Kremen School of Education and Human Development

Lynette Guzmán

Assistant Professor

Curriculum and Instruction

ldguzman@csufresno.edu

Education

Michigan State University - Ph.D. in Mathematics Education
University of Arizona - B.S. in Mathematics

Courses Taught

CI 149: Curriculum, Instruction, and Technology in Secondary Classrooms
CI 176: Mathematics Instruction and Applied Assessment

Dr. Guzmán is a mathematics education researcher and teacher educator. Her scholarship centers on addressing inequities in education for historically marginalized students with a focus on identity and power. She works with prospective and practicing K-8 teachers to transform classrooms with equity-oriented and humanizing practices that value young people as knowers and creators.

Outside of academic work, she is known on the internet as Professor Lynette for her brand, WizardPhD, and creates content that brings forward philosophical perspectives on various media (video games, film, books) across several platforms.

K-8 Mathematics Teacher Education

Identities and Discourses

Critical Digital Media Literacies

Qualitative Methods and Methodologies

Thanheiser, E. (Host), & Guzmán, L. D. (Guest). (2020, April 4). Complex and contradictory conversations: Prospective teachers interrogating dominant narratives within mathematics education discourse (No. 12) [Audio podcast episode]. In Mathematics Teacher Educator Podcast. Association of Mathematics Teacher Educators and National Council of Teachers of Mathematics. https://mtepodcast.amte.net/12

Guzmán, L. D. (2019). Complex and contradictory conversations: Prospective teachers interrogating dominant narratives within mathematics education discourse. Mathematics Teacher Educator, 8(1), 8-22. https://doi.org/10.5951/mathteaceduc.8.1.0007

Guzmán, L. D. (2019). Beyond hidden figures: Shining a spotlight on constructed hierarchies of gender, age, and elementary mathematics. Gender Issues, 36(4), 392-414. https://doi.org/10.1007/s12147-019-09241-3

Guzmán, L. D., & Craig, J. (2019). A curriculum in your pocket: Digital media as invitations for transdisciplinary inquiry in mathematics classrooms. Bank Street Occasional Paper Series, 2019(41), Article 6. https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/6/

Guzmán, L. D. (2019). Academia will not save you: Stories of being continually “underrepresented.” Journal of Humanistic Mathematics, 9(1), 326-343. https://scholarship.claremont.edu/jhm/vol9/iss1/20

Lamar, A. I., & Guzmán, L. D. (2019). Conocimientos míos: Engaging possibilities for school curriculum. In T. R. Berry, C. Kalinec-Craig, & M. Rodriguez (Eds.), Latinx Curriculum Theorizing (pp. 99-116). Lanham, MD: Lexington Books.

Craig, J., Guzmán, L., & Harper, F. (2019). Quantitative literacy scholarship from individualist, collectivist, and activist perspectives. In V. Piercey, G. Karaali, & L. Tunstall (Eds.), Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education (pp. 211-218). Washington, D.C.: Mathematical Association of America

Craig, J., & Guzmán, L. (2018). Six propositions of a social theory of numeracy: Interpreting an influential theory of literacy. Numeracy, 11(2), Article 2. http://scholarcommons.usf.edu/numeracy/vol11/iss2/art2

Mehta, R., & Guzmán, L. D. (2018). Fake or visual trickery? Understanding the quantitative visual rhetoric in the news. Journal of Media Literacy Education, 10(2), 104-122. https://digitalcommons.uri.edu/jmle/vol10/iss2/6/

Guzmán, L. D. (2018). Using concept maps in teacher education: Building connections among multiple mathematical knowledge bases and assessing mathematical understanding. In T. Bartell (Ed.), Toward Equity and Social Justice in Mathematics Education (pp. 287-307). Springer.

Guzman, L. D. (2016). Unpacking expectations and lenses in mathematics classroom observations—A commentary on White’s case. In D. Y. White, S. Crespo, & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms (pp. 197-201). Charlotte, NC: Association of Mathematics Teacher Educators and Information Age Publishing.

Andreatta, M. E., Levine, J. A., Foy, S. G., Guzman, L. D., Kosinski, L. J., Cordes, M. H. J., & Masel, J. (2015). The recent de novo origin of protein C-termini. Genome Biology and Evolution, 7(6): 1686-1701.