Faculty Profiles

Krause, G., Adams Corral, M., & Maldonado Rodriguez, L. A. (2023). Va a cambiar: Identifying and Rejecting Border Patrol Pedagogies in a Dual Language Classroom. Journal of Latinos and Education. Retrieved from https://doi.org/10.1080/15348431.2023.2257374

Martínez Hinestroza, J., Silva, J. M., & Maldonado Rodriguez, L. A. (2022). Attending to others’ mathematical ideas: A semiotic alternative to logocentrism in bilingual classrooms. International Journal of Qualitative Studies in Education, Advance online publication. https://doi.org/10.1080/09518398.2022.2098398

Maldonado Rodriguez, L. A., Jessup, N., Myers, M., Louie, N., & Chao, T. (2022). A critical lens on cognitively guided instruction: Perspectives from mathematics teacher educators of color. Mathematics Teacher Educator, 10(3), 191–203. https://doi.org/https://doi.org/10.5951/MTE.2020.0015

Silva, J. M., Adams Corral, M., Martinez, R., Krause, G., Myers, M., Maldonado Rodriguez, L. A., & Amidon, J. (2022). Coming out on the other side of “the equity group”: From choqué to harmony. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. Lovett, J. Strayer, & S. Drown (Eds.) (pp. 2173–2175).

Krause, G., Adams Corral, M., & Maldonado Rodriguez, L. A. (2022). Developing Awareness around Language Practices in the Elementary Bilingual Mathematics Classroom. Journal of Urban Mathematics Education, 15(2), 8–40. https://doi.org/https://doi.org/10.21423/jume-v15i2a462

Krause, G., & Maldonado Rodriguez, L. A. (2022). Re-considering teaching and learning in the bilingual  mathematics classroom. In C. Aquino-Sterling, M. Gort, & B. Bustos Flores (Eds.), Innovative Curricular and Pedagogical Designs in Bilingual Teacher Education: Bridging the Distance with P-12 Contexts (pp. 137–149). Charlotte, NC: Information Age Publishing.

Silva, J. M., Maldonado Rodriguez, L. A., & White, D. Y. (2022). Doing right by our preservice teachers of color: Reflections by mathematics teacher educators of color. Journal of Mathematics Teacher Education in Texas, 12(1), 14–15.

Martinez, R., Adams Corral, M., Maldonado Rodriguez, L. A., Krause, G., & Amidon, J. (2021). Creating space for productive struggle toward a more equitable future: Persevering through challenges from within. In Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1911–1912).

Krause, G., Adams-Corral, M., & Maldonado Rodríguez, L. A. (2021). Listening to and understanding students’ algorithms. Mathematics Teacher: Learning and Teaching Pre-K-12, 114(2), 139–141. https://doi.org/https://doi.org/10.5951/MTLT.2020.0089

Czocher, J. A., Moss, D., & Maldonado Rodriguez, L. A. (2020). Revitalizing and Re-purposing Traditional Word Problems. Mathematics Teacher: Learning & Teaching PreK-12, 113(5), 404–410. Retrieved from https://doi.org/10.5951/mtlt.2019.0031

Maldonado Rodriguez, L. A., Adams-Corral, M., & Krause, G. (2020). Translanguaging moves in elementary mathematics classroom number talks: Understanding linguistic repertoires. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2148–2149). Cinvestav/AMIUTEM/PME-NA. https://doi.org/https:/doi.org/10.51272/pmena.42.2020

White, D. Y., Maldonado Rodriguez, L. A., Silva, J. M., & Anderson, C. (2020). Exploring culture in mathematics education from the perspectives of preservice teachers of color. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 587–591). Cinvestav/AMIUTEM/PME-NA. https://doi.org/https:/doi.org/10.51272/pmena.42.2020

Maldonado Rodríguez, L. A., Krause, G., & Adams-Corral, M. (2020). Flowing with the translanguaging corriente: Juntos engaging with and making sense of mathematics. Teaching for Excellence and Equity in Mathematics, 11(2), 17–25.

Krause, G., & Maldonado, L. A. (2019). Our linguistic and cultural resources: the experiences of bilingual pre-service teachers in mathematics autobiographies. In T. G. Bartell, C. Drake, A. Roth McDuffie, J. Aguirre, E. E. Turner, & M. Q. Foote (Eds.), Transforming mathematics teacher education: An equity-based approach (pp. 161–176). New York, NY: Springer. https://doi.org/https://doi.org/10.1007/978-3-030-21017-5_12

Chao, T., Maldonado, L. A., Kalinec-Craig, C., & Celedón-Pattichis, S. (2019). Getting ready: Activities for preparing prospective elementary mathematics teachers to critically engage with the TEACH MATH modules. In T. G. Bartell, C. Drake, A. Roff McDuffie, J. Aguirre, E. E. Turner, & M. Q. Foote (Eds.), Transforming mathematics teacher education: An equity-based approach (pp. 135–146). New York, NY: Springer. https://doi.org/doi.org/10.1007/978-3-030-21017-5_11

Kalinec-Craig, C., Chao, T., Maldonado, L. A., & Celedón-Pattichis, S. (2019). Reflecting back to move forward: Using the mathematics autobiography to open humanizing learning spaces for prospective mathematics teachers. In T. G. Bartell, C. Drake, A. Roff McDuffie, J. Aguirre, E. E. Turner, & M. Q. Foote (Eds.), Transforming mathematics teacher education: An equity-based approach (pp. 147–160). New York, NY: Springer. https://doi.org/https://doi.org/10.1007/978-3-030-21017-5_10

Krause, G., Adams-Corral, M., & Maldonado, L. A. (2019). Pásame la idea: siguiendo  discusiones matemáticas bilingües (Pass the idea: Following bilingual mathematics discussions). In S. Otten, A. Candeal, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1604–1620). University of Missouri.

Brey, W., & Maldonado, L. A. (2018). Foster fact fluency with number string discussions. Teaching Children Mathematics, 25(2), 88–93. https://doi.org/https://doi.org/10.5951/teacchilmath.25.2.0086

Maldonado, L. A., Krause, G., & Adams, M. (2018). Theorizing a translanguaging stance: Envisioning an empowering emancipatory mathematics education juntos con emergent bilingual students. In Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1351–1354). Greenville, SC: University of South Carolina & Clemson University.

Silva, J. M., Krause, G., & Maldonado, L. A. (2018). “Explicame tu estrategia”: Emergent bilingual’s development of mathematical agency in problem solving discussions. In Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1014). Greenville, SC: University of South Carolina & Clemson University.

Dominguez, H., LopezLeiva, C., & Maldonado, L. A. (2016). Transformaciones colectivas del espacio físico-intelectual en aulas de matemáticas. In M. Wood, E. Turner, M. Civil, & J. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 359–366). Tucson, AZ: The University of Arizona.

Czocher, J. A., & Maldonado Rodriguez, L. A. (2015). A Mathematical modeling lens on a conventional word problems. In G. T. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 332–338). Michigan State University.

Maldonado, L. (2014). Bilingual teacher noticing: Engaging bilingual children in problem solving. In P. Liljedahl, C. Nichol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (p. 160). Vancouver, Canada: PME.

Turner, E., Dominguez, H., Maldonado, L. A., & Empson, S. (2013). English learners participation in mathematical discussions: Shifting positionings and dynamic identities. Journal for Research in Mathematics Education, 44(1), 199–234. https://doi.org/https://doi.org/10.5951/jresematheduc.44.1.0199

Empson, S., Greenstein, S., Maldonado, L. A., & Rochelle, J. (2013). Scaling up innovative  mathematics in the middle grades: Case studies of “good enough” enactments. In S. Hegedus & J. Rochelle (Eds.), The Simcalc vision and contributions: Democratizing access to important mathematics (pp. 251–269). New York, NY: Springer. https://doi.org/https://doi.org/10.1007/978-94-007-5696-0_14

Turner, E., Dominguez, H., Empson, S., & Maldonado, L. A. (2013). Latino/a bilinguals and their teachers developing a shared communicative space. Educational Studies in Mathematics, 84(3), 349–370. https://doi.org/https://doi.org/10.1007/s10649-013-9486-2

Maldonado, L. A., Turner, E., Dominguez, H., & Empson, S. (2009). English language learners  learning from, and contributing to, mathematical discussions. In D. White & J. Silva (Eds.), Mathematics for every student: Responding to diversity, Grades Pre-K-5 (pp. 7–22). Reston, VA: National Council of Teachers of Mathematics.

Pierson, J., Maldonado, L. A., & Pierson, E. (2007). Talking mathematics: A case study of one kindergarten teacher’s practices to scaffold mathematical discourse. In T. Lambert & L. R. Wiest (Eds.), Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 890–892). University of Nevada, Reno.

Maldonado, L. A. (2003). Grade 5, Unit 3: Measurement/data and graphing. Houghton Mifflin math: Professional resources handbook (pp. 17–22). Boston, MA: Houghton Mifflin.

Walker, E., & Maldonado, L. A. (2003). Grade 5, Unit 6: Geometry and measurement. Houghton Mifflin math: Professional resources handbook (pp. 29–35). Boston, MA: Houghton Mifflin.

Debello, J. E., & Maldonado, L. A. (2003). Grade 6, Unit 3: Measurement/data and graphing. Houghton Mifflin math: Professional resources handbook (pp. 17–22). Boston, MA: Houghton Mifflin.

Maldonado, L. A. (2003). Grade 6, Unit 6: Ratio, proportion, percent and probability. Houghton Mifflin math: Professional resources handbook (pp. 33–38). Boston, MA: Houghton Mifflin.