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A project born in Tucson, Arizona, supported in part by Outreach FAMILIA (DOE grant P031S20008) & REEDS (NSF grant 2222018)
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The Grounded in Place materials seek to enhance our relationality to each other and the world we are part of. Our educator PD/Community of practice help us collectively embody what we aim to be and teach, grounded in mind and heart.
Lozano, G. I. (2024, Dec). Befriending the Human in Each other through Journaling. Lozano, G. I. (2024, December 4). Befriending the human in each other through journaling. Association for Women in Mathematics (AWM), Education Column. Fall 2024 Newsletter, pp. 13-15.
www.awm-math.org/wp-content/uploads/2024/12/AWMNews-Nov-Dec-2024-WEB.pdf
Witt, N., Lozano, G. I., Adiredja, A., Andrews, S. (2024). Envisioning Critically Conscious Mathematics Engagement Using a Culturally Affirming Task About Hispanic Heritage. Proceedings of the 46th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Cleveland, OH, pp. 391-401.
http://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf
Witt, N., Lozano, G. I., Anhalt, C. (2024). Exploring curriculum as a catalyst for critical consciousness resources in mathematics teaching. Fifteenth International Congress on Mathematical Education (ICME-15). Sydney, Australia.
Lozano, G. I. (2023). Grounded in Place: A Culturally Affirming Precalculus Curriculum. In M. Strutchens, G. Krause, D.Y. White, J. Bay-Williams (Eds.) Antiracist Mathematics: Stories of Acknowledgment, Action, and Accountability. TODOS Mathematics for All — ISBN-13: 979-8871569320. Chapter 1, 7-22.
Lozano, G. I., Rios, J., Kling, A., Toner, B., & Ledesma, J. (2021). A Culturally Affirming Precalculus Curriculum. Funded in part by Project Outreach FAMILIA, U.S. Department of Education, Title V Award P031S20008.
interested in using our materials? adapting them to your place? or exploring them in community with other educators?
Please contact Dr. Guada Lozano, guada@arizona.edu
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