Lee, H. H.., Sung, H., Celedón-Pattichis, S. & Pattichis, M. S.. (2026). Towards an inclusive understanding of collaborative learning using MMLA: Exploring multimodal participation dynamics by gender and linguistic diversity. Learning and Instruction, 102. doi:https://doi.org/10.1016/j.learninstruc.2026.102317.
Cantú, E., Celedón-Pattichis, S., Lecea Yanguas, J. A.., Lee, H. H.. & Pattichis, M. S.. (2025). Translanguaging analysis of multilingual middle school students authentic mathematics-based computing experiences. Bilingual Research Journal, 48(4), 408–428. doi:https://doi.org/10.1080/15235882.2025.2501802.
Ynostroza Ochoa, A., Celedón-Pattichis, S., Pattichis, M. S.., Tovar, I. & Ibarra, M. (2025). Translanguaging in computer programming: ¿Qué no es un cereal?. International Journal for Multicultural Education, 27(1), 190–218. doi:https://doi.org/10.18251/ijme.v27i1.4847.
Pattichis, M.S.., Lee, H. H.., Celedón-Pattichis, S. & LópezLeiva, C. A.. (2024). Teaching computer programming using mathematics: Examples from middle-school and graduate school. SN Computer Science, 5(1006), 1–12. doi:https://doi.org/10.1007/s42979-024-03386-z.
Shi, W., Tran, P., Celedón-Pattichis, S. & Pattichis, M. S.. (2024). Long-term human participation assessment in collaborative learning environments using dynamic scene analysis. IEEE Access, 12, 53141–53157. doi:https://doi.org/10.1109/ACCESS.2024.3387932.
Celedón-Pattichis, S. (2024). On TCRs fostering creative collaborations and future directions. Teachers College Record, 125(11-12), 25–28. doi:https://doi.org/10.1177/01614681241228029.
Gomez, A., Pattichis, M. S.. & Celedón-Pattichis, S. (2022). Speaker diarization and identification from single channel classroom audio recordings using virtual microphones. IEEE Access, 10, 56256–56266. doi:https://doi.org/10.48550.arXiv.2207.00660.
Celedón-Pattichis, S., LópezLeiva, C. A.., Pattichis, M. S.. & Civil, M. (2022). Teaching and learning mathematics and computing in multilingual contexts. Teachers College Record, 124(5), 3–12. doi:https://doi.org/10.1177/01614681221103929.
LópezLeiva, C. A.., Noriega, G., Celedón-Pattichis, S. & Pattichis, M. S.. (2022). From students to cofacilitators: Latinx students experiences in mathematics and computer programming. Teachers College Record, 124(5), 146–165. doi:https://doi.org/10.1177/01614681221104104.
Celedón-Pattichis, S., Kussainova, G., LópezLeiva, C. & Pattichis, M. S.. (2022). Fake it until you make it: Participation and positioning of a bilingual Latina student in mathematics and computing. Teachers College Record, 124(5), 186–205. doi:https://doi.org/10.1177/01614681221104106.
Crespo, S., Celedón-Pattichis, S. & Civil, M. (2018). Access and equity: Promoting high quality mathematics, grades 3-5. Reston, VA: National Council of Teachers of Mathematics.
Celedón-Pattichis, S., Lunney Borden, L., Pape, S., Males, J., Chapman, O. & Leonard, J. (2018). Asset-based approaches to equitable mathematics education research and practice. Journal for Research in Mathematics Education, 49(4), 373–389. doi:https://doi.org/10.5951/jresematheduc.49.4.0373.
Celedón-Pattichis, S., White, D. & Civil, M. (2017). Access and equity: Promoting high quality mathematics, Pre-K-grade 2. Reston, VA: National Council of Teachers of Mathematics.
Aguirre, J., Herbel-Eisenmann, B., Celedón-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., Pape, S. & Clements, D. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124–147.
Reierson, S. & Celedón-Pattichis, S. (2014). Transforming borders through English use and service-oriented cultural capital: A case study of indigenous Honduran immigrants. Latin American Perspectives, 41(3), 208–219. doi:10.1177/0094582X14524361.
Celedón-Pattichis, S., LópezLeiva, C., Pattichis, M. & Llamocca, D. (2013). An interdisciplinary collaboration between computer engineering and mathematics / bilingual education to develop a curriculum for underrepresented middle school students. Cultural Studies of Science Education, 8(4), 873–887. doi:10.1007/s11422-013-9516-5.
Musanti, S. & Celedón-Pattichis, S. (2013). Promising pedagogical practices for emergent bilinguals in kindergarten: Towards a mathematics discourse community. Journal of Multilingual Education Research, 4(1), 41–62.
Celedón-Pattichis, S. & Ramirez, N. (2012). Beyond good teaching: Advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics.
Celedón-Pattichis, S. & Turner, E. (2012). Explícame tu respuesta: Supporting the development of mathematical discourse in emergent bilingual kindergarten students. Bilingual Research Journal, 35(2), 197–216.
Musanti, S. & Celedón-Pattichis, S. (2012). They need to know they can do math: Reaching equity and bilingual teachers perceptions of integrating contextualized word problems. Journal of Bilingual Education Research and Instruction, 14(1), 80–94.
Turner, E. & Celedón-Pattichis, S. (2011). Mathematical problem solving among Latina/o kindergartners: An analysis of opportunities to learn. Journal of Latinos and Education, 10(2), 146–169.
Celedón-Pattichis, S. (2010). Implementing reform curriculum: Voicing the experiences of an ESL/mathematics teacher. Middle Grades Research Journal, 5(4), 185–198.
Musanti, S., Celedón-Pattichis, S. & Marshall, M. (2009). Reflections on language and mathematics problem solving: A case study of a bilingual first grade teacher. Bilingual Research Journal, 32(1), 25–41.
Kitchen, R., DePree, J., Celedón-Pattichis, S. & Brinkerhoff, J. (2006). Mathematics education at highly effective schools that serve the poor: Strategies for change. Mahwah, NJ: Lawrence Erlbaum Associates.
Celedón-Pattichis, S. (2004). Rethinking policies and procedures for placing English language learners in mathematics. NABE Journal of Research and Practice, 2(1), 176–192.
Celedón-Pattichis, S. (2003). Constructing meaning: Think-aloud protocols of ELLs on English and Spanish word problems. Educators for Urban Minorities, 2(2), 74–90.
Major, E. & Celedón-Pattichis, S. (2001). Integrating sociopolitical awareness into a teacher education curriculum. TESOL Journal, 10(1), 21–26.
Developing and Testing Bilingual Curricula that Infuse Authentic Computer Programming Experiences into Middle School Mathematics for Latinx Youth
This project is conducted collaboratively with Dr. Marios S. Pattichis (Department of Electrical and Computer Engineering) and Dr. Carlos LópezLeiva (Department of Language, Literacy, and Sociocultural Studies) at the University of New Mexico. Bilingual middle school teachers will co-design lessons with the research team that integrate mathematics and computer programming to implement what is relevant to their curriculum. Teachers will conduct action research projects to learn what worked or not as they implement this integrated curriculum. The project is funded by the National Science Foundation-Innovative Technology Experiences for Students and Teachers (ITEST) (Award #1949230). Duration of Project: September 1, 2020 to August 31, 2025.
Computer-Assisted Video Analysis Methods for Understanding Underrepresented Student Participation and Learning in Collaborative Learning Environments
This interdisciplinary research project is conducted collaboratively with Dr. Marios S. Pattichis (Lead Principal Investigator) and Carlos LópezLeiva (Co-PI). This project explores the use of computer-assisted methods for video analysis to support manual coding by researchers. The computer-assisted process creates summaries that can then be used by researchers to identify critical events and to describe patterns of activities in the classroom such as students talking to each other or writing during a small group project. Creating the summaries requires analyzing video for facial recognition, motion, color, and object identification. The project investigates what parts of student participation and teaching can be analyzed using computer-assisted video analysis. The project was funded by the National Science Foundation-EHR Core Research Program and STEM+Computing (EAGERAward #1842220). Duration of Project: September 1, 2018 to August 31, 2020 with a no-cost extension until August 31, 2021.
Broadening Participation of Latina/o Students in Engineering Using an Integrated Mathematics, Engineering and Computing Curriculum in Authentic, Out-of-School Environments
This interdisciplinary project is a collaboration with Drs. Marios S. Pattichis and Carlos LópezLeiva at the University of New Mexico (http://aolme.unm.edu). The goals of the project were to motivate the participation of middle school students in urban and rural settings to pursue STEM and computing (STEM+C) careers. The project developed, implemented, and revised an integrated curriculum that supports the learning of computing fundamentals through the underlying mathematics concepts (https://aolme.unm.edu/WebsiteModel/template/index.html). The after-school learning experiences focused on authentic work of computer engineers, student learning about computer programming using Python, engineering design, and mathematics concepts. The bilingual middle schools in the study had high enrollment of Latinx students, a population which is under-represented in STEM majors in college and in STEM careers in the United States. The project was funded by the National Science Foundation-Innovative Technology Experiences for Students and Teachers (ITEST) and STEM+Computing (Award #1613637). Duration of Project: September 1, 2016 to August 31, 2019 with a no-cost extension until August 31, 2021.
Center for the Mathematics Education of Latinas/os (CEMELA)
CEMELA was an interdisciplinary Center for Learning and Teaching that brought together researchers in mathematics education, mathematics, language, culture, sociology, and anthropology to focus on the research and practice of the teaching and learning of mathematics of Latina/o students (K-8) in the United States. CEMELAs goal was to create a cadre of approximately 40 postdoctoral and doctoral with integrated expertise in mathematics, language, and culture. The University of New Mexico, the University of Arizona, the University of Santa Cruz, and the University of Illinois-Chicago partnered with school districts to develop theory and practice for how to turn language and cultural diversity into educational assets for the mathematics education of all students. CEMELA (http://cemela.math.arizona.edu) carried out studies in the following three areas: Student learning, teaching/teacher education, and parental/community engagement in mathematics. This project was funded by the National Science Foundation, Center for Learning and Teaching (Award ESI#0424983). Duration of Project: 2004-2011 with no-cost extensions.