Rate My Professor Maura Varley Gutierrez

Maura Varley Gutierrez is an Associate Professor of Practice in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona College of Education, where she also serves as Associate Department Head of Teacher Education and Certification Programs. She earned her PhD in Language, Reading and Culture from the University of Arizona in May 2009, with a major field in Mathematics Education and Bilingual Education; her dissertation, “I thought this U.S. place was supposed to be about freedom”: Young Latinas speak to equity in mathematics education, was co-advised by Dr. Erin Turner and Dr. Norma González. She holds an EdM in Human Development and Psychology: Risk and Prevention from Harvard Graduate School of Education in June 2003 and a BA in Biological Anthropology from the University of Michigan in May 1999. In her current role since August 2017 (promoted to Associate Professor in August 2022), she supervises and supports cohorts of dual-language and ESL pre-service teachers, coordinates elementary school classroom sites, field experiences, and student teaching placements, and teaches courses including TLS 326 and 336 (Teaching Elementary Mathematics Part 1 and 2), TLS 394 (Practicum), TLS 498 (Capstone), and TLS 401 (Sustaining Family, School and Community Partnerships). Previously, she was Director of Teaching and Learning at Elsie Whitlow Stokes Community Freedom Public Charter School in Washington, D.C. from 2011 to 2017, overseeing a dual-language immersion elementary program; Adjunct Assistant Professor at the University of Arizona from 2009 to 2011, coordinating the Beyond Bridging project to reform elementary teacher preparation; and classroom teacher at the same D.C. school from 2003 to 2005. Earlier roles include Peace Corps Counselor Trainer in Belize City, Belize from 2000 to 2002 and bilingual support personnel in Northport Public School, Michigan in 1999-2000.

Gutierrez's research specializations include mathematics education, bilingual education, equity, social justice, language, culture, and funds of knowledge in elementary teaching contexts, particularly for Latino and multilingual students. She has made significant contributions through key publications such as Varley Gutiérrez, M., Napp-Avelli, C., Quintos, B., Salazar, F., Turner, E., and Civil, M. (2024). Families and Teachers Doing Mathematics Tasks Together: Considering Funds of Knowledge, Power, and Positioning in Mathematics Teacher Educator; Varley Gutiérrez, M. & Blay, G. (2017). Developing advocacy for equitable approaches to teaching mathematics from within in Access and Equity: Promoting High Quality Mathematics in Grades PreK-2; and Varley Gutiérrez, M., Willey, C. & Khisty, L.L. (2011). (In)equitable schooling and mathematics of marginalized students: Through the voices of urban Latinas/os in the U.S. in Journal of Urban Mathematics Education. Her work has influenced teacher preparation by integrating equity, diversity, and multilingualism into mathematics methods and practicum experiences. Notable awards and honors include the Five Star Teaching Award Semi-Finalist (2025), Digital Borderlands in the Classroom Fellowship (2024, $9,000), Maria Urquidez Laureate Faculty Award (2022), Invited College of Education Honors Ceremony Faculty Speaker (2020 and 2022), Outstanding Book Award from AERA Division B for Empowering Science and Math in Urban Communities (undated), CEMELA Graduate Fellowship (2005-2009), and Elsie Whitlow Stokes Teacher of the Year (2005).