 493E (Spring 2024)
  • Teach & Learn Elem Math
    TLS 326 (Spring 2024)
  • Practicum
    TLS 394 (Fall 2023)
  • Student Teaching
    TLS 493B (Fall 2023)
  • Sustain Family-School Partners
    TLS 401 (Fall 2023)

2022-23 Courses

  • Practicum
    TLS 394 (Spring 2023)
  • Senior Capstone
    TLS 498 (Spring 2023)
  • Student Teaching
    TLS 493B (Spring 2023)
  • Teach & Learn Elem Math
    TLS 326 (Spring 2023)
  • Practicum
    TLS 394 (Fall 2022)
  • Sustain Family-School Partners
    TLS 401 (Fall 2022)

2021-22 Courses

  • Practicum
    TLS 394 (Spring 2022)
  • Senior Capstone
    TLS 498 (Spring 2022)
  • Student Teaching
    TLS 493B (Spring 2022)
  • Elementary Math Teaching/Curr
    TLS 336 (Fall 2021)
  • Practicum
    TLS 394 (Fall 2021)
  • Sustain Family-School Partners
    TLS 401 (Fall 2021)

2020-21 Courses

  • Practicum
    TLS 394 (Spring 2021)
  • Senior Capstone
    TLS 498 (Spring 2021)
  • Student Teach Elementary ESL
    TLS 493E (Spring 2021)
  • Teach & Learn Elem Math
    TLS 326 (Spring 2021)
  • ELL Assessment & Instruction
    TLS 506 (Fall 2020)
  • Elementary Math Teaching/Curr
    TLS 336 (Fall 2020)
  • Practicum
    TLS 394 (Fall 2020)
  • Sustain Family-School Partners
    TLS 401 (Fall 2020)

2019-20 Courses

  • Sustain Family-School Partners
    TLS 501 (Summer I 2020)
  • Practicum
    TLS 394 (Spring 2020)
  • Student Teach Elementary ESL
    TLS 493E (Spring 2020)
  • Teach & Learn Elem Math
    TLS 326 (Spring 2020)
  • Practicum
    TLS 394 (Fall 2019)
  • Preceptor-University Teaching
    TLS 791A (Fall 2019)
  • Sustain Family-School Partners
    TLS 401 (Fall 2019)
  • Sustain Family-School Partners
    TLS 501 (Fall 2019)
  • Teach & Learn Elem Math
    TLS 326 (Fall 2019)

2018-19 Courses

  • Math Tech Age Elem Sch
    TLS 326 (Spring 2019)
  • Practicum
    TLS 394 (Spring 2019)
  • Student Teach EL Bil/ESL
    TLS 493E (Spring 2019)
  • Curr+Instr Blng+Sec Lang
    TLS 428 (Fall 2018)
  • Practicum
    TLS 394 (Fall 2018)
  • Preceptor-University Teaching
    TLS 791A (Fall 2018)

2017-18 Courses

  • Math Tech Age Elem Sch
    TLS 326 (Spring 2018)
  • Practicum
    TLS 394 (Spring 2018)
  • Student Teach EL Bil/ESL
    TLS 493E (Spring 2018)
  • Curr+Instr Blng+Sec Lang
    TLS 428 (Fall 2017)
  • Practicum
    TLS 394 (Fall 2017)

Related Links

UA Course Catalog

Scholarly Contributions

Journals/Publications

  • Willey, C., Khisty, L. L., & Gutierrez, M. V. (2011). (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os. Journal of Urban Mathematics Education, 4(2), 26-43. doi:10.21423/jume-v4i2a112
    More info
    In this article, the authors present the mathematics counterstories of a marginalized, non-dominant group of students: urban Latinas/os. The presentation rests on a key tenet of critical race theory: that the experiential knowledge of non-dominant people is legitimate and critical for understanding and remedying the factors and processes that subordinate groups, in this case, urban Latinas/os in mathematics. The authors use data from research on afterschool mathematics projects to provide Latina/o students’ perspectives, or counterstories, on their experiences with learning mathematics. Throughout their counterstorytelling, themes are uncovered that relate to Latina/o students’ perspectives on their mathematics learning experiences and ways in which they sometimes resist these experiences. These counterstories, in turn, offer insights that shift assumptions about marginalized students and mathematics instruction.
  • Turner, E., Simic-Muller, K., Díez-Palomar, J., & Gutiérrez, M. (2009). "Everything is math in the whole world": Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3). doi:10.1080/10986060903013382
    More info
    This critical ethnographic study of an after-school mathematics club for elementary-aged Latina/o youth focuses on connecting critical, community, and mathematical knowledge in the context of authentic, community-based investigations. We present cases of two extended projects to highlight tensions and dilemmas that emerged, particularly tensions related to ensuring rich mathematics in the contexts of projects that were personally and socially meaningful to the students. Our analysis offers insights into critical mathematics education with elementary aged students, and has the potential to counter dominant deficit perspectives of Latina/o youth. Additionally, the findings of this study inform critical approaches to teaching mathematics in schools attended by marginalized students in order to reverse prevalent trends of our educational system failing these students. © Taylor & Francis Group, LLC.

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