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Contact Information

Education

• Ph.D. (Mathematics), University of Arizona
• M.S. (Mathematics), University of New Mexico
• B.A. (Mathematics), Colorado State University-Pueblo

Professional/Academic Experience

• 2024-present: Assistant Professor, University of Northern Colorado
• 2022-2024: Postdoctoral Research Fellow, Colorado State University
• 2017-2022: Graduate Teaching and Research Assistant, University of Arizona
• 2014-2017: Graduate Teaching and Research Assistant, University of New Mexico

Research/Areas of Interest

My research lies in the area of equity in undergraduate mathematics education. I am particularly interested in learning how to better center and serve students from diverse cultural and linguistic backgrounds in the undergraduate mathematics classroom, particularly at Hispanic-serving institutions (HSIs). In my work, I explore the relationship between language, identity, power, and active learning in post-secondary mathematics classrooms. I has also been involved in developing a place-based, culturally responsive precalculus curriculum for dual-enrollment precalculus programs in the Southwest.

In addition, I co-organize Cafecito con Matem谩tica, a bilingual family math night that offers dinner for families, followed by engaging them in fun, culturally relevant math games and activities.

Publications/Creative Works

• Rios, J. (2024). Positioned as a burden: Analyzing the participation of multilingual students of color in undergraduate mathematics courses that use groupwork. The Journal of Mathematical Behavior, 74, 101148.
• Rios, J. (2023). Language, comfort speaking, and collaboration: A QuantCrit analysis of multilingual students鈥� experiences in introductory college mathematics courses. International Journal of Research in Undergraduate Mathematics Education, 1-31.
• Rios, J. (2024). Exploring the teaching methods used in graduate teaching assistant-led calculus recitations. International Journal of Mathematical Education in Science and Technology, 1-27.
• Rios, J., Hagman, J., Tremaine, R., Lutz, S., & Fantin-Hardesty, K. (accepted). 鈥淪tay silent situation鈥�: Using multilingual students鈥� own words through poetic transcription to tell their stories of introductory college mathematics education. Journal for Theoretical & Marginal Mathematics Education.

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