I come to Augsburg University as an elementary mathematics teacher educator. Previously, I taught in bilingual and multi-age classrooms in and around Madison, Wisconsin for five years. While I was teaching 2nd grade, I had the opportunity to create curriculum with and for my students from an interdisciplinary, multicultural, and responsive approach. During that time, a national and state-wide push for common standards and testing deemed my students’ experiences, backgrounds, and interests invisible from the purview of the newly adopted district curriculum. It quickly became clear to me that the curriculum and the modes of instruction it organizes are not designed for inclusion.
This concern of standards over students and sameness over equity lead me to my graduate studies at the University of Wisconsin-Madison. My graduate work and my current interests intersect curriculum studies, school reform, and teacher education particularly as related to elementary mathematics education. In both my teaching and research, I analyze how cultural understandings of identity and difference are produced within schooling and historically reshape terms of inclusion and exclusion In my book, The Paradox of Making In/equality: A Cultural History of Reforming Math for All (Diaz, 2018) I highlight how mathematics reforms in the U.S aimed at making “math for all” further define who is/is not part of the “all” – particularly around distinctions of gender, race, and class. By attending to how the perceived problems with school mathematics historically have and continue to be placed in certain kinds of children, I have organized my scholarly work to culturally understand and politically disrupt the deficit narratives that permeate school mathematics.
I currently teach the K-6 Math Methods course for elementary and special education teacher candidates, the Orientation to Urban Education course for prospective teacher candidates, and the Teacher Performance Assessment for Elementary student teachers. I have also supervised student teachers in elementary classrooms and middle school math classrooms. Meeting students along the trajectory of professional development – from beginning to end – is a highlight of my work in the Augsburg Education Department.
To schedule an advising meeting, please email me and we will set up a time that is convenient for both of us. I look forward to hearing from you!
- Diaz, J. (In Press) “Heredar los límites históricos de la inclusión: Cuando formar en nuestro alumnado una mentalidad matemática no es suficiente” (Inheriting the historical limits of inclusion: When a mathematical mindset isn’t enough) in Pereya, M. (Ed.) Historia del Currículum – Nuevos Temas, Nuevos Enfoques. (History of Curriculum – New Themes, New Focus)
- Diaz, J. (2018). The Paradox of Making In/equality: A Cultural History of Reforming Math for All. New York: Routledge.
- Popkewitz, T., Diaz, J., & Kirchgasler, C. (2017). A Political Sociology of Educational Knowledge: Studies of Exclusion and Difference. New York: Routledge.
- Diaz, J. (2017). New mathematics: “A tool for living the modern life, making the mathematical citizen, and the problem of disadvantage” in Popkewitz, T., Diaz, J., &
Kirchgasler, C. (Eds). A Political Sociology of Educational Knowledge: Studies of Exclusion and Difference. New York: Routledge. p. 149-164.
Recent conference presentations
- “Thinking Beyond a Mathematical Mindset: A Focus on Equity” Minnesota Council of Teachers of Mathematics, Duluth, MN, April 2019.
- “Making Math for All: The Equal Sign, Equality, and Remaking the Math Learner” American Educational Research Association Annual Meeting, San Antonio, TX, April 2017.
- “Remaking Math for All: A History of Planning Rational People and Society” American Educational Research Association Annual Meeting, San Antonio, TX, April 2017.
- “Equity Based Math Discussions in the Elementary Classroom” Minnesota Council of Teachers of Mathematics, Duluth, MN, April 2016.
Education and licensure
- Ph.D. University of Wisconsin – Madison
- M.S. University of Wisconsin – Madison
- B.S. University of Wisconsin – Madison
- Wisconsin State Teacher License: Early – Middle Childhood