Dr. Weverton Ataide Pinheiro’s research focuses on understanding issues of gender and sexuality in the context of mathematics education. Weverton investigates how gender and sexuality affective forces shape students’ experiences with mathematics. His research theorizes that mathematics and its practices have been historically exclusionary to non-normative genders and sexualities (Ataide Pinheiro, 2025; Ataide Pinheiro et al., 2025).
SELECTED PUBLICATIONS
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
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
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
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
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
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
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
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
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
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
ALL REFEREED JOURNAL ARTICLES
Ataide Pinheiro, W. Cox, J., †Childers, G., *Lynn, R. (forthcoming, 2026). An exploration of queer high school students’ experiences in mathematics based on levels of victimization. Journal of Urban Mathematics Education.
†Park, M., & Ataide Pinheiro, W. (2026). We are bonded over physics: Women students’ emotions in an inquiry-based physics course. Submitted to Discover Education. Advance online publication. https://doi.org/10.1007/s44217-025-01055-8
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
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
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
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
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
*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
*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
†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
*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
†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
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
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
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
†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
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
*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
*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
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
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
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
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
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
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
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