Andrew Gatza
Assistant Professor of Mathematical Sciences
DEGREES:
Ph.D.
- Mathematics Education from Indiana University—Bloomington
- Urban Education Studies from Indiana University—Purdue University, Indianapolis
RESEARCH INTERESTS:
My primary research interest includes bringing together equity and justice issues with rich mathematical problem sequences to investigate the kinds of reasoning in which students engage in as a result of these problem explorations (i.e., interdisciplinary explorations). For example, exploring relationships between mathematical learning and race consciousness with middle grades students through a quantitative and combinatorial approach to nonlinear meanings of multiplication.
Another research interest is investigating how to support in-service mathematics teachers to establish discourse-rich, justice-oriented classroom spaces with the aim of creating humanizing mathematics education experiences for students.
Relatedly, I aim to develop socially conscious, inclusive-oriented prospective mathematics educators who are able to understand and support students in their mathematical ways of reasoning as well as cultivate positive mathematics identities among students.
SELECTED PUBLICATIONS:
- Burch, L., Tillema, E.S., & Gatza, A. M. (2021). “Counting” on quantitative reasoning for Algebra. Mathematics Teacher: Learning and Teaching PK-12, 114(16), 452-462.
- Tillema, E.S. & Gatza, A. M. (2017). Helping students explore the Cartesian coordinate system. Indiana Mathematics Teacher, Summer 2017, 8-12.
- Tillema, E.S., Gatza, A. M., & Ulrich, C. (2017). Playing your cards right: Integers for Algebra. Australian Mathematics Teacher, 73(4), 21-28.
- Willey, C., Gatza, A. M., & Flessner, C. (2017). Mathematics discourse communities: Language ideologies and urban mathematics teaching with Latinas/os. Journal of Cases in Educational Leadership, 20(1), 34-48.
- Tillema, E. S. & Gatza, A. M. (2016). A quantitative and combinatorial approach to non-linear meanings of multiplication. For the Learning of Mathematics, 36(2), 26-33.