Curriculum Vitae

 Weverton Ataide Pinheiro, Ph.D.

Assistant Professor of Curriculum and Instruction

STEM Education (Mathematics Education focus)

College of Education

Texas Tech University

3002 18th Main St.

Lubbock, TX 79408

Email: wataidep@ttu.edu

Phone Number: 806-742-2377

EDUCATION

2018-2022                   Indiana University, Bloomington, Indiana (IUB)

                                    Degree: Ph.D., Mathematics Education

                                    Minors: Gender Studies and Individualized Urban Education Studies 

Dissertation Title: At the Intersections: Queer High School Students’ Experiences with the Teaching of Mathematics for Social Justice

DOI: 10.13140/RG.2.2.13715.55847

Committee: Erik Tillema (Advisor), Dionne Cross Francis, Barbara Dennis, Cleveland Hayes, Craig Willey

2017-2018                   Indiana University Purdue University, Indianapolis, Indiana (IUPUI)

                                    Course work in Graduate Urban Education Studies

2015-2017                   National Taiwan Normal University, Taipei, Taiwan (NTNU)

                                    Degree: M.Sc., Mathematics Education

Thesis Title: The Analysis of Cognitive Demand and Mathematical Competencies: A case study of the Pythagorean theorem

DOI: 10.13140/RG.2.2.21692.77444

Committee: Tai-Yih Tso (Advisor), Der-Ching Yang (Chair), Chien-Ming Cheng, Huey-Min Wu, Su-Wei, Lin

2009-2013                   University of Brasília, Brasília, Brazil (UnB)                                                                                                        Licentiate’s Degree in Mathematics (Bachelor’s Degree Equivalent)

                                     Academic Advisor: Ana Maria Redolfi de Gandulfo

ACADEMIC APPOINTMENTS

2022-present               Texas Tech University 

                                    Assistant Professor of Curriculum and Instruction (STEM Education)

2022-present               Texas Tech University 

                                    Affiliated Faculty Member of Women’s & Gender Studies 

2020-2022                   Indiana University Bloomington/ University of North Carolina Chapel Hill

                                    Graduate Research Assistant 

                                    Project: NSF Online Practice Suite: Practices Spaces, Simulations and Virtual 

                                    Reality Environments for PSTs to Learn to Facilitate Argumentation

                                    Discussions in Math and Science

                                    Advisors: Dr. Dionne Cross Francis and Dr. Meredith Park Rogers

2018-2022                   Indiana University Bloomington 

                                    Associate Instructor of Mathematics Education

2018-2022                   Indiana University Purdue University Indianapolis      

                                    Associate Faculty of Urban Mathematics Education

2018-2021                   Indiana University Bloomington 

                                    Graduate Research Assistant               

Project: Supporting Teachers to Promote Students’ Mathematical       Generalization

                                    Advisor: Dr. Erik Tillema

2017-2018                   Indiana University Purdue University Indianapolis      

                                    Graduate Research Assistant   

                                    Project: NSF Generalizations Across Multiple Mathematical Areas

                                    Advisor: Dr. Erik Tillema

2016-2017                   National Taiwan Normal University 

                                    Graduate Research Assistant   

                                    Project: Enhancing Mathematical Literacy of K-12 Students in Taiwan

                                    Advisor: Dr. Tso Tai-Yih

2015-2016                   National Taiwan Normal University

                                    Teaching Assistant of Mathematics

2010-2012                   University of Brasília 

                                    Undergraduate Research Assistant in Algebraic Topology 

                                    Project: Mathematics Program of Tutorial Education

                                    Advisor: Dr. Mauro Luiz Rabelo

2009-2010                University of Brasília

                                    Undergraduate Research Assistant in the Teaching and Learning of Math 

                                    Project: Integration University/High School in the Mathematics Lab

                                    Advisor: Prof. Ana Maria Redolfi de Gandulfo

OTHER APPOINTMENTS 

K-12 Mathematics Teaching

2020-2022                   Indiana University Foundations in Science and Mathematics                                                                                  Mathematics High School Summer Algebra Teacher, Bloomington, IN.   

2014-2015                    Mathematics Teacher, ALUB Group High School, Brasília, Brazil

2014                             Algebra Co-teacher at GateWay Early College High School, Phoenix, AZ. 

2013                            Mathematics Teacher, Asa Norte High School, Brasília, Brazil 

HONORS & AWARDS

Achievement 

2025                            Recognized Mathematician Honoree by Lathisms: Latinxs and Hispanics in the     Mathematical Sciences

2025                            Texas Tech Alumni New Faculty Award, TTU College of Education

2023                            Association of Mathematics Teacher Educators (AMTE), Service Teaching and Research in     Mathematics Education (STaR) Fellow

2022                            IUB Summer International Student Fellowship Burnham GR

2021-2022                   IUB Neatrour-McGlasson Fellowship Recipient

2020-2021                   IUB Neatrour-McGlasson Fellowship Recipient

2019-2020                   IUB Neatrour-McGlasson Fellowship Recipient 

2016                            NTNU International Student Tuition Waiver Scholarship, Taipei, Taiwan

2015                            NTNU International Student Stipend Scholarship, Taipei, Taiwan 

2014                            Excellence Student Pacesetter Recognition, Phoenix, Arizona

2014                            Honors Class First-Year Composition, Phoenix, Arizona

2013                            GWCC Student Leaders for the ASGA Conference Travel Fellowship

2013-2014                   Science Without Borders Scholarship, Brasilia, Brazil 

2010                            Ministry of Education, PETMAT Scholarship, Brasilia, Brazil 

Teaching 

2022                            Outstanding Associate Instructor, Bloomington, Indiana

2022-2023                   IUB Future Faculty Teaching Fellowship Recipient (I didn’t accept)

Research

2025                            Bronze Medal for Best Paper, Journal of Research in Science, Mathematics and Technology     Education                     

2021                            IUB Graduate and Professional Student Government Travel Fellowship 

2020                            IUB Graduate and Professional Student Government Travel Fellowship 

2019                            University of Illinois Graduate Student Conference Travel Fellowship

2018                            IUB School of Education Travel Fellowship 

2018                            IUPUI School of Education UES Graduate Student Travel Fellowship 

2018                            IUPUI Graduate & Professional Student Government Travel Fellowship 

2018                            IUPUI School of Education UES Graduate Student Travel Fellowship

2017                           Taiwan Ministry of Science and Technology Travel Fellowship

2016                            Taiwan Ministry of Science and Technology Travel Fellowship 

2012                            UnB Office of Undergraduate Teaching (DGE) Travel Fellowship 

2011                            UnB Department of Mathematics Travel Fellowship             

RESEARCH GRANTS

Active: $1,149,297

*2023-2026 iBet (Investing in Bilingual Educators in Texas). U.S. Department of Education Augustus F. Hawkins Centers of Excellence Program. PI, Fernando Valle. Co-PIs: Weverton Ataide Pinheiro Delia Carrizales, and Linnie Greenlees. Percent Contribution: 66%. $1,149,297. (funded)

Completed: $3,600

Summer 2024 Attending to the International Congress of Mathematics Education. Wellbeing and Success Mini-Grant Program for Fulltime Faculty and Staff. PI, Weverton Ataide Pinheiro. Percent Contribution: 100%. $2,000 (funded)

2019-2020 The Empowerment of Women in Mathematics Graduate School. MAXQDA’s 2019 Research for Change Grant. PI, Weverton Ataide Pinheiro. Advisor, Barbara Dennis. Percent Contribution: 100%. $1,600. (funded)

Submitted Awaiting Decision: $1,477,145.18

2026-2029 Collaborative Research: Creating Synthetic Students to Improve Teaching. National Science Foundation. PI: Adam Maltese. Co-PIs: Weverton Ataide Pinheiro Senior Personnel: John Fillwalk. Percent Contribution: 60%. $900,000

2026-2027 NAEd/Spencer Postdoctoral Fellowship – Theorizing Queer-Affirming Mathematics with High School Students in the U.S. South. PI: Weverton Ataide Pinheiro. Percent Contribution: 100%. $70,000.

2026-2030 CAREER – Developing Reasoning and Engagement in Arithmetic Through Meaningful Math Stories (DREAMS). National Science Foundation. PI: Weverton Ataide Pinheiro. Percent Contribution: 100%. $435,195.

2025-2026 Planning for the Future of Teacher Preparation: Enhancing Teaching with Authentic Generative AI Student Avatars. PI: Adam Maltese. Co-PIs: Weverton Ataide Pinheiro and Sarah Hurwitz. Percent Contribution: 100%. 71,950.18

Submitted but not Funded: $9,687,212.00

2025-2028 Creating Students with AI: Advancing the Virtual Reality Teaching Simulator. National Science Foundation. PI: Adam Maltese. Co-PIs: Weverton Ataide Pinheiro Senior Personnel: John Fillwalk. Percent Contribution: 60%. $900,000

2025-2028 National STEM Teacher Corps Pilot Program: Rural Equity-focused Algebra Leaders (REAL). National Science Foundation. PI: Rebecca Hite. Co-PIs: Scarlet Clouse, Dittika Gupta, Audrey Meador. Senior Personnel: Gina Childers, Shirley Matteson, Alexander Wiseman, Weverton Ataide Pinheiro, Linda Zientek. National Science Foundation (NSF, National STEM Teacher Corps Pilot Program). $4,739,729.00 *NSF stopped funding equity-related grants in 2025. 

2024-2028 Elementary Cyber Education GAME-ified (Gamified Activities for Motivational Educators). National Science Foundation, CSforAll Program (NSF 24-555). PI: Gina Childers. Co-PIs: Catherine Linsky, Weverton Ataide Pinheiro, Bryson Payne. Percent Contribution: 30%. $298,983. 

2024-2028 Collaborative Research: Exploring how the Virtual Teaching Simulator enhances the preparation of teachers to facilitate productive discussions in mathematics and science classrooms. PI, Adam Maltese. Co-PIs: Weverton Ataide Pinheiro, Dionne Cross Francis, Meredith Park Rogers, and Pavneet Kaur Bharaj. Percent Contribution: 60%. $2,999,328. (Submitted to NSF DRK12 Design and Development Tier 2)

2024-2026 RET Site: Engineering Sustainable Fertilizer. PI, Gerardine Botte. Co-PIs: Weverton Ataide Pinheiro, Sungwon Shin, Kayleigh Millerick. Percent Contribution: 20%. $599,172. 

2023-2025 Virtual Teaching Simulators Impact on Teachers' enactment of the Teaching of Mathematics for Social Justice. National Endowment for the Humanities. PI, Weverton Ataide Pinheiro. Co-PI: Sungwon Shin. Percent Contribution: 50%. $150,000. 

2019-2020 The Intersections of Race and Gender in Middle Schools and Students’ Mathematical Achievement. American Psychological Foundation’s Kenneth B. and Mamie P. Clark Fund. PI, Weverton Ataide Pinheiro. Advisor, Erik Tillema. Percent Contribution: 100%. $9,500. 

PUBLICATIONS

Note: Single asterisk (*) indicates TTU graduate student at the time of writing

           Single dagger (†) indicates TTU colleague at the time of writing 

REFEREED JOURNAL ARTICLES

Tillema, E. S., Gatza, A. M., & Ataide Pinheiro, W. (2026). Stage 3 high school students’ generalization of a cubic identity. The Journal of Mathematical Behavior, 81(1), Article 101283. https://doi.org/10.1016/j.jmathb.2025.101283 (SJR Q1 Education, CiteScore 2.7, Impact Score 2.4, Impact Factor 1.7, H-Index 61, H5-Index 30, SJR 1.24, C&I ranking 5)

Carrizales, D., Lara, D., Greenlees, L., De La Garza, S., Valle, F., & Ataide Pinheiro, W. (2025). Exploring elementary bilingual teacher candidates’ self-efficacy in teaching Spanish across content areas: A multi-method study. Texas Educator Preparation, 9(2), 1–17. https://txep.csotte.com/index.php/txep/article/view/76

Ataide Pinheiro, W. (2025). Mathematics as a discursively exclusionary discipline to queer subjectivity: A perspective through teaching mathematics for social justice. Education Sciences, 15(9), Article 1116. https://doi.org/10.3390/educsci15091116 (SJR Q1 Education, Impact Factor 2.5, Impact Score 3.48, H-Index 68, H5-Index 97, C&I ranking 4) 

Neto, V. F., Ataide Pinheiro, W., & Assunção, R. G. (2025). Gender, sexuality and Mathematics in the curriculum. Educação Matemática Debate, 9(18), 1–19. https://doi.org/10.46551/emd.v9n18a02 (Impact Factor 0.2, H-Index 4, H5-Index 10, Qualis B1, C&I ranking 3)

Ataide Pinheiro, W., †Chávez, R., & Nguyen, U. (2025). Exploring gendered experiences of high-achieving undergraduate women in mathematics. International Journal of Education in Mathematics, Science, and Technology, 13(1), 40-60. https://doi.org/10.46328/ijemst.4361 (Acceptance rate 9%, SJR Q2 Mathematics and Education, Impact Score 1.78, H-Index 15, H5-Index 29, C&I ranking 4)

Ataide Pinheiro, W., †Carrizales, D., †Greenlees, L., †Valle, F., *Cherry Shive, E., & *Phelps, R. (2025). Bilingual Teacher Candidates: Addressing Cultural Assumptions in Standardized Mathematics Assessment for Elementary Students Through Culturally Relevant Pedagogy. Education Sciences, 15(3), Article 313. https://doi.org/10.3390/educsci15030313 (SJR Q1 Education, Impact Factor 2.5, Impact Score 3.48, H-Index 68, H5-Index 97, C&I ranking 4)

*Phelps, R., Ataide Pinheiro, W., *Cherry Shive, E., †Carrizales, D., †Greenlees, L., †Valle, F., *Sartor, K. (2025). Bilingual education preparation programs across the United States: A review of the past decade’s literature. International Journal of Bilingual Education and Bilingualism, 1-22. Advance online.   https://doi.org/10.1080/13670050.2025.2576060 (SRJ Q1 Education, Impact Factor 2.5, SNIP 2.4, SJR 1.41, Acceptance rate 13%, C&I ranking 5)

*Lynn, R., *Garcia, S., Ataide Pinheiro, W. (2025). Newcomer experiences in U.S. public education: Testimonial counter-story using LatCrit. Journal of Latinos and Education. 1-17. Advance online publication. https://doi.org/10.1080/15348431.2025.2570393 (Q1 CiteScore, SRJ 0.598, Impact Factor 1.1, CiteScore 2.4, H-Index 76, Acceptance rate 69%, C&I ranking 5)

†Aquino-Sterling, C. R., Ataide Pinheiro, W., †Carrizales, D., †Chávez, R., Coronado, C.,* Kiramba, L., Molina Naar, M. & †Valle, F. (2025). Bridging the divide: The research-policy-practice nexus in bilingual education and bilingual teacher education in the United States. Bilingual Review Revista Bilingüe, 37(2), 185-208. Retrieved from https://bilingualreviewjournal.org/index.php/br/article/view/580

†Childers, G., Ataide Pinheiro, W., *Daramola, O., Linsky, C.L., Payne, B., *Byers, J., & Baker, D. (2025). Exploring K-12 teachers’ definitions and perspectives of cybersecurity. Journal of Cybersecurity Education, Research and Practice, 2025(1), 1-11. https://doi.org/10.62915/2472-2707.1218  (C&I 3) 

*Darwin, T. & Ataide Pinheiro, W. (2025). Voices of support: Community instructors of color reflections on fostering self-efficacy in corequisite mathematics students. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 53-78. https://doi.org/10.31756/jrsmte.413SI (Impact Factor 0.5, H-Index 4, C&I ranking 3)

†Fúnez-Flores, J., Ataide Pinheiro, W., *Mendoza Ávila, A., *Phelps, R., *Shive, E. C. (2024). The sociopolitical turn in mathematics education and decolonial theory. London Review of Education, 22(1), 1-12. https://doi.org/10.14324/LRE.22.1.13. (SJR Q2 Education, H-Index 29, H5-Index 24, Impact Score 2.66, SJR 0.482, C&I ranking 4)

Dias, A., Ataide Pinheiro, W. (2024). A scoping review of research methodologies used on studies of gender and sexuality within mathematics education. Perspectivas da Educação Matemática, 17(47), 1-27. https://doi.org/10.46312/pem.v17i47.21212 (Impact factor 0.1, H-Index 2, H5-Index 9, Qualis A2 Education, C&I ranking 3)

Cox, J., Ataide Pinheiro, W. (2024). Advancing equitable and responsible research involving gender and sexuality within mathematics education. The Educational Forum, 88(3), 283-308.  https://doi.org/10.1080/00131725.2024.2339218 (Acceptance rate 6%, H-Index 34, H5-Index 22, SRJ Q2 Education, Impact Factor 1.5, Impact Score 1.85, CiteScore 2.1, SJR 0.641, SNIP 1.231, C&I ranking 4)

Tillema, E., Gatza, A., Ataide Pinheiro, W. (2024). Combinatorial and quantitative reasoning: Stage 3 high school students’ reason about combinatorics problems and their representation as 3-D arrays. Journal of Mathematical Behavior, 73(1), 1-24. https://doi.org/10.1016/j.jmathb.2024.101125  (SJR Q1 Education, CiteScore 2.7, Impact Score 1.33, Impact Factor 1.7, H-Index 58, H5-Index 30, SJR 0.787, C&I ranking 5)

†Childers, G., †Hite, R., †Cruz, J., Ataide Pinheiro, W., Greer, K., *Noble, S., & *Whitworth, C. (2024). Historically underrepresented and marginalized science fiction convention attendees’ life experiences related to science and science fiction. Cultural Studies of Science Education, 19(4), 727-751. https://doi.org/10.1007/s11422-024-10234-2 (SJR Q1 Cultural Studies, Impact Factor 1.3, Impact Score 1.74, H-Index 41, H5-Index 30, SJR 0.725, C&I ranking 5)

Ataide Pinheiro, W. (2023). Gender and sexuality in mathematics education: Queer high school students’ experiences in the United States. Boletim do Grupo de Estudos e Pesquisa em Educação Matemática, (83), 78-121. https://doi.org/10.4322/gepem.2023.013

Hong, J., Cross Francis, D., Haskins, C., Chong, K., Aldrich, K., Ataide Pinheiro, W., Noon, S., & Dickinson, J. (2023). Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities. Teachers and Teaching: Theory and Practice, 30(6), 762-782. https://doi.org/10.1080/13540602.2023.2263739 (Acceptance rate 11%, SRJ Q1 Education, Impact Score 2.81, Impact Factor 1.8, H-Index 76, H5-Index 36, SJR 0.98, C&I ranking 5)

*Kirkpatrick Darwin, T., & Ataide Pinheiro, W. (2023). Community college mathematics instructors of color on the pursuit of supporting developmental students’ self-efficacy. Prometeica - Revista de Filosofía y Ciencias, (27), 210–219. https://doi.org/10.34024/prometeica.2023.27.15286 (SRJ Q2 Philosophy, H-Index 3, SJR 0.16 Qualis A4 Education, C&I ranking 4)

*Goldberg, E. R., *Darwin, T. K., *Esquibel, J. S., *Noble, S., *Mullins, M., & Ataide Pinheiro, W. (2023). Contemporary debates on equity in STEM education: Takeaways from a doctoral seminar in Equity in STEM Education. Journal of Research in Science, Mathematics and Technology Education, 6(SI), 69-89. https://doi.org/10.31756/jrsmte.214SI (Impact Factor 0.5, H-Index 4, C&I ranking 3)

Ataide Pinheiro, W. (2021). Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach. International Electronic Journal of Mathematics Education, 16(3), 1-13. https://doi.org/10.29333/iejme/11090 (Impact factor 0.8, Cite Score 2.0, H-Index 21, H5-Index 37, SRJ Q3 Education and Mathematics, JCI 0.31, C&I ranking 4)

Ataide Pinheiro, W., Ippolito, D. (2021) The role of technology in times of crises: a case study of conceptual gains in Desmos Geometry lessons. Pesquisas e Práticas Educativas, 2, e202107. https://doi.org/10.47321/PePE.2675-5149.2021.2.e202107 (Qualis B4 Education, C&I ranking 3)

Neto, V., & Pinheiro Ataide, W. (2021). The Problematic Issue of Gender in Mathematics Textbooks: A Comparative Analysis Between Brazil and the USA. Revista de Investigação e Divulgação em Educação Matemática, 5(1). https://doi.org/10.34019/2594-4673.2021.v5.33216 (Qualis B2 Education, C&I ranking 3)

Lubienski, S. T., Ataide Pinheiro, W. (2020). Gender and mathematics: What can other disciplines tell us? What is our role?. Journal of Urban Mathematics Education, 13(1), 1-14. https://doi.org/10.21423/jume-v13i1a377 (SRJ Q2 Education, C&I ranking 5)

Ataide Pinheiro, W. (2020). Mathematical literacy opportunities in textbooks from Brazil, Taiwan, and Singapore. Pesquisas e Práticas Educativas, 1(1), 1-20. https://doi.org/10.47321/PePE.2675-5149.2020.1.e202013 (Qualis B4 Education, C&I ranking 3)

Tso, T., Lei, K. H., Ataide Pinheiro, W., Lu, F. (2018). Comparative implications of mathematical literacy between Taiwanese, Singaporean, and Brazilian textbooks: Using the Pythagorean theorem as an example. Journal of Textbook Research, 11(3), 33-62. http://doi.org/10.6481/JTR.201812_11(3).02 (H5-Index 4, C&I ranking 3)

BOOK CHAPTERS 

Ataide Pinheiro, W., Kaur Bharaj, P., Cross Francis, D., *Kirkpatrick Darwin, T., *Esquibel, J., & Halder, S. (2025). An Investigation of Gender Biases in Teacher-Student Interaction in Mathematics Lessons Within a Virtual Teaching Simulator. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 201-228). IGI Global. https://doi.org/10.4018/979-8-3693-1164-6.ch009

*Goldberg, E. R., *Darwin, T. K., Ataide Pinheiro, W., *Noble, S., *Wagner, K., *Mullins, M., & *Esquibel, J. S. (2025). A narrative inquiry on an equity in STEM doctoral course and its influence on equity-based teacher knowledge, attitudes, and practices. In Y. Medina & E. Blair (Eds.), Social foundations of education reader: Critical essays on teaching, learning, and leading, volume II (pp. 298–318). Peter Lang. https://doi.org/10.3726/b22271

Willey, C., Ataide Pinheiro, W. (2019). Supporting prospective urban teachers to mine and capitalize on children’s multiple mathematical knowledge bases: Community mathematical explorations. In T. G. Bartell, C. Drake, A. Roth McDuffie, J. M. Aguirre, E. E. Turner, & M. Q. Foote (Eds.), Transforming Mathematics Teacher Education: An Equity-Based Approach. Springer. https://doi.org/10.1007/978-3-030-21017-5_5

PRESENTATIONS IN CONFERENCE PROCEEDINGS AND AERA ONLINE REPOSITORY

Ataide Pinheiro, W. (2025, December). Analyzing gender discourses in the experiences of bilingual Latine teachers in the United States: A secondary analysis. In draft of Proceedings of the 13th International Conference of Mathematics Education and Society (pp. 109–118).

Buenrostro, P. M., Ataide Pinheiro, W., Rodriguez, J., Randall, J., & Alexander, N. (2025, December). Undoing fascism: The short and long road to making mathematics education responsible. In draft of Proceedings of the 13th International Conference of Mathematics Education and Society (pp. 1279–1283).

Bharaj, P. K., Cross Francis, D., Howell, H., Shekell, C., Ataide Pinheiro, W., & Mikeska, J. (2025, October 27). Designing tasks to support facilitation of argumentation-focused discussions [Brief research report session]. Psychology of Mathematics Education–North American Chapter (PME-NA) Conference, State College, PA, United States.

Ataide Pinheiro, W., *Lynn, R., †Childers, G., †Cruz, J., & †Hite, R. (2025, June). An analysis of gender and sexuality lessons in the teaching of mathematics for social justice NCTM/Corwin textbooks. In R. McCallum, D. Leong, & P. Stayberg (Eds.), Proceedings of the 2025 Hawaii University International Conferences on Science, Technology & Engineering, Arts, Mathematics & Education (pp. 1-9). Hawaii University International Conferences. https://huichawaii.org/wp-content/uploads/2025/07/Ataide-Pinheiro-Weverton-2025-HUIC-STEM.pdf

Ataide Pinheiro, W., Shive, E. C., Phelps, R. L., & Lynn, R. J. (2025, April 26). Discourses of women’s gender in society and in graduate mathematics: PhD students’ perspectives. Paper presented at the 2025 annual meeting of the American Educational Research Association, Denver, CO. Retrieved October 13, 2025, from the AERA Online Paper Repository. https://doi.org/10.3102/2197431

Ataide Pinheiro, W., Carrizales, D., Greenlees, L., Shive, E. C., Phelps, R. L., & Valle, F. (2025, April 23). Evaluating cultural assumptions in standardized math exam tasks: Teacher candidates' insights and revisions. Paper presented at the 2025 annual meeting of the American Educational Research Association, Denver, CO. Retrieved October 13, 2025, from the AERA Online Paper Repository. https://doi.org/10.3102/2194645

Ataide Pinheiro, W., Hall, J., Piatek-Jimenez, K., Provost, A., Dias, A. L. B., & Jackson, B. (2024). Gender and sexuality working group report: Supporting learners and scholars through our stories. In K. W. Kosko, J. Caniglia, S. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2182–2188). Kent State University. https://doi.org/10.51272/pmena.46.2024

Hall, J., Wiest, L. R., Ataide Pinheiro, W., Dubeau, K., Piatek-Jimenez, K., & Provost, A. (2024). Gender and sexuality working group: Exploring intersectionality with a focus on concealable stigmatized identities. In K. W. Kosko, J. Caniglia, S. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2155–2158). Kent State University. https://doi.org/10.51272/pmena.46.2024

Chavez, R., Lomeli, K., Ataide Pinheiro, W., Coronado, C., Kwon, F., & Malamut, J. (2024). Integrating mathematics and literacy working group: Using literacy and translanguaging to support emergent bilingual students. In K. W. Kosko, J. Caniglia, S. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2136–2138). Kent State University. https://doi.org/10.51272/pmena.46.2024

Ataide Pinheiro, W., Neto, V. F., & Assunção, R. G. (2024, October 9-11). Gender and Mathematics Education issues: Implications to debates on curriculum. [Questões de gênero e Educação Matemática: implicações para o debate curricular]. Fórum Nacional Sobre Currículos De Matemática, (pp. 1-6). https://www.sbembrasil.org.br/eventos/index.php/fncm/article/view/692

†Fúnez-Flores, J.I., Ataide Pinheiro, W., *Avila Mendoza, A., *Phelps, R., *Cherry Shive, E. (2024, April 12). A literature review of social justice mathematics and decoloniality. Paper presented at the 2024 annual meeting of the American Education Research Association. Retrieved July 27 2024, from the AERA Online Paper Repository. https://doi.org/10.3102/2103711

*Lynn, R., Ataide Pinheiro, W., Hoyer, C. (2024, April 14). U.S. history textbooks and Queer history: an analysis of textbooks. Paper presented at the 2024 annual meeting of the American Education Research Association. Retrieved July 27 2024, from the AERA Online Paper Repository. https://doi.org/10.3102/2113230

Ataide Pinheiro, W., & †Chávez, R. (2023, October 1-4). Queer high school students’ takeaways from the teaching of mathematics for social justice. [Research Report]. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 520–529). University of Nevada, Reno. 10.51272/pmena.45.2023

Ataide Pinheiro, W., Hall, J., Piatek-Jimenez, K., Provost, A., Dias, A., Jackson, B. (2023, October 1-4). Gender and Sexuality in mathematics education working group: supporting learners and scholars through our stories. [Working Group Paper]. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 1021–1023). University of Nevada, Reno. 10.51272/pmena.45.2023

Ataide Pinheiro, W., Piatek-Jimenez, K., Hall, J., Jackson, B., Przybyla-Kuchek, J., Dias, A. (2023).  Working group report: applying theory to data in gender and sexuality mathematics education research. [Working Group Report]. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 1024–1032). University of Nevada, Reno. 10.51272/pmena.45.2023

Ataide Pinheiro, W., Velasco, R., †Childers, G. (2023, July 28 – August 2). Developing a Teaching of Mathematics for Social Justice Survey [Research Paper]. In R. Marcone, P. Linardi, R. Milani, J. P. A. de Paulo, A. M. Queiroz & M. T. da Silva (Eds.), Proceedings of the 12th International Conference of Mathematics Education and Society(Vol. 1, pp. 607-615). Universidade Federal de São Paulo, Brazil. https://www.researchgate.net/publication/373449005_Developing_a_Teaching_of_Mathematics_for_Social_Justice_Survey

Przybyla-Kuchek, J., Jackson, B., Piatek-Jimenez, K., Dias, A., Hall, J., Kersey, E., Moore, A., Ataide Pinheiro, W., Wiest, L. (2022). Working Group Report: Gender and Sexuality in Mathematics Education. Working Group proposal submitted for the Forty-Fourth Annual Meeting of the Psychology of Mathematics Education North American Chapter, Nashville, TN. 

Przybyla-Kuchek, J., Jackson, B., Piatek-Jimenez, K., Hall, J., Dias, A., Ataide Pinheiro, W. (2022). Gender and Sexuality Working Group: Applying theory to data. Working Group proposal submitted for the Forty-Fourth Annual Meeting of the Psychology of Mathematics Education North American Chapter, Nashville, TN. 

Ataide Pinheiro, W., Dias, Ana. (2021, April 10). Finding limit-situations, moving towards limit-acts: women narratives in undergraduate mathematics programs. Paper presented at the 2021 annual meeting of the American Education Research Association. Retrieved July 27, 2024, from the AERA Online Paper Repository.https://doi.org/10.302/1693102  

Jackson, B., Przybyla-Kuchek, J., Piatek-Jimenez, K., Dias, A., Hall, J., Kersey, E., Moore, A., Ataide Pinheiro, W., Wiest, L. (2021). Emerging conceptual and methodological frameworks. Working Group proposal submitted for the Forty-Third Annual Meeting of the Psychology of Mathematics Education North American Chapter, Philadelphia, PA. 

Piatek-Jimenez, K., Jackson, B., Dias, A., Ataide Pinheiro, W., Gonçalves, H., Hall, J., Kersey, E., Hodge-Zickerman, A. (2020). Gender and sexuality in mathematics education: informing methodology with theory. Working Group proposal submitted for the Forty-Second Annual Meeting of the Psychology of Mathematics Education North American Chapter, Mazatlán, Sinaloa, Mexico. 

Neto, V., Ataide Pinheiro, W. (2019). The gender trouble in mathematics textbooks: A comparative analysis between Brazil and the USA. Oral Communication paper submitted for the Third International Conference on Mathematics Textbook Research and Development. Paderborn: Germany.  

Burch, L., Ataide Pinheiro, W., Tillema, E. (2019). Opportunities for generalizing within pre-service teachers’ symbolization of combinatorial tasks. Brief Research Report submitted for the Forty-First Annual Meeting of the Psychology of Mathematics Education North American Chapter, St. Louis: MO. 

Ataide Pinheiro, W., Lei, K. H., Lu, F., Tso, T. (2018). Textbooks approaches and PISA exam questions. Proceedings of the Forty-second Conference of the International Group for the Psychology of Mathematics Education (vol. 5, p. 15). Umea: Sweden. 

Ataide Pinheiro, W., Lei, K. H., Lu, F., Tso, T. (2017). The cognitive demand levels of tasks between Brazilian, Taiwanese, and Singaporean mathematics textbooks: A case study of the Pythagorean theorem. Proceedings of the Forty-firth Conference of the International Group for the Psychology of Mathematics Education. Singapore. 

Ataide Pinheiro, W., Lei, K. H., Lu, F., Tso, T. (2016). A comparison of the Pythagorean theorem in Brazilian and Taiwanese textbooks by analyzing the number of exercises and cognitive demand. Proceedings of the Fortieth Conference of the International Group for the Psychology of Mathematics Education (vol. 1, p. 114). Szeged: Hungary.

Gandulfo, A. M. R., Galletti, A. J. F., Nava, A. S., Oliveira, A. P. D., Nascimento, A. V., Macedo, A. V., Oliveira, I. A. A., Silva, J. P. F., Holanda, K. C., Miranda, M. Q., Caixeta, S. B., Ataide Pinheiro, W. (2010). Matemática Lúdica. In: X Encontro Nacional de Educação Matemática. (pp. 1-7) Salvador: Brazil. 

OTHER PUBLICATIONS

Taveira, F. A. L., Ataide Pinheiro, W., & Peralta, D. A. (2024). Editorial – Contemporary discussion of gender and sexuality in mathematics education [Editorial - Debates contemporâneos sobre Gêneros (e/,) Sexualidades e Educação Matemática]. Perspectivas Da Educação Matemática, 17(47), 1-12. https://doi.org/10.46312/pem.v17i47.22017

Ataide Pinheiro, W. (2022). At the intersections: Queer high school students’ experiences with the teaching of mathematics for social justice (Publication No. 29320623) [Doctoral dissertation, Indiana University]. ProQuest Dissertations & Theses Global. 

Ataide Pinheiro, W. (2021, January 25). Women’s experiences in the Mathematics Department – An Analysis through MAXQDA color and data coding. VERBI GmbH, MAXQDA. https://www.maxqda.com/blogpost/womens-experiences-in-the-mathematics-department

Ataide Pinheiro, W. (2019, December 16). Editing automatically created interview transcripts with MAXQDA: Research example “woman dismantling biases in mathematical spaces”. VERBI GmbH, MAXQDA.https://www.maxqda.com/women-in-math

PRESENTATIONS 

Note: Single asterisk (*) indicates TTU graduate student 

            Single dagger (†) indicates TTU colleague

            Double dots (¨) indicates international or national presentation

            Single dot (·) indicates regional or local presentation

¨Greenlees, L., Carrizales, C., Ataide Pinheiro, W., & Valle F. (2026, February). Integrating SEL and Photovoice to Promote Linguistic Equity and Culturally Responsive Practice in Multilingual Classrooms. [Paper Session]. National Association of Bilingual Education, Chicago, IL.

¨Ataide Pinheiro, W., †Greenlees, L., *Garcia, S., *Montano Ramos, R., *Wekullo, B., †Carrizales, D., & †Valle, F. (2026, February 5–7). Women Latine bilingual teachers' experiences in mathematics: A counter-story [Research report presentation]. Annual Conference of the Association of Mathematics Teacher Educators (AMTE), Portland, OR, United States.

¨*Rabiu, F.A., *Mohammed, S., Ataide Pinheiro, W. (2025, October 30). The graduate educators’ perspectives on STEM students' persistence: Catalysts, challenges, and experiences 2025 National Diversity in STEM Conference: Society for the Advancement of Chicanos/Hispanics & Native Americans in Science [Paper Session]. Columbus, Ohio.

¨*Phelps, R., Ataide Pinheiro, W., *Cherry Shive, E., +Carrizales, D., †Greenlees, L., †Valle, F., *Ham, K. (2025, April 23-27). Review of bilingual educator preparation programs in the U.S.: A decade of literature. [Roundtable Session]. The American Educational Research Association, Denver, Colorado. 

¨†Carrizales, D., †Greenlees, L., †Valle, F., Ataide Pinheiro, W., & Lara, D. (2025). Los         superpoderes de los unicornios: Bilingual teacher candidates [Paper presentation]. The 54th National                  Association of Bilingual Education Conference, Atlanta, GA.

·*Byers, J., †Childers, G., Ataide Pinheiro, W., & Rogers, C. (2025, September 26-27). The Role of Roleplay: Designing a roleplaying game to support student mathematical reasoning and learning. [Research In-Progress Presentation]. Southeastern Association for Science Teacher Education (SASTE), Atlanta, GA, United States.

¨Ataide Pinheiro, W., Cox, J., *Phelps, R., *Cherry Shive, E., †Cruz, J. (2024, July 7-14). Towards justice in mathematics education regarding gender and sexuality. [Paper Presentation]. 15th International Congress on Mathematics Education, Sydney, Australia.

¨†Childers, G., Ataide Pinheiro, W., Cox, J., *Lynn, R. (2024, July 7-14). A quantitative examination of 2SLGBTQIA+ US students' mathematical experiences in high school. [Paper Presentation]. 15th International Congress on Mathematics Education, Sydney, Australia.

¨Hall, J., Forgasz, H., Norén, E., Ataide Pinheiro, W., Neto, V. (2024, July 7-14). Gender and mathematics education: Contemporary perspectives and challenges. [Discussion Group]. 15th International Congress on Mathematics Education, Sydney, Australia.

¨†Childers, G., †Hite, R., Ataide Pinheiro, W., Greer, K., Miller, J., *Whitworth, C., & *Lynn, R. (2024, July 2-5). Imagination to discovery: Science fiction convention attendees’ interest in science and science fiction over a lifespan. [Paper Presentation]. Australasian Science Education Research Association (ASERA), Albany, New Zealand.

¨Ataide Pinheiro, W., *Phelps, R., *Cherry Shive, E. (2024, April 11-14). Queer High School Students’ Voices in the Teaching of Mathematics for Social Justice as an Informal STEM Learning Experience [Symposium Presentation]. American Education Research Association Annual Meeting, Philadelphia, United States. 

 ¨*Goldberg, E., *Darwin, T., Ataide Pinheiro, W., *Noble, S., *Allen, M., *Wagner, K. (2024, April 11-14). An Equity in STEM education doctoral course’s influence on teacher knowledge, attitude, and practice [Roundtable Presentation]. American Education Research Association Annual Meeting, Philadelphia, United States.

 ¨Cross Francis, D., Bharaj, P., Mikeska, J., Gustaveson, A., Shekell, C., Ataide Pinheiro, W. (2024, April 11-14). Exploring elementary preservice teachers’ professional identity development trajectories through participation in practice-based simulations [Roundtable Presentation]. American Education Research Association Annual Meeting, Philadelphia, United States.

¨†Cruz, J., †Childers, G., Ataide Pinheiro, W. (2024, January 23-25). Ludomethodology: Toward a ludic onto-epistemology in qualitative research [Paper presentation]. The 8th World Conference in Qualitative Research, Ponta Delgada, Azores, Portugal.

¨Ataide Pinheiro, W., Kaur Bharaj, P., Park Rogers, M., Howell, H., Mikeska, J. N. (2024, February 8-10). Teacher questioning through a virtual teaching simulator: Pre-service teachers attending to students’ thinking. [Poster presentation]. Association of Mathematics Teacher Educators (AMTE). Orlando, FL, United States. 

¨†Greenlees, L., †Carrizales, D., †Valle, F., Ataide Pinheiro, W. (2024, March 26-30). Preparing bilingual pre-service teachers for licensure: Implications for bilingual teacher preparation programs and school districts. Paper presented at the 53rd Annual National Association of Bilingual Education Conference (NABE), New Orleans, Louisiana.

¨Park Rogers, M., Ogundapo, T., Namakula, E., Lane, K., Cross Francis, D., Kaur Bharaj, P, Ataide Pinheiro, W., Maltese, A., Mikeska, J., Shekell, C. (2024, March). Preservice teachers’ facilitation of argumentation: Exploring their attention to and perceived complexity of students’ thinking. National Association for Research in Science Teaching (NARST), Denver, CO.

¨†Childers, G., Ataide Pinheiro, W., *Daramola, O., Linsky, C. L., Payne, B., *Byers, J. & Baker, D. (2024, January 10-13). What does cybersecurity mean to K-12 teachers? Examining teachers’ definitions and perceptions of cybersecurity [Paper presentation]. Association for Science Teacher Education (ASTE), New Orleans, LA, United States.

¨†Childers, G., †Hite, R., Greer, K., *Noble, S., *Whitworth, C., Ataide Pinheiro, W., & †Cruz, J. (2023, August 22 – 25). Community, family, learning, and life experiences related to science and science fiction of science fiction convention attendees [Paper Presentation]. European Conference on Educational Research, Glasgow, Scotland.

¨†Childers, G., †Hite, R., Greer, K., Noble, S., *Whitworth, C., Ataide Pinheiro, W., †Cruz, J. (2023, August 28 – September 1). Science track attendees’ and non-attendees' science experiences at science fiction conventions [Paper Presentation]. European Science Education Research Association (ESERA), Cappadocia, Turkey.

¨*Darwin, T., Ataide Pinheiro, W. (2023, July 28 – August 2). Community college mathematics instructors of color on the pursuit of supporting developmental students’ self-efficacy [Research Paper]. 12th International Conference of Mathematics Education and Society, São Paulo, Brazil.

¨Ataide Pinheiro, W., *Lynn, R., †Chávez, R. (2023, April 11-13). Actions to catalyze change in high school mathematics curriculum through the voice of Queer high school students in the Teaching of Mathematics for Social Justice [Conference Presentation]. American Association for the Advancement of Curriculum Studies 2023 Conference, Chicago, IL, United States.

¨*Lynn, R., Ataide Pinheiro, W. (2023, April 11-13). Queer related discussion in U.S. American History Textbook [Conference Presentation]. American Association for the Advancement of Curriculum Studies 2023 Conference, Chicago, IL, United States.

·*Daramola, O., †Childers, G., Ataide Pinheiro, W., Linsky, C. L., Payne, B., *Byers, J. & Baker, D. (2023, October 6-8). Cybersecurity Education: Exploring K-12 Teachers’ Definitions of Cybersecurity [Paper presentation]. Southeastern Association for Science Teacher Education (SASTE), Miami, FL, United States.

¨Ataide Pinheiro, W. (2022). The experiences of queer high school students in the teaching of mathematics for social justice. Oral presentation submitted to Bridges Between Disciplines: Gender in STEM and Social Sciences, Gandía-Valencia, Spain.

¨*Lynn, R., Ataide Pinheiro, W. (2022). At the intersections of Queer and Mathematics Identities. Oral presentation submitted to Bridges Between Disciplines: Gender in STEM and Social Sciences, Gandía-Valencia, Spain.

¨Ataide Pinheiro, W. (2022). The experiences of Midwestate queer high school students in Mathematics. Poster presentation submitted to Bridges Between Disciplines: Gender in STEM and Social Sciences, Gandía-Valencia, Spain.

¨Hong, J., Cross Francis, D., Haskins, C., Chong, K., Dickinson, J., Ataide Pinheiro, W., Aldrich, K. (2022). School as a battlefield: Unpacking minoritized teachers’ intersecting identities. Symposium presentation at the 2022 Annual Meeting of the American Educational Research Association, AERA. San Diego, California, USA.  

·Ataide Pinheiro, W. (2022). The experiences of queer high school students in mathematics, schools and communities. Complete Study presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

·Ataide Pinheiro, W. (2022). The experiences of queer high school students in the teaching of mathematics for social justice. Work-under-design presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

¨Ataide Pinheiro, W., Neto, V. (2021). Gender issues and consequences for undergraduate mathematics women students. Proceedings of the 14th International Congress on Mathematical Education. Shanghai, China.

¨Ippolito, D., Ataide Pinheiro, W., Liu, J. (2021). Gender differences in student-student interaction. Proceedings of the 14th International Congress on Mathematical Education. Shanghai, China. 

¨Dias, A., Ataide Pinheiro, W. (2021). Why stories matter: the political grammar of feminist and queer theories in mathematics education. Forty-Second Annual Meeting of the Psychology of Mathematics Education North American Chapter, Mazatlán, Sinaloa, Mexico.

¨Ataide Pinheiro, W., Dias, Ana. (2021). Finding limit-situations, moving towards limit-acts: women narratives in undergraduate mathematics programs. American Educational Research Association, AERA. Virtual meeting, USA.  

·Ataide Pinheiro, W. (2021). Queer Students Experiences in High School Mathematics. Work-under-design presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

·Ataide Pinheiro, W. (2021). Finding Limit-situations, Moving Towards Limit-acts: Women narratives in graduate mathematics programs. Work-in-progress presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

·Ataide Pinheiro, W., Ippolito, D., Liu, J. (2020). Mathematics Problem-Solving and Doing Gender. Work-in-progress presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

·Ippolito, D., Ataide Pinheiro, W. (2020). PSTs’ Beliefs on Proving at the Elementary School Level: A Survey Instrument Research Case. Work-in-progress presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

·Tillema, E. Ataide Pinheiro, W., Burch, L., Jeon, M. (2020). Pre-service teachers understanding of fraction in three dimensions. Research presentation at The 2020 Curriculum and Instruction Research and Creative Activity Symposium (CIRCAS) in Bloomington, IN.

·Ataide Pinheiro, W., Tillema, E. (2019). Addressing issues of gender normativity in mathematics curricula. Oral communication presentation at the 2019 Indiana Council of Teachers of Mathematics Fall Conference, Indianapolis, IN. 

·Ataide Pinheiro, W. (2019). The creation of students’ gender subjectivities through middle school mathematics textbooks. Oral communication presentation at the 10th Annual College of Education Graduate Student Conference in Urbana-Champaign, IL. 

·Ataide Pinheiro, W. (2019). The mathematicians’ identity construction in mathematics bachelor’s degree students. Work-under-design presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

·Burch, L., Ataide Pinheiro, W. (2019). Symbolizing and avenues of understanding in combinatorics problems. Work-in-progress presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

·Tillema, E., Jeon, M., Ippolito, D., Burch, L., Ataide Pinheiro, W. (2019). Supporting teachers to promote students’ mathematical generalization. Poster presentation at the 2019 Indiana University School of Education Office of Research, Development, and Innovation Poster Session, Bloomington, IN. 

·Dennis, B., Buggs, C., Grandy, J., Otero, J. C., Lloyd, K., Mull-Skaggs, L., Bharaj, P., Steup, R., Hoffman, S., Ataide Pinheiro, W., Ixta, Z. T. L. (2019). Exploring toxic, graduate school experiences. Workshop presentation at The 2019 Curriculum and Instruction Research and Creative Activity Symposium (CIRCAS) in Bloomington, IN.

¨Ataide Pinheiro, W., Lei, K. H., Lu, F., Tso, T. (2018). Textbooks approaches and PISA exam questions. Oral communication presented at forty-second Annual Conference of the International Group for the Psychology of Mathematics Education, Umea, Sweden. 

·Ataide Pinheiro, W. (2018). How does the language in mathematics textbooks facilitate learning?. Work-under-design presentation at the Indiana Mathematics Education Research Symposium (IMERS) in Indianapolis, IN. 

¨Livers, S., Willey, C., Ataide Pinheiro, W. (2018). What more can I do? Looking inward as a means to support teachers to disrupt inequitable mathematics teaching. Presentation at the National TODOS: Mathematics for All Conference: Ensuring Equity and Excellence in Mathematics for All, Phoenix, AZ. 

¨Ataide Pinheiro, W., Lei, K. H., Lu, F., Tso, T. (2017). The comparison of mathematical competencies in textbooks from Brazil and Singapore. Oral communication presented at forty-first Annual Conference of the International Group for the Psychology of Mathematics Education, Singapore. 

¨Ataide Pinheiro, W., Lei, K. H., Lu, F., Tso, T. (2017). The cognitive demand levels of tasks between Brazilian, Taiwanese, and Singaporean mathematics textbooks: A case study of the Pythagorean theorem. Oral communication presented at the II International Conference on Mathematics Textbook Research and Development, Rio de Janeiro, Brazil. 

¨Ataide Pinheiro, W., Lei, K. H., Lu, F., Tso, T. (2016). A comparison of the Pythagorean theorem in Brazilian and Taiwanese textbooks by analyzing the number of exercises and cognitive demand. Oral communication presented at fortieth Annual Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary. 

¨Neto, A. M. C., Ataide Pinheiro, W., Rabelo, M. L. (2012). PetMat – UnB vivências – SBEM. Poster presentation at IV Encontro Nacional dos Grupos PET de Matemática, Santa Maria: Brazil. 

¨Ataide Pinheiro, W. (2012). Energias para o futuro. Exhibition presentation at Semana Nacional de Ciência e Tecnologia, Brasília: Brazil. 

¨Ataide Pinheiro, W., Rabelo, M. L. (2011). PETMAT (Programa de Educação Tutorial de Matemática). Poster presentation at III Encontro Nacional dos Grupos PET de Matemática, Florianópolis, Brazil. 

¨Ataide Pinheiro, W. (2011). Jogos de grãos, monte de areia e avalanches. Exhibition presentation at Semana Nacional de Ciência e Tecnologia, Brasília: Brazil.

INVITED PRESENTATIONS

Ataide Pinheiro, W. (May 2025). Black Brazilian Students Entering the Ph.D. [Negritude Brasileira no Ph.D.]. Invited Presentation by Negritude no PhD (Blackness in the Ph.D.). Online webinar. 

Ataide Pinheiro, W. (November 2024). A reflection from queer students about the teaching of mathematics for social justice. Invited Presentation the Graduate Program in Mathematics Teaching (PPGEMAT). Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil. (online)

Ataide Pinheiro, W. (October 2024). Sobre livros didáticos de matemática, posicionalidade, teorização e o ensino de matemática para justiça social. Invited Plenary Presentation (Gender Issues and Mathematics Education: implication to curricular discussions) for the 6th Fórum Nacional sobre Currículos de Matemática [6th National Forum on Mathematical Curricula]. Universidade Estadual de Montes Claros, Montes Claros, Minas Gerais, Brazil. (in-person)

Ataide Pinheiro, W. (June 2024). Curriculum, teacher preparation program and teaching of mathematics regarding issues of gender and sexuality. Invited Round table Presentation for the 1st School of Gender and Sexualities Studies in Mathematics Education. Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil. Online webinar. 

Ataide Pinheiro, W. (April 2024). Social Justice and Equity in STEM Education Through the Lenses of Gender and Sexuality. Invited Presentation to the STEM Education Speaker Series by the Center of STEM Education at the University of Southern Mississipi. Hattiesburg, MS. (online)

Ataide Pinheiro, W. (March 2024). The job market, being an assistant professor and scholarship in mathematics education. Invited presentation for the Graduate Program in Mathematics Education. Indiana University, Bloomington, IN. (online)

Ataide Pinheiro, W. (November 2023). Queer high school student and the teaching of mathematics for social justice. Invited presentation for the Association TODOS: Mathematics for ALL. Webinar. 

Ataide Pinheiro, W. (August 2022) Looking back and moving forward: Queer high school students’ experiences with the teaching of mathematics for social justice. Invited presentation for the Curriculum and Instruction Faculty Retreat. Texas Tech University, Lubbock, TX. (in-person)

Ataide Pinheiro, W. (October 2021). Gênero e Sexualidade em Educação Matemática [Gender and Sexuality in Mathematics Education]. Invited presentation for the Ciclo de Palestras do Instituto Federal do Rio Grande do Sul, Canoas, RS, Brazil. (online)

Ataide Pinheiro, W. (April 2021) Becoming a Gender and Sexuality Mathematics Education Researcher. Invited presentation for the Gender and Sexuality Alliance Network. University High School, Indianapolis, IN.  (in-person)

Ataide Pinheiro, W. (March 2021) Feminists and Queer Theory Studies in Mathematics Education: A 21st Century Overview. Invited presentation for the Graduate Seminar in Special Topics in Gender and Diversity in Mathematics Education: Contemporary Dialogues. Universidade Estadual Paulista, Rio Claro, São Paulo, Brazil. (online)

Ataide Pinheiro, W. (July 2020) Gender and Mathematics. What else can we do? Invited presentation for the Summer Reading Mathematics Education Seminar. Purdue University, West Lafayette, IN. (in-person)

UNIVERSITY COURSES TAUGHT AS INSTRUCTOR OF RECORD

Graduate Courses

TTU, Curriculum & Instruction in Science & Math Education (ESTM 5371), 3 credits. This course is an exploration of 1) science, mathematics, and STEM perceptions and understandings of individuals in the community; 2) science, mathematics, and STEM curricula and national/state/local standards; as well as the facilitation of 3) the design, implementation, evaluation, and dissemination of science, mathematics, and STEM curricula in the classroom, out-of-school experiences, or in the community. Graduate students connect and evaluate student and community perceptions and understandings of science, math, and STEM with existing curricula and standards and design appropriate classroom science, math, and STEM lessons/activities for a heterogeneous student population. The goal is to investigate and enact planning for and executing appropriate learning experiences for learners in diverse P-12 classrooms or in the community context.

TTU, STEM Philosophy & History (ESTM 6376), 3 credits. In this topical seminar, graduate students examine “What is Science?,” “What is mathematics?,” “What is STEM?,” and “How do we teach these disciplines?”.  STEM plays an enormously influential role in our society. At the same time, STEM generates several controversies when it collides with economic, political, and educational agendas. Many historians and philosophers of science and mathematics also situate developments of science and mathematics not only in cognitive situation but also in human activities, social institution, and political & moral situation.  This course has as one question to understand how and why STEM, especially focusing on science and mathematics, should be taught. This course is not only about how science, STEM, and mathematics have been developed and taught, but it also is meant to challenge current pedagogical practices by looking at critical aspects of these disciplines. One overarching question will guide our learning this semester: “What science/mathematics/STEM is embodied in your pedagogical practices?”.  Further, there are discussions about “how STEM should be reflected in the current educational policy and curriculum”.

TTU, Equity in STEM Education (ESTM 6381), 3 credits. This topical seminar examines equity issues in STEM Education related to race, gender, sexuality, socioeconomic status (SES), language, and culture. Other topics related to STEM Equity research are also explored. We look at how equity is framed across the STEM fields, what has been addressed, and the lingering questions in STEM Equity research. This course helps Ph.D. students to understand the selected literature, critique the extant research literature, get situated as equity researchers, and conduct their analyses using existing literature and data.

TTU, STEM in Context (ESTM 6382), 3 credits. This topical seminar examines STEM education within historical, social, economic, political, and global contexts. Other topics related to STEM education research are also explored. We look at how STEM is framed within these contexts, what has been addressed, and the lingering questions in STEM research. This course helps Ph.D. students to understand the selected literature, critique the extant research literature, get situated as STEM researchers, and conduct their analyses using existing literature and data.

TTU, Diversity Ideologies (EDCI 6333), 3 credits. This course examines diversity issues in Education related to race, racism, whiteness, LGBTQI+ issues, indigeneity, Black feminist thought, and decoloniality.  Other topics related to diversity ideologies are also explored. We look at how diversity issues are framed across a short selective literature, what has been addressed, and the lingering questions in diversity ideologies research. This course helps students to understand the selected literature, critique the extant research literature, get situated in diversity ideologies discussions, and conduct short analyses using existing literature and data.

TTU, Curriculum Theory: Theoretical Frameworks in C&I (EDCI 6320), 3 credits. This core course for all doctoral students in Curriculum and Instruction (Curriculum Studies and Teacher Education, Language Diversity & Literacy Studies, and Science Technology Engineering & Mathematics) provides foundational knowledge of macro-level or meta-level theories, often referred to as grand theories or “big T” theories. These theories encompass consistent assumptions and beliefs about the social world and human actions. Students will learn to articulate and theorize these frameworks and become experts on a selected theory to use in their dissertation. The course is delivered in a hybrid format with weekly in-person meetings and online assignments, integrating critical readings and discussions to prepare students for advanced research in education.

Undergraduate Courses

IUPUI, Teaching and Learning of Elementary Mathematics I (N102), 3 credits. This course uses elementary grades students’ quantitative reasoning with whole numbers as a basis for helping pre-service elementary grades teachers reflect on and develop their own quantitative reasoning with whole numbers. I have developed a curriculum that uses the Cognitively Guided Instruction videos, Math Solutions videos, and videos from my own research to show pre-service teachers elementary grades students’ strategies for reasoning about whole numbers. Then they use these strategies to work on problem sets that I have developed, which involve problems in base five and base twelve. The course is structured around helping the pre-service teachers understand how students’ progress over time in their whole number reasoning.

IUB, Teaching and Learning of Elementary Mathematics I (N101), 3 credits. This course focus in exploring and developing students mathematical reasoning with numbers and quantities, both whole numbers and fractions. It also focusses on the use of numerical and quantitative reasoning as a basis to understand early algebraic reasoning. Developing students own mathematical reasoning is essential for communicating mathematically with their future students. Further, this course focus on how young students reason mathematically. Throughout the course students examine the power of children’s reasoning, working to understand their mathematical ideas. Students understanding of children’s mathematical reasoning is critical in developing their own reasoning, and in developing ways to help their future students advance their mathematical ideas.

IUB, Mathematics Methods for Elementary Teachers (E343), 3 credits. In this course students interact with a small group of elementary students for six to eight weeks in the field component. In the non-field component—students attend regular course meetings for fifteen-weeks. The course has five main strands: using students’ reasoning about addition, subtraction, multiplication, division, and fractions as a basis for designing interactions with a small group of elementary grades students, identifying and using appropriate discourse moves for facilitating small group interactions, and analyzing the structure of teachers’ lessons. Throughout the course, I use video to prepare students for their field experience, and then I use their field experience as a way for them to document how they are using what they have learned in the course in their interactions with students.

IUB, Laboratory-Field Experience in Science and Mathematics (M201), 2 credits, field component for E343. This course is a combination of class sessions, workshops, rehearsals of conducting one on one interviews, and rehearsals of teaching a lesson.  The course should support and enhance students methods classes because they implement practices that they learn about in their methods class in the field experience course. Students learn in M201 to: 1) Prepare and conduct science and math interviews to reveal another person’s understandings about a topical area, 2) develop and teach inquiry-based mathematics and science lesson plans, 3) assess the mathematics and science content knowledge of elementary school children and use those assessment results in the development of lesson plans (done via video this semester), 4) work individually and in groups to analyze the thinking of elementary school children (done via video), 5) support and reflect on classroom activities (done via video), 6) familiarize yourself with the math and science curriculum we will use, 7) engage in practices that support elementary school students in discourse in a way that supports their construction of robust understandings of mathematics and science concepts, 8) use manipulative materials to teach mathematics and science content, and 9) demonstrate professional preparation and appearance for teaching and the ability to reflect on instructional practices.

ACADEMIC MENTORING AND ADVISING

Doctoral Program Dissertations, Program Committees, and Independent Studies

Chair/Co-Chair

2025 to present            Ashley Edison (Ph.D. student): chair of program of studies    

2025 to present            Shanna Parry (Ph.D. student): chair of program of studies      

2025 to present            Katrijn Greco (Ph.D. student): chair of program of studies

2024 to present            Ufomanefe Kayode (Ph.D. student): chair of program of studies, qualifying exam

2024 to present            Romario Montaño Ramos (Ph.D. student): chair of program of studies

2023 to present            Elizabeth Dees (Ph.D. student): chair of qualifying exam and dissertation proposal 

2023 to present            Elyssa Cherry Shive (Ph.D. student): co-chair of program of studies, qualifying exam

2023-2025                    Miranda Mullins Allen, Ph.D.: chair of qualifying exam, dissertation proposal, and      dissertation

 Dissertation title: Bridging STEM & Sisterhood: Exploring the STEM Learning Experiences of Black High School Girls Through Sista STEM Circles

Committee Member

2025 to present            Becki Clesse (Ph.D. student): member of qualifying examination

2025 to present            Nicholas Straka (Ph.D. student): member of qualifying examination

2024 to present            Samanthia Noble (Ph.D. student): member of qualifying examination committee (qualifying     exam, November 2024)

2024 to present            Tracy Espinosa (Ph.D. student): member of dissertation committee (qualifying exam,     October 2024)

2024 to present            Aileen Rizo (Ph.D. student): member of qualifying examination committee

2023 to present            Jack Byers (Ph.D. student): member of qualifying examination, dissertation proposal

2023-2025                   Jessie Strohmann, Ph.D.: member of qualifying examination, dissertation proposal, and     dissertation committee

Dissertation title: American and Chinese Math Teachers’ Epistemological Beliefs: One of the Reasons for Students’ Discrepancies in Math Performances

2023-2025                   Kassidy Wagner, Ph.D.: member of qualifying examination, dissertation proposal, and     dissertation committee

Dissertation title: Resonating with Teachers’ Realities: An Exploration of Emotional Support in Secondary Mathematics Coaching Relationships

2023                            Kristina Powers Garrett, Ph.D.: member of dissertation committee

Dissertation title: Mathematical Knowledge for Teaching and Design Thinking: A Case Study of Elementary Teachers at a STEM School

Master’s Program Thesis, Program Committees, and Independent Studies

2024                            Valarie Morris, M.Ed.: chair of comprehensive examination

Invited External Master’s Program Committees

2025-2026                   Gustavo Gelson Cassenott, M.S., member of thesis proposal defense

Thesis title: Arts and Mathematics in Research that Address STEAM Education Universidade Federal do Rio Grande do Sul 

UNIVERSITY SERVICE

University/College*/Department**/Program***

2023-present*              TTU C&I STEM Track Ph.D. Student Admission Committee, Member

2025**                         Peer Teaching Letter for Dr. Mihwa Park, assessing the course ESTM 6376 Philosophy and       History of STEM Education

2023-2024*                  TTU College of Education Access & Engagement Committee, C&I Representative 

2024-present*              TTU College of Education Access & Engagement Committee, Co-Chair

2022-present                TTU STEM Core, Member

2022-2025**         *TTU Curriculum and Instruction Department Student/Faculty Relations and Well-Being       Committee, Chair

2025                            TTU Graduate Dean Representative (02/28) for Michael Tatum’s Dissertation Defense

2022-2024*                 TTU College of Education Access & Engagement Committee, C&I Representative 

2024                            TTU Graduate Dean Representative (09/25) for Jessica Moran’ Dissertation Defense

2023                            Panelist for the Fireside Chat Series with the Faculty of Color Success Team 

2023                            TTU Graduate Dean Representative (06/21) for Joe Coreas’ Dissertation Defense

TTU Graduate Dean Representative (03/28) for Jarret Hostas’ Dissertation Defense

TTU Graduate Dean Representative (03/07) for Janina Roberts’ Dissertation Defense

2022                            TTU Graduate Dean Representative (09/28) for Eric T. Butler’s Dissertation Defense 

2022                            TTU 3-Minute Thesis Competition Judge 

2022                            IU 2021-22 Preparing Future Faculty Conference, Planning Committee

2020-2022        IU College of Arts and Sciences, Foundations in Sciences and Mathematics Summer     program, Administrator and recruiter

2020-2022*                 IU School of Education International Student Ambassador

2019 – 2021***     IU Department of Curriculum and Instruction, Mathematics Education Community Development Committee, Graduate student representative 

PROFESSIONAL SERVICE

International

2025                            Session Chair AERA Educating Queers, Queering Education, Division G – Social Context of Education

2025                            Letter of Recommendation, University of Saskatchewan Global Research Leadership Award for Katryne Dubeau

2023-2024                    Invited co-editor for the Special Issue in Gender and Sexuality research in Mathematics Education for the Perspectives of Mathematics Education [Perspectivas da Educação Matemática] journal 

                                    https://doi.org/10.46312/pem.v17i47.22017

2024-present                Reviewer, Teachers and Teaching: Theory and Practice

2024                            Proposal Reviewer, The Fifth International Conference on Mathematics Textbook Research and Development

2024                            Reviewer, IGI Global Book Chapter reviewer for the book Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers

*2024-present              Reviewer, London Review of Education

*2023-present              Reviewer, Boletim do Grupo de Estudos e Pesquisas em Educação Matemática (Boletim GEPEM)

*2023                           Scientific editorial committee member for the book O ensino sobre gênero, sexualidade e raça por meio das mídias digitais [The teaching of gender, sexuality and race through social media] https://drive.google.com/file/d/1nToQFu1ftaaVwZnhE-8TTdcxvM3teoVw/view  

*2023-present              Reviewer, The Electronic Journal for Research in Science & Mathematics Education (EJRSME)

*2023-present              Proposal Reviewer, MES – Mathematics Education and Society Conference

2022-present                Reviewer, International Electronic Journal of Mathematics Education (IEJME)

2020-present                Proposal reviewer, AERA – American Educational Research Association

*2019-present              Proposal reviewer, PME-NA – North American Chapter of the International          Group for the Psychology of Mathematics Education 

2019-present                Proposal reviewer, ICME – International Congress on Mathematics Education                                                               

2019                            Proposal reviewer, ICMT – International Conference on Mathematics Textbook    Research and Development 

2018                            Proposal reviewer, CRSEA - Critical Race Studies in Education Association   Annual Meeting 

National

2024-present                Reviewers, Educação Matemática Debate [Mathematics Education Debate]

2020-present                Reviewer, The Mathematics Educator (TME)

2022-present               Reviewer, Mathematics Teacher: Learning and Teaching PK-12 (MTLT)

2023                            Letter of Recommendation, Texas State University PostDoc position for Taylor Darwin

2023                            Letter of Recommendation, TTU Helen DeVitt Jones Fellowship for Kristi Ham

2022                            Letter of Recommendation, IUB Undergraduate Scholarship application for Cadi Nichols

2022                            Letter of Recommendation, Master’s degree application for Caroline Kriegel to Butler University, Purdue University Fort Wayne, University of Cincinnati, and Xavier University

2022                            Letter of Recommendation, IUB Global Gateway for Teachers application for Alyson Gamble

2022                            Letter of Recommendation, IUB Global Gateway for Teachers application for Kierstin Horlacher

2021                            Letter of Recommendation, Summer Internship for Skylar Lattimore to Camp Rancho Framasa, Indianapolis Zoo, The Children Museum

Regional

2022                            Indiana Mathematics Education Symposium (IMERS), Planning Committee

Local

2023                            Panelist for the IU School of Education Graduate Student Seminar in Inquiry Curriculum & Instruction in Mathematics Education (topic: Life beyond qualifying exams and dissertation proposal)

2023                            Panelist for the IU School of Education Graduate Student Profession Seminar (topics: finishing up the dissertation and the job market)

VOLUNTARY COMMUNITY SERVICE

2021-2022                    Indiana Youth Group Volunteer, Indianapolis, IN

2019                            Teacher’s Day at Harmony School in Bloomington, IN

2015-2017                    English Tutor for Reading Activities, National Taiwan Normal University

2017                            Food Assembly at KHEPRW Institute, Indianapolis, IN

2013-2014                    College Mathematics Tutor, GateWay Community College, Phoenix, AZ

2014                            Food-Packing at FMSC - Feed My Starving Children, Phoenix, AZ

PROFESSIONAL ORGANIZATIONS

2023-present                AMTE - Association of Mathematics Teacher Educators

                                    Member

2017-present                PME-NA - Psychology of Mathematics Education – North America Chapter

                                    Member 

2018-present                NCTM - National Council of Teachers of Mathematics 

                                   Member

2018-present                TODOS: Mathematics for All 

                                    Member

2020-present                AERA - American Educational Research Association

Member (Division C, SIG-Research in Mathematics Education, SIG-Sociopolitical issues in Mathematics and Science Education)                   

2020-2022                    ICTM - Indiana Council of Teacher of Mathematics

                                    Communication Director/Webmaster 

2019-2020                   HAMTE - Hoosier Association of Mathematics Teacher Educators

                                    Member

I2016-2018                  PME - Psychology of Mathematics Education

                                    Member 

TECHNICAL EXPERTISE

         Technology

●     MAXQDA

●     iMovie

●     Adobe Premiere 

●     Microsoft Office 

Languages

●      Portuguese (native)

●      English (fluent)

●      Spanish (fluent)

●      Chinese (proficient)