Filiberto Barajas-Lopez

My research examines the realities of teaching and learning mathematics in schools serving predominantly African American, Latina/o, Native American, poor/working-class, and immigrant students. I pursue four interrelated themes in my work:
(1) understanding how research, policies, and practices address the realities of students of color, poor and working class students, and immigrants;
(2) how Mexican immigrant students experience mathematics learning socially and institutionally, including how these students are socialized to learn and think about mathematics in their own homes and communities;
(3) how secondary mathematics teachers learn to develop understanding about students’ home knowledge to develop and enact culturally relevant mathematics learning experiences,
(4) how children and youth develop racial and ethnic identities in relation to disciplinary identities in mathematics

Central to all this work is privileging student experience and family knowledge.  I contend that student experience and voice offer both practical and theoretical insights on how race, culture, language, gender, class are intimately connected to the ways in which students come to participate in mathematics learning.

Currently, I teach and advise students across the undergraduate, teacher education (Mathematics Education), and graduate education (Mathematics Education) programs in the College of Education. I am also an affiliate faculty of Education, Equity and Society.