Ph.D. in Mathematics Education; Race, Inequality and Language in Education, Stanford University, 2020
M.S. in Teaching Students with Disabilities in the Middle Grades, City University of New York - Brooklyn College, 2011
M.A. in International and Transcultural Studies: Peace Education, Columbia University Teachers College, 2008
B.A. in Political Science, Vassar College, 2005
Explores the intersection of the sociopolitical and mathematical lives of children with a focus on identity and learning.
Co-editor, "Multicultural Education" section, Routledge Encyclopedia of Education(2020 - Present)
Reviewer, Journal of Mathematical Behavior(2020 - Present)
Reviewer, NSTA Press(2020 - Present)
Reviewer, Anthropology of Education Quarterly(2019 - Present)
Langer-Osuna, J., Munson, J., Gargroetzi, E., Williams, I. & Chavez, R. (2020). So what are we working on? A discursive analysis of shared authority during collaborative mathematics activity in a fourth grade classroom.. Educational Studies in Mathematics. doi:https://doi.org/10.1007/s10649-020-09962-3.
Zummo, L., Gargroetzi, E. & Garcia, A. (2020). Youth voice on climate change: Using factor analysis to understand the intersection of science, politics, and emotion. Environmental Education Research, 26(8), 1207–1226. doi:10.1080/13504622.2020.1771288.
Langer-Osuna, J., Gargroetzi, E., Munson, J. & Chavez, R. (2020). Examining the role of off-task participation during collaborative problem-solving in elementary mathematics. Journal of Educational Psychology, 112(3), 514532. doi:https://doi.org/10.1037/edu0000464.
Garcia, A., Levinson, A. & Gargroetzi, E. (2019). Dear future President of the United States: Analyzing youth civic writing within the 2016 Letters to the Next President project. American Education Research Journal. doi:https://doi.org/10.3102/0002831219870129.
Gargroetzi, E., Chavez, R., Munson, J., Langer-Osuna, J. & Lange, K. (2019). Can off-task be on track?. Phi Delta Kappan, 100(8), 62–66. doi:https://doi.org/10.1177/0031721719846892.
Groetzinger, E. (n.d.). Mathographies for equity: Bringing student stories into the classroom. New England Mathematics Journal, 48(1), 12–27.
Gerald J. Lieberman Fellowship, Stanford University (2019 - 2020)
Dean's Collaborative Learning Fund, Stanford Graduate School of Education (2016 - 2020)
Haas Graduate Public Service Fellow, Stanford University Haas Center for Public Service (2016 - 2017)
