Craig Wiley

Associate Professor

Indiana University-Purdue University Indianapolis

I first became concerned with issues of equity and access when I was a bilingual math teacher in Denver Public Schools (DPS) in Colorado. All of my students were immigrants from Mexico, and while DPS had a more progressive bilingual program compared to, say, Arizona, it became clear that schooling structures and practices were rigid and not easily adaptable to diverse learners. I learned from amazing school leaders and labor organizers. They demonstrated the seriousness we need in order to combat racism and marginalization, and to achieve equitable schooling opportunities.

In graduate school, I was fortunate to study with an exceptional Chicana scholar, Dr. Lena Licon Khisty, as well as two critical math educators (Rico Gutstein and Danny Martin) and an applied linguist focused on math teacher education, Aria Razfar. Drs. Irma Olmedo and Flora Rodriguez-Brown, two bilingual education scholars helped round out a doctoral education program focused exclusively on math education of Latinxs. We focused on the sociopolitical context of schooling for Latinxs, language ideologies, funds of knowledge, racialized mathematics learning experiences, and mathematics for social justice.

Moreover, I was fortunate to be a part of a larger network of math education scholars focused on Latinas/os, CEMELA (Center for Mathematics Education of Latinas/os). I benefited from a cadre of Principal Investigators – trailblazers – squarely focused on developing new leaders who would enact research agendas and advance theory as it pertained to Latinxs, language, and culture within math education. I am an extension of these PIs, as well as my graduate student colleagues, certainly in the way I engage in equity-oriented research and praxis, but also in the way I commit myself to communities and my students. To me, TODOS is a grassroots organization, one that must maintain close contact to teachers, students, and families. My years as a teacher, graduate student, and researcher/teacher educator have all prepared me for a position like Director, and I am prepared to leverage my commitment to Latinx students and families through this service role.

I am now an Associate Professor of Mathematics Education and Teacher Education at Indiana University-Purdue University Indianapolis, as well as the Coordinator of the Urban Elementary Education program. I am Co-PI of the Carver Teaching Initiative Robert Noyce STEM Teacher Scholarship Program aimed at exploring partnerships and mechanisms to recruit, support, and retain STEM teachers of color. I have been an active member of TODOS since 2006, serving most recently as Editor of the journal Teaching for Equity and Excellence in Mathematics (TEEM) and a member of the Conferences committee. I am also Associate Editor of the International Journal for Qualitative Studies in Education and the Journal for Educational Supervision, as well as a consultant with the English Learners Success Forum, a group that draws heavily on the expertise of TODOS members/scholars.

My research continues to focus on critical dimensions of teaching and learning mathematics with Latinas/os and children from other oppressed communities, namely, 1) the ways teachers mine and leverage children’s community and cultural knowledge to help children make sense of math; 2) teachers’ design and implementation of mathematics discourse communities with urban students, primarily Latinas/os; 3) the development and incorporation of curricular features that provide bilingual learners better access to mathematical ideas and opportunities to engage meaningfully; and 4) the limitations and affordances of a school-university partnership model of urban teacher development.


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