|Bio:||Craig is currently working on his Ph.D. in Mathematics Education (Department of Curriculum and Instruction) at the University of Illinois at Chicago. His research focuses on all aspects of mathematics learning for Latinas/os. More specifically, he has explored the mathematical experiences of Mexican immigrant parents and how these parents support their children's mathematics learning, the role of teachers in bilingual mathematics classrooms, and the macro, sociopolitical structures that perpetuate differentiated mathematics learning. Craig completed his undergraduate work at Butler University (Indianapolis) and taught 6th, 7th, and 8th grade math in Denver Public Schools' Bilingual Education program for four years before joining CEMELA. |
With CEMELA, Craig has worked on research studies in the three areas: Latino/as immigrant parents' mathematical experiences and support of their child's mathematical development, after school mathematics learning, and bilingual mathematics teachers' professional development and growth. In regards to the studies involving Latino/a parents, Craig has worked closely with the Parent working group at the University of Arizona. Currently, Craig is analyzing the process by which parents assisted researchers in designing a community mathematization project for fourth graders. In addition, the parents participated and expanded their own everyday, mathematical knowledge. In the second project, the after school mathematics club, Craig has contributed to the development of rich, mathematical activities, and then he joined students and undergraduate facilitators to witness how they collectively solve challenging problems situations. Some of the findings of this study will be presented in a chapter of a book that Craig is co-authoring that looks at out-of-school learning environments. Finally, this year Craig has embarked on a new challenge involving bilingual, elementary grade teachers. A fifth-grade teacher and myself are implementing a modified version of a lesson study in an effort to improve mathematical instructional practices as well as mathematical content knowledge.