González, G., & Skultety, L. (2018).  Teacher learning in a combined professional development intervention.  Teaching and Teacher Education, 71, 341-354.

González, G. (2018).  Understanding teacher noticing of students’ prior knowledge: Challenges and possibilities.  The Mathematics Enthusiast, 15(3). 

González, G., & Deal, J. T.  (2017). Using a creativity framework to promote teacher learning in Lesson Study.  Thinking Skills and Creativity. 

González, G.  (2017).  Teachers’ understanding of realistic contexts for capitalizing on students’ prior knowledge.  School Science and Mathematics, 117(7-8), 285-352.

Skultety, L., González, G., & Vargas, G.  (2017).  Using technology to support teachers’ lesson adaptations during Lesson Study.  Journal of Technology and Teacher Education, 25(2), 5-33.

DeJarnette, A. F., & González, G.  (2017).  Geometry students’ arguments about a 1-point perspective drawing.  REDIMAT, 6(1), 7-31.  doi: 10.4471/redimat.2017.2015

González, G., Deal, J. T. & Skultety, L.  (2016).  Facilitating teacher learning when using different representations of teaching.  Journal of Teacher Education, 67(5), 447-466.

DeJarnette, A. F., González, G., Deal, J. T., & Rosado Lausell, S.  (2016).  Students’ conceptions of reflective symmetry: Opportunities for making connections with perpendicular bisector.  Journal of Mathematical Behavior, 43, 35-52.

DeJarnette, A. F., & González, G. (2016).  Thematic analysis of students’ talk while solving a real-world problem in Geometry.  Linguistics and Education, 35, 37-49.

DeJarnette, A. F., Rosado Lausell, S., & González, G. (2015).  Shadow puppets: Exploring a context for similarity and dilations.  Mathematics Teacher, 109(1), 20-27.

González, G., DeJarnette, A. F., & Deal, J. T.  (2014). Assessing and using students’ prior knowledge in problem-based instruction.  New England Mathematics Journal, XLVI, 38-49.

González, G. (2018, July).  A geometry teacher’s actions for engaging students in mathematizing from real-world contexts: A linguistic analysis.  Paper to be presented at the Annual International Systemic Functional Linguistics Congress, Boston, MA.

González, G. & Skultety, L. (2018, April).  Teacher learning in a combined professional development intervention.  Paper presented at the American Educational Research Association annual meeting, New York.

Skultety, L., Vargas, G. E., & González, G. (2018, April).  Discussions of pedagogy in a modified lesson study program.  Poster presented at the American Educational Research Association annual meeting, New York.

González, G. (2018).  Hybridity in mathematics teacher professional development.  Colloquium of the Mathematics and Computer Science Department, Eastern Illinois University.

González, G. (2017, October).  Connecting contextual and mathematical knowledge for building the collective memory of the mathematics class.  Poster presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA XXXIX, Indianapolis, IN.

Martin, T. S., & González, G. (2017, October).  Student mathematical thinking leads teachers to reflect on their own practice.  Paper presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA XXXIX, Indianapolis, IN.

González, G. (2017, April).  Teacher learning in a combined professional development program.  Poster presented at symposium, Advancing mathematics education through NSF’s DRK-12 Program, at the American Educational Research Association annual meeting, San Antonio, TX.

González, G. (2017, April).  Understanding teacher noticing of students’ prior knowledge: Challenges and possibilities.  Paper presented at the American Educational Research Association annual meeting, San Antonio, TX.

Skultety, L. & González, G.  (2017, February).  Supporting Geometry teachers’ implementation of Common Core through a combined professional development model.  Paper presented at the Association of Mathematics Teacher Educators Conference, Orlando, FL.

Deal, J. T., González, G., & Skultety, L.  (2016, November).  Representing video clips of students’ thinking in a mathematics classroom as animations.  Paper presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA XXXVIII, Tucson, AZ.

González, G., Skultety, L., Vargas, G. E., & Deal, J. T.  (2016, November).  Teacher noticing of student thinking during video club discussions of a problem about perpendicular bisectors.  Poster presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA XXXVIII, Tucson, AZ.

González, G., Skultety, L., Deal, J. T., & Vargas, G.E. (2016, June).  Teacher learning in a combined professional development program.  Poster presented at the National Science Foundation’s Discovery Research K-12, Principal Investigators’ Meeting, Washington, D.C.

Deal, J. T., González, G., & Skultety, L., Vargas, G. E.  (2016).  Designing a lesson plan app to archive teachers’ knowledge.  University of Illinois Design Center Proposal, University of Illinois at Urbana-Champaign.

González, G., Deal, J. T. & Skultety, L.  (2016).  Facilitation when combining different professional development models.  Paper presented at the American Educational Research Association annual meeting, Washington, DC.

DeJarnette, A. F., & González, G. (2016).  Geometry students’ arguments about a 1-point perspective drawing.  Paper presented at the American Educational Research Association annual meeting, Washington, DC.

Skultety, L., González, G., & Vargas, G.  (2016).  Teachers’ adaptation of a problem-based lesson during Lesson Study.  Paper presented at the American Educational Research Association annual meeting, Washington, DC.

Skultety, L., & González, G. (2015).  Developing a joint knowledge base for noticing students’ prior knowledge with animated classroom vignettes.  Poster presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA XXXVII, East Lansing, MI.

Vargas, G., & González, G. (2015).  How do geometry teachers construct meanings in relation to students’ prior knowledge.  Poster presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA XXXVII, East Lansing, MI.

González, G. (2015).  Teachers’ understanding of realistic contexts for capitalizing on students’ prior knowledge.  Paper presented at the Fifth International Realistic Mathematics Education Conference, Boulder, CO.

DeJarnette, A. F., & González, G. (2015).  Multiple meanings of an inscription during group work on a geometry problem.  Paper presented at the American Educational Research Association annual meeting, Chicago, IL.

Deal, J. T., & González, G. (2014, October).  Perspective drawings: A different view of dilation.  Presentation at the Illinois Council of Teachers of Mathematics, Tinley Park, IL.

González, G., DeJarnette, A. F., & Rosado-Lausell, S.  (2014, October).  A pottery design problem for teaching perpendicular bisectors.  Presentation at the Illinois Council of Teachers of Mathematics, Tinley Park, IL.

DeJarnette, A., Deal, J. T., & González, G.  (2014, October).  Can Geometry help me locate a grocery store?  Presentation at the Illinois Council of Teachers of Mathematics, Tinley Park, IL.

González, G.  (2014, September).  Considering students’ prior knowledge in mathematics classrooms.  Casa Latina Lunch Series, University of Illinois at Urbana-Champaign.

González, G., DeJarnette, A. F., & Deal, J. T.  (2014, August).  Designing animated vignettes to support teachers’ construction of tasks.  National Science Foundation’s Discovery Research K-12, Principal Investigators’ Meeting, Washington, D.C.