Carlos Nicolas Gómez Marchant
Aquarius | Associate Prof UT-Austin | Latinx Learners | Identity | Math Ed
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Instagram
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Bluesky
Published Work - Journal Articles
School Boards, Book Challenges, and State Literacy Policy: A Case Study of Policy Layering and Literacy | Reading Research Quarterly
School Boards, Book Challenges, and State Literacy Policy: A Case Study of Policy Layering and Literacy | Reading Research Quarterly
Analyzing both state policy changes and the local conversations regarding implementation through the lens of policy layering, we found that influence on policy was bidirectional as policy was being n...
Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities | Journal for Research in Mathematics Education
Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities | Journal for Research in Mathematics Education
Lo Mejor Esta Por Venir: Reimagining family science nights con pláticas | Science and Children
Lo Mejor Esta Por Venir: Reimagining family science nights con pláticas | Science and Children
The Rodrigo & Luz Chronicles: A Composite Counterstory | Journal Committed to Social Change on Race and Ethnicity (JCSCORE)
The Rodrigo & Luz Chronicles: A Composite Counterstory | Journal Committed to Social Change on Race and Ethnicity (JCSCORE)
In the Shadows of Burgeoning Colossi: The Whiteness of AI in Mathematics Teacher Education | AMTE Connections
In the Shadows of Burgeoning Colossi: The Whiteness of AI in Mathematics Teacher Education | AMTE Connections
A Magical Moment Counting Tires: A Counterstory About Missed Opportunities | Teaching for Excellence and Equity in Mathematics
A Magical Moment Counting Tires: A Counterstory About Missed Opportunities | Teaching for Excellence and Equity in Mathematics
You Will Not Take Us: A Counterstory | Journal for Theoretical & Marginal Mathematics Education
You Will Not Take Us: A Counterstory | Journal for Theoretical & Marginal Mathematics Education
In this piece, we share our experiences as we navigate the whiteness of academia. Each of us has taken different pathways to get where we are today as gears within the academic machine. We wrote dangerously to aid our processes of unlearning and (re)learning to disrupt mechanisms of this cruel (white) apparatus. As counterstories do, we hope to be able to help others reflect and determine ways to act against an institution promoting assimilation and erasure of historically and contemporarily excluded populations. Our counterstory centers around the memories of a mathematics education doctoral student, Lily. Her story is presented in a back-and-forth between time periods and gives the reader an opportunity to have their own unique experience with the reading. Instead of a discussion and conclusion, we provide the reader the opportunity to stop or listen to our discussion, available online.
“Simply a Matter of Numbers”: Public Commentators’ Construction of a Mathematical Model of Equality Perpetuating the Myth of Mathematics as Objective and Neutral | The Electronic Journal for Research in Science & Mathematics Education
“Simply a Matter of Numbers”: Public Commentators’ Construction of a Mathematical Model of Equality Perpetuating the Myth of Mathematics as Objective and Neutral | The Electronic Journal for Research in Science & Mathematics Education
"Look at us as family and not just numbers": Community members refute dehumanizing mathematical discourse during potential school-closure discussions. | Anti-Racist Policy Journal
"Look at us as family and not just numbers": Community members refute dehumanizing mathematical discourse during potential school-closure discussions. | Anti-Racist Policy Journal
The measure of all things: From US school closures to quantifying body size, what harm is done by reducing social issues to numbers? | The Sociological Review Magazine
The measure of all things: From US school closures to quantifying body size, what harm is done by reducing social issues to numbers? | The Sociological Review Magazine
Translanguaging and the Mathematics Classroom | Teaching for Excellence and Equity in Mathematics
Translanguaging and the Mathematics Classroom | Teaching for Excellence and Equity in Mathematics
“Whenever My Mom Speaks Spanish at Home, It Helps Me Understand More in Math”: Reflections on the Testimonios of Bilingual Latinx Students | Teaching for Excellence and Equity in Mathematics
“Whenever My Mom Speaks Spanish at Home, It Helps Me Understand More in Math”: Reflections on the Testimonios of Bilingual Latinx Students | Teaching for Excellence and Equity in Mathematics
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation | Journal of Mathematics Teacher Education
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation | Journal of Mathematics Teacher Education
Were we supposed to bring flowers? A counter-story on distancing and disconnection while assimilating | The PEN
Were we supposed to bring flowers? A counter-story on distancing and disconnection while assimilating | The PEN
Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM | Journal of Urban Mathematics Education
Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM | Journal of Urban Mathematics Education
Seeing it all vs. not seeing anything: Professional identity and belief structures in prospective mathematics teachers’ interpretations of experiences | Teaching and Teacher Education
Seeing it all vs. not seeing anything: Professional identity and belief structures in prospective mathematics teachers’ interpretations of experiences | Teaching and Teacher Education
Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis | Journal for Research in Mathematics Education
Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis | Journal for Research in Mathematics Education
Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning | Investigations in Mathematics Learning
Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning | Investigations in Mathematics Learning
Twin Skin of Raza Learners: Race, Language, and Mathematics | Mathematics Teacher: Learning and Teaching PK-12
Twin Skin of Raza Learners: Race, Language, and Mathematics | Mathematics Teacher: Learning and Teaching PK-12
The use of metaphor to explore prospective mathematics teachers’ projective identity | School Science and Mathematics
The use of metaphor to explore prospective mathematics teachers’ projective identity | School Science and Mathematics
We are All Made of Stars: A Metaphor for Exploring the Greater Whole Beliefs Subsist In | Journal of Curriculum Theorizing
We are All Made of Stars: A Metaphor for Exploring the Greater Whole Beliefs Subsist In | Journal of Curriculum Theorizing
Belief structure as explanation for resistance to change: The case of Robin | The Journal of Mathematical Behavior
Belief structure as explanation for resistance to change: The case of Robin | The Journal of Mathematical Behavior
Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity | Mathematics Teacher Education and Development
Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity | Mathematics Teacher Education and Development
Assembling the Puzzle of Mathematical Strengths | Mathematics Teaching in the Middle School
Assembling the Puzzle of Mathematical Strengths | Mathematics Teaching in the Middle School
Published Work - Book Chapters
Argumentation in the Middle Grades: Exploring a Teacher’s Support of Collective Argumentation | Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
Argumentation in the Middle Grades: Exploring a Teacher’s Support of Collective Argumentation | Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
Using expanded Toulmin models and the Teacher Support for Collective Argumentation (TSCA) framework, we dissect Mr. MC’s discursive moves supporting the development of mathematical arguments.
Intersectionality and the wage Gap | High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice
Intersectionality and the wage Gap | High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice
Geometry and social justice: Using the Paralympics and transformations to talk about ableism | High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice
Geometry and social justice: Using the Paralympics and transformations to talk about ableism | High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice
Educators Learning From Middle School Students’ Views of Mathematical Strengths | Annual Perspectives in Math Ed 2017
Educators Learning From Middle School Students’ Views of Mathematical Strengths | Annual Perspectives in Math Ed 2017
Problematizing Gender: Trepidation and Uncertainty | Cases for Mathematics Teacher Educators
Problematizing Gender: Trepidation and Uncertainty | Cases for Mathematics Teacher Educators
Creative Works
Wondering with Roro
Wondering with Roro
Scholar Profile
Google Scholar Page
Google Scholar Page
University of Texas at Austin - Cited by 160 - Mathematics Education - Identity - Latinx Student Experiences - Beliefs - Argumentation
ResearchGate Profile
ResearchGate Profile
UT Austin |College of Education | Carlos Nicolas Gómez Marchant
UT Austin |College of Education | Carlos Nicolas Gómez Marchant
Media Collaborations
Nico Gomez: Foregrounding Issues and Questions to Work on Our Identity | Teaching Math Teachers Podcast
Nico Gomez: Foregrounding Issues and Questions to Work on Our Identity | Teaching Math Teachers Podcast
Episode 8: A Conversation with Carlos Nicolas Gomez | TODOS: Mathematics for ALL Podcast
Episode 8: A Conversation with Carlos Nicolas Gomez | TODOS: Mathematics for ALL Podcast
CV
Gómez Marchant - CV
Gómez Marchant - CV
Course Syllabi Examples
EDC 380R - Educational Research & Design Syllabus
EDC 380R - Educational Research & Design Syllabus
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