My interests revolve around how we construct our identities, particularly through the ways we argue who we are to other social actors. Currently, I am exploring the experiences of elementary Latinx students learning and doing mathematics. Previously, I have explored how prospective elementary teachers argue their identities as mathematics teachers and the emotional labor as they learn to teach mathematics. Argumentation has been a big part of the way I make sense of students' and teachers' experiences in school.
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
Investigates intersections of race, language, and mathematics through the experiences of Latinx students learning and doing mathematics.
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.
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. & Conner, A. (2020). Impact of Cooney, Shealy, and Arvolds (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.
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.
Mic Fenech, Ph.D., expected 2023 (Committee Member)PhD candidate / Mixed-methods researcher. Dissertation on how students' classroom goals relate to their attitudes toward mathematics.
