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Carlos Nicolas Gómez Marchant
Carlos Nicolas Gómez Marchant
Other namesCarlos Nicolas Gomez, Carlos Nicolas Gomez Marchant, Carlos Marchant
Verified email at utexas.edu - Homepage
Title
Cited by
Cited by
Year
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation
CN Gomez Marchant, H Park, Y Zhuang, J Foster, AM Conner
Journal of Mathematics Teacher Education 24, 671–699, 2021
122021
Belief structure as explanation for resistance to change: The case of Robin
AM Conner, CN Gomez
The Journal of Mathematical Behavior 53, 196-209, 2019
102019
Impact of Cooney, Shealy, and Arvold's (1998) Belief Structures: A Literature Review and Citation Analysis
CN Gomez, AM Conner
Journal for Research in Mathematics Education 51 (4), 468-503, 2020
82020
The use of metaphor to explore prospective mathematics teachers’ projective identity
CN Gomez
School Science and Mathematics 121 (3), 143-153, 2021
62021
Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity
CN Gomez
Mathematics Teacher Education and Development 20 (1), 43-61, 2018
62018
Assembling the Puzzle of Mathematical Strengths
DY White, CN Gomez, F Rushing, N Hussain, K Patel, J Pratt
Mathematics Teaching in the Middle School 23 (5), 268-275, 2018
52018
IDENTITY FORMATION AS A TEACHER-OF-MATHEMATICS: THE EMOTIONAL GEOGRAPHIES OF PROSPECTIVE ELEMENTARY TEACHERS
CN GOMEZ
42016
You Will Not Take Us: A Counterstory
E Cordero-Siy, CN Gómez Marchant
Journal for Theoretical & Marginal Mathematics Education 2 (1), 1-24, 2023
32023
“Whenever My Mom Speaks Spanish at Home, It Helps Me Understand More in Math”: Reflections on the Testimonios of Bilingual Latinx Students
CN Gomez, SR Jones, H Tanck
Teaching for Excellence and Equity in Mathematics 11 (2), 43-51, 2020
32020
“I ALSO WANT THEM TO FEEL COMFORTABLE”: AFFECT AND THE FORMATION OF PROFESSIONAL IDENTITY
CN Gomez, AM Conner
RESEARCH REPORTS EL–KNI, 177-184, 2014
32014
“Simply a matter of numbers”: Public Commentators’ Construction of a Mathematical Model of Equality Perpetuating the Myth of Mathematics as Objective and Neutral
CN Gómez Marchant, AR Aguilar, EC Gargroetzi
Electronic Journal for Research in Science & Mathematics Education 27 (1), 1–17, 2023
22023
Mathematics & Identity: Lived Experiences of Prospective Teachers of Color
AR Johnson, CF Burgess, CN Gómez Marchant, GS Gutiérrez, E Cantu, ...
Proceedings of the 50th Annual Meeting of the Research Council on …, 2023
22023
Twin skin of Raza learners: Race, language, and mathematics
SR Jones, CN Gomez Marchant
Mathematics Teacher: Learning & Teaching 115 (1), 45-48, 2022
22022
Seeing it all vs. not seeing anything: Professional identity and belief structures in prospective mathematics teachers' interpretations of experiences
AM Conner, CN Gómez Marchant
Teaching and Teacher Education, 2022
22022
Parents’ as facilitators: Utilization of bilingual language practices during mathematical problem solving
G Sánchez Gutiérrez, SR Jones, AR Johnson, K Méndez Pérez, ...
Proceedings of the 49th Annual Meeting of the Research Council on …, 2021
22021
Argumentation in the Middle Grades: Exploring a Teacher’s Support of Collective Argumentation
CN Gomez Marchant, SR Jones, H Tanck
Conceptions and Consequences of Mathematical Argumentation, Justification …, 2022
12022
Seeking the influence of Cooney, Shealy, and Arvold's (1998) belief structures
CN Gomez, AM Conner
Proceedings of the 39th annual meeting of the North American Chapter of the …, 2017
12017
PROMISE OF A SOCIOCULTURAL PERSPECTIVE OF EMOTION IN MATHEMATICS EDUCATION
CN Gomez
Proceedings of the 44th Annual Meeting of the Research Council on …, 2017
12017
PROBLEMATIZING GENDER
CN Gomez, E Siy
Cases for Mathematics Teacher Educators: Facilitating Conversations about …, 2016
12016
PROSPECTIVE SECONDARY TEACHERS’CONCEPTIONS OF PROOF AND INTERPRETATIONS OF ARGUMENTS
AM Conner, RT Francisco, CN Gomez, AL Suominen, H Park
12014
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