Carlos Nicolas Gómez Marchant

Carlos Nicolas Gómez Marchant has been a member of Linktree for 3 years and joined in April 2023. The social media accounts linked to from Carlos Nicolas Gómez Marchant are: Instagram, Email, Bluesky. Besides social media accounts, cngm has populated their site with School Boards, Book Challenges, and State Literacy Policy: A Case Study of Policy Layering and Literacy | Reading Research Quarterly, Wondering with Roro, Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities | Journal for Research in Mathematics Education, Lo Mejor Esta Por Venir: Reimagining family science nights con pláticas | Science and Children, AERA Annual Meeting 2025 | Lo Mejor Esta Por Venir: Reimagining Family STEM Nights con Platicas - Gutiérrez Sanchez et al., In the Shadows of Burgeoning Colossi: The Whiteness of AI in Mathematics Teacher Education | AMTE Connections, AERA Annual Meeting 2025 | Participation boundaries for providing public comment at a school board meeting - Gómez Marchant & Gargroetzi, The Rodrigo & Luz Chronicles: A Composite Counterstory | Journal Committed to Social Change on Race and Ethnicity (JCSCORE), A Magical Moment Counting Tires: A Counterstory About Missed Opportunities | Teaching for Excellence and Equity in Mathematics, You Will Not Take Us: A Counterstory | Journal for Theoretical & Marginal Mathematics Education, The measure of all things: From US school closures to quantifying body size, what harm is done by reducing social issues to numbers? | The Sociological Review Magazine, Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM | Journal of Urban Mathematics Education, "Look at us as family and not just numbers": Community members refute dehumanizing mathematical discourse during potential school-closure discussions. | Anti-Racist Policy Journal, “Simply a Matter of Numbers”: Public Commentators’ Construction of a Mathematical Model of Equality Perpetuating the Myth of Mathematics as Objective and Neutral | The Electronic Journal for Research in Science & Mathematics Education, Seeing it all vs. not seeing anything: Professional identity and belief structures in prospective mathematics teachers’ interpretations of experiences | Teaching and Teacher Education, Were we supposed to bring flowers? A counter-story on distancing and disconnection while assimilating | The PEN, Twin Skin of Raza Learners: Race, Language, and Mathematics | Mathematics Teacher: Learning and Teaching PK-12, Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning | Investigations in Mathematics Learning, The use of metaphor to explore prospective mathematics teachers’ projective identity | School Science and Mathematics, Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation | Journal of Mathematics Teacher Education, We are All Made of Stars: A Metaphor for Exploring the Greater Whole Beliefs Subsist In | Journal of Curriculum Theorizing, Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis | Journal for Research in Mathematics Education, “Whenever My Mom Speaks Spanish at Home, It Helps Me Understand More in Math”: Reflections on the Testimonios of Bilingual Latinx Students | Teaching for Excellence and Equity in Mathematics, Translanguaging and the Mathematics Classroom | Teaching for Excellence and Equity in Mathematics, Belief structure as explanation for resistance to change: The case of Robin | The Journal of Mathematical Behavior, Assembling the Puzzle of Mathematical Strengths | Mathematics Teaching in the Middle School, Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity | Mathematics Teacher Education and Development, The Mathematics of Parental Organizing Against Impending School Closures | AERA Annual Meeting 2024, Argumentation in the Middle Grades: Exploring a Teacher’s Support of Collective Argumentation | Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof, Intersectionality and the wage Gap | High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice, Geometry and social justice: Using the Paralympics and transformations to talk about ableism | High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice, Educators Learning From Middle School Students’ Views of Mathematical Strengths | Annual Perspectives in Math Ed 2017, Problematizing Gender: Trepidation and Uncertainty | Cases for Mathematics Teacher Educators, Google Scholar Page, ResearchGate Profile, UT Austin |College of Education | Carlos Nicolas Gómez Marchant, Nico Gomez: Foregrounding Issues and Questions to Work on Our Identity | Teaching Math Teachers Podcast, Episode 8: A Conversation with Carlos Nicolas Gomez | TODOS: Mathematics for ALL Podcast, Gómez Marchant - CV, EDC 380R - Educational Research & Design Syllabus, Los Pulmones Tienen Una Capacidad Inherente Para Sanarse y Regenerar: Reflections from Almost Drowning in the Whitestream | Current Issues in Education.