Carlos Nicolas Gómez Marchant

Ph.D. in Mathematics Education, University of Georgia, 2016

M.Ed. in Mathematics Education, University of Georgia, 2010

B.S. in Mathematics, University of Texas at El Paso, 2007

Gómez Marchant, C. N.., Sánchez Gutiérrez, G.., Johnson, A. R.., Aguilar, A. R.., Méndez Pérez, K.. & Baniahmadi, M.. (2024). The Rodrigo & Luz chronicles: A composite counterstory. Journal Committed to Social Change on Race and Ethnicity, 10(2), 45–64. https://journals.shareok.org/jcscore/article/view/246. doi:https://doi.org/10.15763/issn.2642-2387.2024.10.2.44-64.

Gómez Marchant, C. N.. & Hardison, H.. (2024). In the shadows of burgeoning colossi: The whiteness of AI in mathematics teacher education. AMTE Connections, 33(4), 1–6. https://amte.net/sites/amte.net/files/Connections(Gomez Marchant).pdf.

Gómez Marchant, C. N.., Aguilar, A. R.., Johnson, A. R.., Sánchez Gutiérrez, G.. & Baniahmadi, M.. (2024). A magical moment counting tires: A counterstory about missed opportunities. Teaching for Excellence and Equity in Mathematics, 15(1), 31–34. https://journals.charlotte.edu/teem/article/view/1737.

Gómez Marchant, C. N.., Reed, C. C.., Gargroetzi, E. C.. & Aguilar, A. R.. (2023). "Look at us as family and not just numbers": Community members refute dehumanizing mathematical discourses during potential school-closure discussions. Anti-Racist Policy Journal, 2, 138–148. https://arpj.hkspublications.org/wp-content/uploads/sites/27/2023/06/ARPJ-2nd-Edition-2023-HKS.pdf.

Gómez Marchant, C. N.., Aguilar, A. R.. & Gargroetzi, E. C.. (2023). "Simply a matter of numbers": Public commentators' use of the myth of mathematics objectivity to maintain white supremacy. Electronic Journal for Research in Science & Mathematics Education, 27(1), 1–17. https://ejrsme.icrsme.com/article/view/22867.

Cordero-Siy, E.. & Gómez Marchant, C. N.. (2023). You will not take us: A counterstory. Journal for Theoretical & Marginal Mathematics Education,, 2(1), 1–24. https://doi.org/10.5281/zenodo.10439963.

Jones, S. R.. & Gomez Marchant, C. N.. (2022). Twin Skins of Raza Learners: Race, Language, and Mathematics.. Mathematics Teacher: Learning & Teaching PK-12, 115(1), 45–48. doi:https://doi.org/10.5951/MTLT.2021.0174.

Gómez Marchant, C. N.. & Cordero-Siy, E.. (2022). Were we supposed to bring flowers? A counter-story on distancing and disconnection while assimilating. The Pen, 7–9. https://www.aera.net/Portals/38/docs/DivJ/THE PEN SPECIAL ISSUE_December 2022.pdf?ver=oeCb3XKPTiS9HXr_m5Y6pQ==.

Conner, A.. & Gómez Marchant, C. N.. (2022). Seeing it all vs. not seeing anything: Professional identity and belief structures in prospective teachers' interpretations of experiences. Teaching and Teacher Education, 117, 1–11. https://www.sciencedirect.com/science/article/abs/pii/S0742051X22001925.

Gomez Marchant, C. N.. (2021). Prospective teachers' recontextualization of support for collective argumentation during student teaching.. Journal of Mathematics Teacher Education, 24(6), 671–699. https://link.springer.com/article/10.1007/s10857-021-09500-9.

Gomez, C. N.. (2021). The use of metaphor to explore prospective mathematics teachers’ projective identity.. School Science and Mathematics, 121(3), 143–153. doi:https://doi.org/10.1111/ssm.12458.

Che, S. M.., Gomez, C. N.. & Kombe, D.. (2021). Critical perspectives of racialized identities within social justice and equity in mathematics teaching and learning.. Investigations in Mathematics Learning, 13(1), 1–4. https://www.tandfonline.com/doi/full/10.1080/19477503.2021.1885124. doi:https://doi.org/10.1080/19477503.2021.1885124.

Gomez, C. N.. (2020). We are all made of stars: A metaphor for exploring the greater whole in which beliefs subsist. Journal of Curriculum Theorizing, 35(2), 22–35. https://journal.jctonline.org/index.php/jct/article/view/688.

Gomez, C. N. & Conner, A. (2020). Impact of Cooney, Shealy, and Arvold’s (1998) belief structures: A literature review and citation analysis.. Journal for Research in Mathematics Education, 51(4), 468–503. doi:https://doi.org/10.5951/jresematheduc-2020-0046.

Gomez, C. N., Jones, S. R. & Tanck, H. (2020). “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, 11(2), 43–51.

Conner, A. & Gomez, C. N. (2019). Belief structure as explanation for resistance to change: The case of Robin.. Journal of Mathematical Behavior, 53, 196–209. doi:https://doi.org/10.1016/j.jmathb.2018.08.003.

Gomez, C. N. (2018). Identity work of a prospective teacher: An argumentation perspective on identity. Mathematics Teacher Education and Development, 20(1), 43–61. https://mted.merga.net.au/index.php/mted/article/view/300.

White, D. Y., Gomez, C. N., Hussien, N., Patel, K., Pratt, J. & Rushing, F. (2018). Working together to assemble the puzzle of students' mathematical strengths.. Mathematics Teaching in the Middle School, 23(5), 268–275. doi:https://doi.org/10.5951/mathteacmiddscho.23.5.0268.

CAREER: Mi Raza, Mi Lengua, Mis Matematicas: Latinx Students' Counter-stories as Doers-of-Mathematics (Mi3)
Having a better understanding of Latino students' perspectives and experiences is imperative to improving their opportunities to learn mathematics. Yet, little research has made central Latinos students' perspectives of learning and doing mathematics, especially over a critical period of time like the transition from elementary to middle school. The goal of this study will be to improve mathematics teaching and learning for Latino youth as they move from upper elementary to early middle school mathematics classrooms. The project involves three major parts: investigating the policy, media, and oral histories of Latino families/communities to understand the context for participating Latino students' mathematics education; exploring Latino students' stories about their experiences learning and doing mathematics to understand these students' perspectives; and creating documentary video portraitures (or composite cases) of participants stories about learning and doing mathematics that can be used in teacher preparation and professional development. Finally, the project will look across the experiences over the duration of the project to develop a framework that can be used to improve Latino students' mathematics education experiences.

RAPID: Mathematics Within the Tapestry of Civic Engagement Discourse
Quantitative measures and their interpretations play a significant role in school administrators? and community members? argumentation during civic discourses. In the public sphere, quantitative measures have long been used to signal logic and objectivity to mathematical models and characterizations of phenomena, which disproportionately affect Communities of Color. The effects have had historical and contemporary implications with respect to school change, including closures, mergers, and funding allocations. This study provides an opportunity to understand how mathematical ideas and discourses are weaved into civic engagements of communities. A richer understanding of mathematics within the tapestry of civic discourses is needed. Employing an ethnographic research design, the overarching research question is: What mathematical ideas are used by school district personnel and community members during discussions of school district change? This research will focus on the following three specific objectives: 1) Analyze and compare mathematical discourses by community members, district personnel, and policy makers; 2) Develop a data-driven conceptual framework for understanding (a) the mathematics used during civic engagement and (b) the perpetuation of mathematics as neutral, ahistorical, objective; and 3) Design video cases emphasizing the use of racial and mathematical discourses for developing teachers?, students?, and leaders? conocimiento, knowledge and consciousness, with respect to civil engagement.

Co-Constructing a Research Program Through Community Dialogues about Mathematical Storylines
This partnership development project deepens an existing partnership between the researcher and leadership of an elementary school in central Texas that serves predominantly Black and Latine students. The project focuses on engaging community members, teachers, and learners at the school in conversation about how mathematics teaching and learning might be improved. This partnering is important because the relationship between schools and communities is often marked by one-way communication and decision-making without dialogue. By promoting dialogue, all members of this partnership can learn more about the mathematical storylines embedded into the community?that is, the stories that community members, teachers, and learners share about their personal relationship to mathematics teaching and learning. Approaching mathematics education in this way also provides a space for addressing myths about mathematics such as math is free of culture, history, or specific points of view. In the context of this school and the students it serves, the storylines that are uncovered can be a strong cornerstone for developing mathematical practices that support learning by connecting to students' culture, history and community experiences. Finally, by understanding more deeply the mathematical storylines of community members, teachers, and learners, the researcher and leadership team can co-design a research program about mathematics teaching and learning that is anchored in the school communities' concerns, interests and talents. The question guiding this partnership development project is: In what ways can the research and school leadership teams be in dialogue with the community to enhance the professional development of teachers and experiences of learners in elementary mathematics? To answer this question, the research team will engage in the following activities: 1) Listen to and document the stories of resistance, perseverance, and inequities shared by community members, learners, and teachers regarding mathematics teaching and learning; 2) Analyze and compare mathematical storylines within community dialogues. 3) Develop a collaborative plan of action leading to the development of a research project responsive to the DRK-12 solicitation. The project's findings will add to our understanding of how to (re)create educational spaces that serve, rather than marginalize, communities. Developing a partnership means a deep commitment to the community; consequently, feedback and continued dialogue must be a key component to evaluating the project's success. As such, newsletters, video-updates, member checking, community presentations, and other forms of sharing in the decision-making processes will be used. Across the project, an advisory board of experts in bilingual education, students' learning of mathematics, and community-school partnerships will foster accountability by offering meaningful feedback regarding the extent to which the partnership's processes and objectives are being fulfilled. Lessons learned and reflections can provide a conceptual framework for developing powerful community partnerships through dialogue with school communities and provide district policymakers and school leadership with tools and strategies for creating more bidirectional relationships with community members.

Alexandra Aguilar (Supervisor)

Amy R Johnson (Supervisor)

Esteban Cantu (Supervisor)