Rate My Professor José Gutiérrez

Gutiérrez's research specializations include mathematics education, cognition, instructional design, and theory of learning. He conducts historical analyses of mathematics curriculum, policies, and practices, with a particular interest in family engagement and the socio-political roles of mathematics instruction. His work explores critical themes, such as the use of mathematics in U.S. assimilationist policies at Indian boarding schools from 1879 to 1932. As a specialist in cognitive development and math education, he contributes to the Center for Science and Mathematics Education as a Faculty Scholar. Key publications include 'Fostering hooks and shifts: Tutorial tactics for guided mathematical discovery' (co-authored with Dor Abrahamson, Timothy Charoenying, and others), 'The Logic of Elimination in Mathematics at Indian Boarding Schools' (Journal for Research in Mathematics Education, 2025), 'Allotments and Arithmetic: Land Dispossession in Indian Boarding School Mathematics Curricula, 1879-1932' (2022), and 'Relational equity: Elementary students co-construct a social-mathematical power dynamic during collaborative engagement on equivalence tasks' (2017). His publications have collectively received over 547 citations on Google Scholar, underscoring his impact in mathematics education research. Gutiérrez teaches courses in education, culture, and society, maintains office hours for students, and supports undergraduate research initiatives at the University of Utah.