That should account for something.
Numbers are racist!...............
Is she saying black are inferior to whites? Now that’s racist:-)
Notice that she is in math education and not in a
mathematics department.
White Privilege is now defined as any type of skill, competence, personal responsibility, or respect for others.
We should simply lower ourselves to the level of the savages that demean us.
How long will it be before humans forget how to make steel?
That should account for something.
Just teach the math, and stop whining about who invented it!
One idiot plus another idiot equals two idiots!
Marh is hard and Bill Clinton wanted official recognition of ebonics (mispronunciation, misuse of words, and poor grammar) to become ‘accepted’.
It’s pronounced “maff”
She should go fly on an airplane designed by mulit-cultural diverse people who have not been exposed to white priviledge.
Yeah....and?
Compare what's standing in Europe and Africa.
Do the math as they say!
So is it this racist’s view that nonwhites are incapable of learning algebra and geometry? And this is a published article?
She is not nuts.
She is rational and dangerous.
The affirmative action culture has finally recognized and accepted the reality of the Bell Curve.
They understand that the current generation of affirmative action college enrollees do not have the skills and mental capacity to compete with the mainstream members of society.
They are trying to mau -mau their way to false parity with higher achieving members of society using racism as a pretext
Professor just another term for whack job
Math phobia is not just for ghettos and barrios.
#FAKEEDUCATION
“Colored Privilege” == the right to say the most idiotic, racist things against whites, and be taken seriously.
It is obvious, there were great mathematicians in sub-Saharan Africa and they achieved great knowledge but those evil whites (not their fellow melanin-rich neighbors or those fine upstanding Muslim believers) hunted them down, destroying their works and enslaving them to other places. /s
Yes, there were excellent mathematicians in Islam (al jabr) as there were in India and China BUT my dear Ms Gutierrez, the singular line of development in this field goes from the ancient Middle East, Greece, Rome, the Islamic Caliphates and then to Europe from the post Crusade periods. The half millennium plus from 1400 to 2000 was almost entirely white European in mathematical progress.
Neither all of your tears or ravings can wipe that fact off of the history books. All of those names, too many to mention, come from or have ancestry derived from there. All this being said, I want to know who your students are so I can AVOID any structures who critical values were computed by the math you teach!
Professional basket ball is racist and does not welcome short people.
Take a gander at this SJWs bio page: https://education.illinois.edu/faculty/rg1
A pretty lady. It’s a shame that she hates truth.
Look at all the free money she was given in her affirmative action/SJW dominated academic life:
GRANTS
Illinois-Sweden Program for Educational and Research Exchange. New Belonging Through Math Education. A look at the mathematical experiences of immigrant youth in the US and Sweden. Awarded to Paola Valero (Stockholm University) & Rochelle Gutierrez (University of Illinois). ($199,520. from 8/16 – 12/17) For this grant, I will be reviewing literature with Dr. Valero and teaching a doctoral seminar at Stockholm University in the fall of 2017.
National Science Foundation. Principal Investigator. Noyce Illinois: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois’ High Needs Schools. ($900,000 from 6/09 - 6/14).
University of Illinois at Urbana-Champaign, Public Engagement Grant. Principal Investigator. iMATHS: Building Mathematical Identities with/in Latin@ and Black Youth. ($12,500., 1/12 – 12/12; $8,200., 1/15—12/15)
American Educational Research Association/Institute of Education Sciences, United States Department of Education. Principal Investigator. A Community of Practice Model for Teacher Education: Developing Teacher Candidates’ Abilities to Teach Quality Mathematics to Diverse Students. ($25,000 from 7/03-8/05; one year extension 6/07-6/08).
Fulbright Scholars Program. Council for International Exchange of Scholars. Principal Investigator. Understanding Mathematics Teacher Work Groups as a Model for Professional Development: Learning from México ($33,000 from 5/04-5/05).
Research Board. University of Illinois at Urbana-Champaign. Principal Investigator. Teacher Candidates’ Understanding of Teaching Mathematics to Diverse Students. ($25,000 from 8/02-5/03).
National Academy of Education. Co-principal Investigator (with Lory Dance and Mary Hermes). Teaching Students of Color: Cross-Cultural Explorations. ($5,625 from 2/00-8/02).
Faculty Fellows Program. Bureau of Educational Research, University of Illinois at Urbana-Champaign. Principal Investigator. Teaching for Latina/Latino Student Advancement ($15,000 from 8/99-6/00).
National Academy of Education/Spencer Foundation Post-doctoral Fellowships. Principal Investigator. Advancing Latina/o Urban High School Students in Mathematics: Practices, Beliefs, and Consequences of an Effective Mathematics Department ($45,000 from 5/98-6/99).
National Academy of Education. Co-principal Investigator (with Danny Martin and Rodney McNair). Culture and Mathematics. ($6,000 from 10/98-10/99).
Graduate Student Awards and Grants
The Spencer Foundation. Dissertation Award. Beyond Tracking: How the Beliefs, Practices, and Cultures of High School Mathematics Departments Influence Student Advancement ($22,000 from 9/94-12/95).
University of Chicago School Mathematics Project. Principal Investigator. Student Advancement and the Teaching Cultures in High School Mathematics Departments ($15,000 from 9/93-12/94).
She’s gotten about 1.2 million in grants!