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Personal profile

Research Interests

Gloriana González's research focuses on problem-based instruction in mathematics classrooms. She is interested in examining teachers' decision-making when handling students' prior knowledge during problem-based lessons and the rationality underlying those decisions. She is currently investigating teachers’ perspectives about using visual arts contexts for geometry instruction. With the support of a CAREER grant by the National Science Foundation, she led a project that created a professional development model combining animations and video clubs within a Lesson Study cycle to promote teacher learning.

She was a middle and high school mathematics teacher in Massachusetts and Puerto Rico. She was a member of the editorial panel of the Mathematics Teacher Educator, and the chair of the panel in 2018-2019.

She is the co-PI of a project funded by the National Science Foundation with the University of Puerto Rico for improving undergraduate mathematics teacher education through Lesson Study.

Honors & Awards

2022-2025, University Scholar, University of Illinois.

2022, Mid-Career Award, American Educational Research Association, Division K.

2021-2022, Fellow, Building Pathways for Emerging Leaders at Illinois.

2021, Campus Distinguished Promotion Award, University of Illinois Urbana-Champaign.

2020, New Leadership Academy Fellow, National Forum on Higher Education for the Public Good at the University of Michigan and American Association of Hispanics in Higher Education (AAHHE).

2015-2016, Distinguished Scholar Award, College of Education, University of Illinois Urbana-Champaign.

2015, Emerging Scholar Award, North American Systemic Functional Linguistics Association.

2013, Outstanding Undergraduate Teaching Award, College of Education, University of Illinois Urbana-Champaign.

2010, Stanley E. and Ruth B. Dimond Best Dissertation Award, School of Education, University of Michigan.

2008, Susan S. Lipschutz Award for exceptional scholarly achievement, a sense of social responsibility and service, and a lively interest in promoting the success of women in the academic community, University of Michigan, Ann Arbor, MI. 

2006, Jones, Payne, Coxford Award for outstanding doctoral student in mathematics education, University of Michigan, Ann Arbor, MI.

Grants

2019-2022, Principal Investigator of National Science Foundation’s (NSF) Division of Undergraduate Education (DUE) program collaborative grant with the University of Puerto Rico, Río Piedras, Developing technological pedagogical content knowledge of pre-service math teachers by enhancement of a methods course using instrumental orchestration and lesson study strategies ($93,218).

2019-2022, Principal Investigator, GeoDesiC-Geometry and Design in Classrooms, Campus Research Board, University of Illinois Urbana-Champaign ($23,847).2

2013-2019, Principal Investigator of National Science Foundation’s (NSF) Discovery Research K-12 (DRK-12) program grant:  CAREER: Noticing and using students’ prior knowledge in problem-based instruction ($853,675).

2012-2013, Co-Principal Investigator (with Adam Poetzel), Enhancing pre-service mathematics teacher preparation through rehearsals, recordings, and field-based methods courses, Provost's Initiative on Teaching Advancement (PITA), University of Illinois Urbana-Champaign ($7,500).

2011-2012, Principal Investigator, Mathematics teachers’ decision-making when activating students’ prior knowledge in problem-based instruction, Campus Research Board, University of Illinois Urbana-Champaign ($18,237).

2010-2011, Principal Investigator, Teachers’ tactical and strategic actions to manage students’ prior knowledge in problem-based instruction in mathematics, Hardie Faculty Fellows Award, College of Education, University of Illinois Urbana-Champaign ($20,000).

Education/Academic qualification

Educational Studies, PhD, University of Michigan, Ann Arbor

Award Date: May 1 2009

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