Maura Catherine Varley Gutierrez

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• 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
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  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
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  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.