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She is a pompous clown in academic garb. I looked over her C.V., and there is zero evidence that she actually knows much about mathematical subjects at all. Here are her degrees:

UNIVERSITY OF CHICAGO
PhD, Education (Curriculum and Instruction), December 1995, cum laude
M.A., Social Sciences, March 1995
Dissertation title— Beyond Tracking: How the Beliefs, Practices, and Cultures of High School Mathematics Departments Influence Student Advancement

STANFORD UNIVERSITY
B.A., Human Biology, 1990

Her C.V. is actually quite horrifying. Despite zero evidence of “higher” mathematical studies and research beyond high school, she gets various national fellowships and awards for being an ostensible expert in curriculum for mathematics. She has served on various national boards and panels about mathematical education. She regularly evaluates junior professors at many other universities for promotion and tenure.

Her “research” interests are all about race/gender/ethnicity. She is an academic fraud.

Her C.V. is an absolute horror show, lots of pretense and little substance. She is the epitome of the modern “Emperor’s New Clothes” scam in academia. She is not competent to judge anything about mathematical education.

FRAUD FRAUD FRAUD FRAUD

This person is totally unqualified to pronounce upon mathematical subjects.

Rochelle Gutiérrez

Biography

"We act ourselves into new ways of thinking, not the reverse."

Rochelle Gutiérrez

Dr. Gutierrez' scholarship focuses on equity issues in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing and practicing teachers, her work challenges deficit views of students who are Latin@/x, Black, and/or American Indian and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful. Her current research projects focus upon: developing in pre-service teachers the knowledge and disposition to teach powerful mathematics to urban students; the roles of uncertainty, tensions, and "Nepantla" in teaching; and the political knowledge (and forms of creative insubordination) that mathematics teachers need to effectively teach in an era of high-stakes education.