James Sheldon
Curriculum Vitae
January 5, 2024
Ph.D. Teaching and Teacher Education, University of Arizona, May 2024 (expected)
M.A. Mathematics, University of Northern Colorado, 2019
M.A. Special Education, San Francisco State University, 2014
M.A. Equity and Social Justice in Education, San Francisco State University, 2010
B.A. Interdisciplinary Computer Science Teaching, University of California, Santa Cruz, 2006
TEACHING APPOINTMENTS
| 2022-24 | Instructional Faculty, Mathematics, Full-time Regular, Pima Community College |
| Faculty Fellow, Contemplative Pedagogy, Pima Community College | |
| 2021-22 | Instructional Faculty, Mathematics, Full-time 1-Year Provisional, Pima Community College |
| Discipline Coordinator, Liberal Arts Mathematics, Pima Community College | |
| 2013-15 | Educational Specialist, California Virtual Academies |
PUBLICATIONS
Practitioner Books
2019 Tan, P., Padilla, A., Mason, E., & Sheldon, J. Humanizing disability in mathematics education: Forging new paths. National Council of Teachers of Mathematics.
Peer Reviewed Practitioner Journals
| 2021 | Designing tasks for collaborative groupwork. MathAMATYC Educator, 13(1), 56-60. |
| 2019 | Wood, M.B., Sheldon, J., Felton-Koestler, M.D., Oslund, J., Parks, A. N., Crespo, S., & Featherstone, H. Supporting equitable participation: Eight teaching moves. Teaching Children Mathematics, 25(4), 218-223. |
Peer Reviewed Research Journals
2019 Rands, K & Sheldon, J. The Possibility of a Disability Studies in Education Continuing Education Course: A Deleuzoguattarian Stratoanalysis. Journal of Curriculum Theorizing 34(1), 83-90. http://journal.jctonline.org/index.php/jct/article/view/768/389
2017 Sheldon, J., & Rands, K. Whatever will be will be: Queering disabled subjects’ temporality. Philosophical Inquiry in Education, 24(4), 368–378. https://journals.sfu.ca/pie/index.php/pie/article/view/947.
2017 The pedagogy of the student: Reclaiming agency in receptive subject-positions.
Journal of Curriculum Theorizing, 32(1), 91-103. http://journal.jctonline.org/index.php/jct/article/view/681/Sheldon.
2017 Problematizing reflexivity, validity, and disclosure: Research by people with disabilities about disability. The Qualitative Report, 22(4), 984-1000. http://nsuworks.nova.edu/tqr/vol22/iss4/4/.
Editor Reviewed Publications
2019 Towards a queer curriculum of infinity. In Letts, W. and Fifield, S. STEM of desire: Queer theories in science education. Brill. <https://www.thequeermathematicsteacher.com/wp-content/uploads/2021/10/Sheldon-J.-2019.-Towards-a-Queer-Curriculum-of-Infinity.-In-STEM-of-Desire.pdf>
2016 “What works” doesn’t work: The problem with the call for evidence based practices in the classroom. Badass Teachers Association White Paper Series #2. http://files.eric.ed.gov/fulltext/ED574817.pdf.
2016 Versatile: A queer interpretation of collaborative groupwork. In Brockenbrough, E., Ingrey, J., Martino, W, and Rodriguez, N.M. Critical Concepts in Queer Studies and Education: An International Guide for the Twenty-First Century.
Palgrave-MacMillian.
2014 Transforming from the bottom up: A book review of mathematics for equity: A framework for successful practice. Journal of Urban Mathematics Education, 7(2). http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/240/164.
2004 Grading students without degrading learning. In National Teaching and Learning Forum 13. http://onlinelibrary.wiley.com/doi/10.1002/ntlf.10075/epdf.
Peer-Reviewed Conference Proceedings
2018 Sheldon, J. and Rands, K. Constructing microworlds, constructing knowledge, constructing communities: Mathematical microworlds and constructivist theory, 40th North American Chapter of the International Group for the Psychology of Mathematics Education. (p. 1285).
2017 Sheldon, J. and Rands, K. Reframing mathematics disability: Emerging critical perspectives. 39th North American Chapter of the International Group for the
Psychology of Mathematics Education. (pp. 1443).
2017 Lewis, K., Sheldon, J., et al. Critical perspectives on disability and mathematics education. 39th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1474-1480).
2016 Sheldon, J., Patterson, C., & Wood, M. Problem solving as co-construction of narrative: Collaboration and shared cognition in a calculus workshop. 38th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1149).
2016 Sheldon, J., Rands, K, et al. Reframing interventions in mathematics education: Emerging critical perspectives. 38th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1698-1703).
2013 Sheldon, J. and Rands, K. Queering, trans-forming, and en-gendering mathematics and mathematics education. 35th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1367-1373).
In Preparation
Safety and Risk: On Participation and Student Agency, draft manuscript Volume and Surface Area of an Iglu (Integrating a Catenary), draft manuscript Ill-Structured Tasks and Square Root Integrals, draft manuscript
An Applied Problem-Solving Approach to Calculus 1, draft IBL Course notes
GRANTS, AWARDS, FELLOWSHIPS
Grant Writer
2022 National COMmunity for Mathematical Inquiry in Teaching (COMMIT) Justice, Inclusion, Diversity, Equity, Access Grant. (with Jamie Ryan.)
2022-25 Teaching for PROWESS Grant, Pima Community College (co-authored with a committee of faculty).
Cohort Participation
2023-25 Framing Mathematics as a Foundation for Ethical STEM (NSF Grant) 2023- Culturally Affirming Precalculus, University of Arizona (NSF Grant)
Scholarships
2020 Hollis L. Caswell Laureate Scholarship, Kappa Delta Pi
2018 Erasmus Circle Graduate Scholarship, College of Education, University of Arizona
2018 Baer Reintegration Scholarship, The Center for Reintegration 2017 Sir Alan Penrod Scholarship, Leather Leadership Conference
2013 Sally Casanova Pre-Doctoral Scholarship, California State University
Awards
2023 Dissertation Fellowship, Chancellor’s Doctoral Incentive Program, California State University Office of the Chancellor
2021 Striving for Excellence in Teaching Award, Pima Community College
2017 Contemplative Social Justice Scholar, Center for Contemplative Mind in Society 2016 Graduate Student Paper Award, Journal of Curriculum Theorizing (Bergamo
Conference)
2016 Student Paper Winner, “The 2003 Naturist Youth Camp Controversy: A Case Study of Youth Agency,” Naturist Education Foundation
2016 AERA Paulo Freire, Critical Pedagogy and Emancipation, SIG Travel Stipend 2016 Chancellor’s Doctoral Incentive Program Scholar, California State University
Office of the Chancellor
2014 Distinguished Achievement Award, Division of Graduate Studies, San Francisco State University
2010 Conference Travel Grant, AERA Division D
CONFERENCE ACTIVITY
Conference Presentations
2021 Sheldon, J. and Rands, K. “If qualitative research isn’t generalizable, what is the point?”: Revisiting John Elliott’s concept of universalizable research.
International Conference of Qualitative Inquiry, Virtual, May 19-22.
2021 An incipient queer meets a teacher educator: A virtual (auto-) duoethnography. American Association for the Advancement of Curriculum Studies, Virtual, Apr 29-May 1.
2020 Sheldon, J and Rands, K. DisEdQueer (Disability Studies / in Education / Queer): A methodology of practice. International Conference of Qualitative Inquiry, Champaign, IL, May 20-23. (cancelled).
2020 Bringing multiply marginalized identities into teaching: The role of non-teaching identities in the mathematics classroom. American Association for the Advancement of Curriculum Studies, San Francisco, CA, Apr 15-17.
2019 Towards a queer curriculum of infinity: An extension of Sumara and Davis’ Queer Curriculum Theory. Bergamo Conference on Curriculum Theory and Practice, Dayton, OH, Oct 10-12.
2019 “F*** it, Autism is a gender now”: a case study of an Autistic, Non-binary Mathematics teacher. Bergamo Conference on Curriculum Theory and Practice, Dayton, OH, Oct 10-12.
2019 Mathematics teacher identity, teacher identity, and intersectional identities: An overview and recommendations for further research. Mathematics Education and Society International Conference, Hyderabad, India, Jan 28-Feb 2.
2018 Beyond empiricism: The role of fiction in phenomenological research. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, November 1-3.
2018 Complicity in silence: Middle school and high school as an incipient queer. International Congress of Qualitative Inquiry, Champaign, IL, May 16-19.
2018 How do you even do this? A tour of queering mathematics and mathematics education. American Association for the Advancement of Curriculum Studies Conference, Queens, NY, April 11-13.
2017 Sheldon, J. and Courey, S. Mathematical and queer identity in schools: Educational disparities and lost opportunities. American Association for the Advancement of Curriculum Studies, San Antonio, TX, April 24-27.
2016 From no future to the ship of fools: Building an alternative futurity for children and adults with disabilities. International Somatechnics Conference, Byron Bay, Australia, December 1-3.
2016 The learning of the oppressed: Reclaiming agency in receptive subject-positions.
Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 13-15.
2016 Universal design for learning in Algebra 1 textbooks: A queer curriculum theory reading. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 13-15.
2016 Sheldon, J. and Rands, K. Normative temporality in the intervention paradigm: Towards a queer/trans critique. Trans*Studies: An International Transdisciplinary Conference on Gender, Embodiment, and Sexuality, Tucson, AZ, September 7-10.
2016 Why subjectivity matters: Case studies of using queer autoethnography in educational research. International Congress of Qualitative Inquiry, Champaign, IL, May 19-21.
2013 Erasing queer subjects, constructing disabled subjects: Towards a queering of mathematics disabilities. Debilitating Queerness: DC Queer Studies Symposium, College Park, MD, April 5. http://files.eric.ed.gov/fulltext/ED560838.pdf
2012 Teaching the unteachable: Constructing a queer pedagogy by reading Samuel Delany’s The Mad Man. Delany at 70: Honoring the Life and Work of Samuel R. Delany: DC Queer Studies Symposium, College Park, MD, April 20.
2010 The California Teachers’ Association Gay, Lesbian, Bisexual, Transgender
Caucus: Transforming a heteronormative organization. American Educational Research Association, Denver, CO, April 30-May 4.
2010 (Re)Searching queer subjects: Issues and challenges in the development and implementation of queer methodologies. American Educational Research Association, Denver, CO, April 30-May 4. http://files.eric.ed.gov/fulltext/ED538185.pdf.
Sessions Chaired
| 2020 | Connections and Relationships Shaping and Redefining Queerness in Education, Virtual, April 8-12. |
| 2018 | Queering Research, International Congress of Qualitative Inquiry. International Congress of Qualitative Inquiry, Champaign, IL, May 16-19. |
| 2016 | Issues of Identity Navigation and Construction Among Queer Youth. American Educational Research Association, Washington, DC, April 8-12. |
| 2013 | LGBTQ Youth and the Promise of Education: From Bullying to Affirmation. American Educational Research Association, San Francisco, CA, April 27-May 1. |
WORKSHOP FACILITATOR
| 2022 | How to Design a Clear and Effective Contract Grading System, 48th AMATYC Annual Conference, Toronto, November 17-20. |
| 2022 | Alternative Assessment Strategies for Community College Mathematics. ArizMATYC/MAA Southwestern Section Joint Conference, Mesa, April 1-2. |
| 2021 | LGBTQ and Disability Identity in Mathematics Education: Intersections, Reflections, and Approaches. National Council of Teachers of Mathematics Meeting & Exposition, Virtual, May 1. |
| 2018 | Designing Mathematics Tasks Using Universal Design for Learning. Pima Faculty Teaching Strategies Workshop, Tucson, August 11. |
| 2018 | An Inqu[ee]ry into LGBTQ and Mathematical Identity. TODOS: Mathematics for All Conference, Scottsdale, June 21-23. |
| 2018 | Leveraging Learning Theory to Improve Instruction. Leather Leadership Conference, Atlanta, March 9-11. |
| 2017 | Adapting Problems to make them Groupworthy. Pima Faculty Teaching Strategies Workshop, Tucson, August 12. |
| 2017 | Against Pedagogy: Why We Need to Force the Teaching Genie Back into the Bottle. Leather Leadership Conference, Atlanta, March 10-12. |
| 2017 | CPM For Students with Disabilities: Curricular Support for Universal Design, CPM Teacher Conference, San Francisco, February 23-25. |
| 2016 | Moving from Individual Deficits to Complex Instruction. TODOS: Mathematics |
for All, Scottsdale, June 23-25.
2014 From Individual Deficits to Complex Instruction. California Mathematics Council-North (Asilomar), Pacific Grove, December 5-7.
2013 Rethinking Mathematics (Dis)ability: From Deficit to Complex Instruction.
California Mathematics Council-North (Asilomar), Pacific Grove, December 6-8.
CERTIFICATIONS
Higher Education
2021 Level One Certificate, Center for the Integration of Research, Teaching, and Learning (CIRTL)
K-12 Education
2022 California Clear Single Subject Teaching Certificate, Grades 6-12, Mathematics 2022 Arizona Standard Teaching Certificate, Grades 6-12, Mathematics
2020 Arizona Computer Science Approved Area
2020 Arizona Subject Matter Expert Standard Teaching Certificate, Grades 6-12, Mathematics 2017 Arizona Standard Professional Mild/Moderate Disabilities Special Education, K-12 2015 California Clear Educational Specialist Mild/Moderate Disabilities Certificate, K-12.
Other
2020 Arizona Standard Adult Education Certificate 2019 Google Certified Educator, Level Two
COLLEGE TEACHING EXPERIENCE
Pima Community College, Tucson, AZ, Instructor of Record
Elementary Algebra (Fall 2018)
Mathematics Success Support (Fall 2018, Fall 2021)
Topics: Finance, Data Analysis, Statistics (Spring/Fall 2018, Fall 2020, Spring 2021, Summer 2021, Fall 2021, Spring 2022, Summer 2022, Fall 2022, Spring 2024) and
Corequisite (Spring 2022)
College Algebra (Fall 2017, Spring 2020, Fall 2023, Spring 2024) and Corequisite (Fall
2021)
Trigonometry (Fall 2021) Business Calculus (Fall 2021)
Calculus 1 (Spring 2022, Summer 2022, Spring 2023, Fall 2023, Spring 2024) Mathematics for Elementary Teachers II (Summer 2022)
Pre-College Algebra (Fall 2022, Spring 2023) Pre-Calculus Accelerated (Fall 2022)
Pre-Calculus I (Spring 2023)
College Success and Career Planning (Spring 2024)
University of Arizona, Tucson, AZ
Schedule for Success, Beginning Algebra Support Course (Instructor of Record, Fall 2016/2017)
Secondary Math Methods (Teaching Assistant for credit, Fall 2017) Elementary Math Methods (Teaching Assistant for credit, Spring 2016) Student Teacher University Supervisor, High School (for credit, Spring 2018)
K-12 INSTRUCTION EXPERIENCE
Art of Problem Solving (AoPS), Online
Pre-Algebra (Spring 2020)
Pre-Algebra 2 (Summer 2020)
Introduction to Algebra B (Summer 2020, Fall 2020) Intro to Counting and Probability (Fall 2020) Intermediate Algebra (Spring 2021)
Python (Summer 2021)
Pre-Calculus (Winter 2022)
Paradoxes and Infinity (Summer 2023)
California Virtual Academies at San Mateo, Online
Special Education (Fall 2013- Spring 2015)
Algebra 1(Fall 2013- Spring 2015)
Pre-Algebra (Fall 2013- Spring 2015)
Writing (Fall 2013- Spring 2015)
Japanese Community Youth Council Upward Bound, San Francisco, CA
Algebra 2 (Summer 2013)
Pre-Calculus (Summer 2013)
Tilden Preparatory, Walnut Creek, CA
Algebra 2 (Summer 2012)
Pre-Calculus (Summer 2012) Linear Algebra (Summer 2012)
Denman Middle School, San Francisco, CA
Special Education (Summer 2010)
SERVICE
Pima College Service
Pima Community College / University of Arizona Faculty Mentor for S-STEM Transfer Student
Cohort, 2022-23
Pima Community College Faculty Allocation Collaborative Taskforce (FACT), 2023-24 Pima Community College Mathematics Division Faculty Committee, Faculty Qualifications
Task Force, 2023
Pima Community College Mathematics Division Faculty Committee, Grading Policy Subcommittee, Chair, 2021-23
Pima Community College Faculty Senate, 2020-24
Pima Community College All Employee Representative Council (AERC), 2021, 2023-24 Presenter, Pima Faculty Teaching Strategies Workshop, 2022, 2018, 2017
Presenter, Pima Online Faculty Conference, 2021, 2022 Pima Adjunct Faculty Committee, 2017-21
Service to the Profession
Mindfulness SIG Co-Chair, Professional and Organizational Development (POD Network), 2023-24
The Critical Philosophical and Psychoanalytic Institute for Mathematics Education (CPPI ME), Fellow, 2021-Present.
Pathways Statement Subcommittee, American Mathematical Association of Two-Year Colleges, 2020-21 (Transitioned to A-Net, 2022)
Editorial Board, The Qualitative Report, 2017-21 Manuscript Review Board, Disability Studies, 2017-19
AERA Paulo Freire SIG, Graduate Student Advisory Board, 2016-17
Psychology of Mathematics Education – North American Chapter (PME-NA) National Steering Committee, 2016-17
AERA Queer SIG Steering Committee, 2012-13
California Association of Mathematics Teacher Educators, Advocacy Committee, 2013-17
PROFESSIONAL MEMBERSHIPS
American Educational Research Association (AERA), 2008-2023
American Mathematical Association of the Two-Year Colleges (AMATYC), 2018-2024 Arizona Mathematical Association of the Two-Year Colleges (ArizMATYC), 2017-2022 Association of Mathematics Teacher Educators (AMTE), 2016-2025
Mathematical Association of America (MAA), 2016-2023 National Council of Teachers of Mathematics (NCTM), 2013-2023
Professional Organizational Development (POD) Network, 2019-2023 Society for Industrial and Applied Mathematics (SIAM), 2021-2022 TODOS: Mathematics for All, 2014-2026
James Sheldon
Curriculum Vitae
December 20, 2020
EDUCATION
Ph.D. Teaching and Teacher Education, University of Arizona, 2022 (expected)
M.A. Mathematics, University of Northern Colorado, 2019
M.A. Special Education, San Francisco State University, 2014
M.A. Equity and Social Justice in Education, San Francisco State University, 2010
B.A. Interdisciplinary Computer Science Teaching, University of California, Santa Cruz, 2006
Teaching Credential
2015 Mild-to-Moderate Educational Specialist (K-12), San Francisco State University
PUBLICATIONS
Peer Reviewed Research Journals
2019 Rands, K & Sheldon, J. The Possibility of a Disability Studies in Education Continuing Education Course: A Deleuzoguattarian Stratoanalysis. Journal of Curriculum Theorizing 34(1), 83-90. http://journal.jctonline.org/index.php/jct/article/view/768/389
2017 Sheldon, J., & Rands, K. Whatever will be will be: Queering disabled subjects’ temporality. Philosophical Inquiry in Education, 24(4), 368–378. https://journals.sfu.ca/pie/index.php/pie/article/view/947.
2017 The pedagogy of the student: Reclaiming agency in receptive subject-positions. Journal of Curriculum Theorizing, 32(1), 91-103. http://journal.jctonline.org/index.php/jct/article/view/681/Sheldon.
2017 Problematizing reflexivity, validity, and disclosure: Research by people with disabilities about disability. The Qualitative Report, 22(4), 984-1000. http://nsuworks.nova.edu/tqr/vol22/iss4/4/.
Peer Reviewed Practitioner Journals
2019 Wood, M.B., Sheldon, J., Felton-Koestler, M.D., Oslund, J., Parks, A. N., Crespo, S., & Featherstone, H. Supporting equitable participation: Eight teaching moves. Teaching Children Mathematics, 25(4), 218-223.
Practitioner Books
2019 Tan, P., Padilla, A., Mason, E., & Sheldon, J. Humanizing disability in mathematics education: Forging new paths. National Council of Teachers of Mathematics.
Editor Reviewed Publications
2019 Towards a queer curriculum of infinity. In Letts, W. and Fifield, S. STEM of desire: Queer theories in science education. Brill.
2016 “What works” doesn’t work: The problem with the call for evidence based practices in the classroom. Badass Teachers Association White Paper Series #2. http://files.eric.ed.gov/fulltext/ED574817.pdf.
2016 Versatile: A queer interpretation of collaborative groupwork. In Brockenbrough, E., Ingrey, J., Martino, W, and Rodriguez, N.M. Critical Concepts in Queer Studies and Education: An International Guide for the Twenty-First Century. Palgrave-MacMillian.
2014 Transforming from the bottom up: A book review of mathematics for equity: A framework for successful practice. Journal of Urban Mathematics Education, 7(2). http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/240/164.
2004 Grading students without degrading learning. In National Teaching and Learning Forum 13. http://onlinelibrary.wiley.com/doi/10.1002/ntlf.10075/epdf.
Peer-Reviewed Conference Proceedings
2018 Sheldon, J. and Rands, K. Constructing microworlds, constructing knowledge, constructing communities: Mathematical microworlds and constructivist theory, 40th North American Chapter of the International Group for the Psychology of Mathematics Education. (p. 1285).
2017 Sheldon, J. and Rands, K. Reframing mathematics disability: Emerging critical perspectives. 39th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1443).
2017 Lewis, K., Sheldon, J., et al. Critical perspectives on disability and mathematics education. 39th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1474-1480).
2016 Sheldon, J., Patterson, C., & Wood, M. Problem solving as co-construction of narrative: Collaboration and shared cognition in a calculus workshop. 38th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1149).
2016 Sheldon, J., Rands, K, et al. Reframing interventions in mathematics education: Emerging critical perspectives. 38th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1698-1703).
2013 Sheldon, J. and Rands, K. Queering, trans-forming, and en-gendering mathematics and mathematics education. 35th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1367-1373).
Articles in Submission
Designing Tasks for Collaborative Groupwork. MathAMATYC Educator.
Constructing Microworlds, Constructing Knowledge, Constructing Communities: Mathematical Microworlds and Constructivist Theory. Digital Experiences in Mathematics Education.
GRANTS, AWARDS, FELLOWSHIPS
Scholarships
2020 Hollis L. Caswell Laureate Scholarship, Kappa Delta Pi
2018 Erasmus Circle Graduate Scholarship, College of Education, University of Arizona
2018 Baer Reintegration Scholarship, The Center for Reintegration
2017 Sir Alan Penrod Scholarship, Leather Leadership Conference
2013 Sally Casanova Pre-Doctoral Scholarship, California State University
Awards
2016 Graduate Student Paper Award, Journal of Curriculum Theorizing (Bergamo Conference)
2016 Student Paper Winner, “The 2003 Naturist Youth Camp Controversy: A Case Study of Youth Agency,” Naturist Education Foundation
2016 Chancellor’s Doctoral Incentive Program Scholar, California State University Office of the Chancellor
2014 Distinguished Achievement Award, Division of Graduate Studies, San Francisco State University
Travel Grants
2017 Contemplative Social Justice Scholar, Center for Contemplative Mind in Society
2017 Mini Grant Award, Arizona Association of Teachers of Mathematics
2016 AERA Division B (Curriculum Studies) Travel Stipend
2016 AERA Paulo Freire, Critical Pedagogy and Emancipation, SIG Travel Stipend
2010 Conference Travel Grant, AERA Division D
CONFERENCE ACTIVITY
Conference Presentations
2020 “This research is not generalizable”: Revisiting John Elliott’s concept of universalizable research. International Conference of Qualitative Inquiry, Champaign, IL, May 20-23. (cancelled).
2020 Sheldon, J and Rands, K. DisEdQueer (Disability Studies / in Education / Queer): A methodology of practice. International Conference of Qualitative Inquiry, Champaign, IL, May 20-23. (cancelled).
2020 Bringing multiply marginalized identities into teaching: The role of non-teaching identities in the mathematics classroom. American Association for the Advancement of Curriculum Studies, San Francisco, CA, Apr 15-17.
2019 Towards a queer curriculum of infinity: An extension of Sumara and Davis’ Queer Curriculum Theory. Bergamo Conference on Curriculum Theory and Practice, Dayton, OH, Oct 10-12.
2019 “F*** it, Autism is a gender now”: a case study of an Autistic, Non-binary Mathematics teacher. Bergamo Conference on Curriculum Theory and Practice, Dayton, OH, Oct 10-12.
2019 Mathematics teacher identity, teacher identity, and intersectional identities: An overview and recommendations for further research. Mathematics Education and Society International Conference, Hyderabad, India, Jan 28-Feb 2.
2018 Beyond empiricism: The role of fiction in phenomenological research. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, November 1-3.
2018 Complicity in silence: Middle school and high school as an incipient queer. International Congress of Qualitative Inquiry, Champaign, IL, May 16-19.
2018 How do you even do this? A tour of queering mathematics and mathematics education. American Association for the Advancement of Curriculum Studies Conference, Queens, NY, April 11-13.
2017 Sheldon, J. and Courey, S. Mathematical and queer identity in schools: Educational disparities and lost opportunities. American Association for theAdvancement of Curriculum Studies, San Antonio, TX, April 24-27.
2016 From no future to the ship of fools: Building an alternative futurity for children and adults with disabilities. International Somatechnics Conference, Byron Bay, Australia, December 1-3.
2016 The learning of the oppressed: Reclaiming agency in receptive subject-positions. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 13-15.
2016 Universal design for learning in Algebra 1 textbooks: A queer curriculum theory reading. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 13-15.
2016 Sheldon, J. and Rands, K. Normative temporality in the intervention paradigm: Towards a queer/trans critique. Trans*Studies: An International Transdisciplinary Conference on Gender, Embodiment, and Sexuality, Tucson, AZ, September 7-10.
2016 Why subjectivity matters: Case studies of using queer autoethnography in educational research. International Congress of Qualitative Inquiry, Champaign, IL, May 19-21.
2013 Erasing queer subjects, constructing disabled subjects: Towards a queering of mathematics disabilities. Debilitating Queerness: DC Queer Studies Symposium, College Park, MD, April 5. http://files.eric.ed.gov/fulltext/ED560838.pdf
2012 Teaching the unteachable: Constructing a queer pedagogy by reading Samuel Delany’s The Mad Man. Delany at 70: Honoring the Life and Work of Samuel R. Delany: DC Queer Studies Symposium, College Park, MD, April 20.
2010 The California Teachers’ Association Gay, Lesbian, Bisexual, Transgender Caucus: Transforming a heteronormative organization. American Educational Research Association, Denver, CO, April 30-May 4.
2010 (Re)Searching queer subjects: Issues and challenges in the development and implementation of queer methodologies. American Educational Research Association, Denver, CO, April 30-May 4. http://files.eric.ed.gov/fulltext/ED538185.pdf.
Sessions Chaired
2018 Queering Research, International Congress of Qualitative Inquiry. International Congress of Qualitative Inquiry, Champaign, IL, May 16-19.
2016 Issues of Identity Navigation and Construction Among Queer Youth. American Educational Research Association, Washington, DC, April 8-12.
2013 LGBTQ Youth and the Promise of Education: From Bullying to Affirmation. American Educational Research Association, San Francisco, CA, April 27-May 1.
WORKSHOP FACILITATOR
2021 Invited, LGBTQ and Disability Identity in Mathematics Education: Intersections, Reflections, and Approaches. National Council of Teachers of Mathematics Meeting & Exposition, St Louis, April 21-24.
2018 Designing Mathematics Tasks Using Universal Design for Learning. Pima Faculty Teaching Strategies Workshop, Tucson, August 11.
2018 An Inqu[ee]ry into LGBTQ and Mathematical Identity. TODOS: Mathematics for All Conference, Scottsdale, June 21-23.
2018 Leveraging Learning Theory to Improve Instruction. Leather Leadership Conference, Atlanta, March 9-11.
2017 Adapting Problems to make them Groupworthy. Pima Faculty Teaching Strategies Workshop, Tucson, August 12.
2017 Against Pedagogy: Why We Need to Force the Teaching Genie Back into the Bottle. Leather Leadership Conference, Atlanta, March 10-12.
2017 CPM For Students with Disabilities: Curricular Support for Universal Design, CPM Teacher Conference, San Francisco, February 23-25.
2016 Moving from Individual Deficits to Complex Instruction. TODOS: Mathematics for All, Scottsdale, June 23-25.
2014 From Individual Deficits to Complex Instruction. California Mathematics Council-North (Asilomar), Pacific Grove, December 5-7.
2013 Rethinking Mathematics (Dis)ability: From Deficit to Complex Instruction. California Mathematics Council-North (Asilomar), Pacific Grove, December 6-8.
RESEARCH EXPERIENCE
Research Assistant (for credit), Identity Noyce Project (Spring 2018, Fall 2019)
Summer Research Intern, Vector Calculus and Discourse Project (Summer 2014)
Pima Community College, Instructor of Record
Elementary Algebra (Fall 2018)
Mathematics Success Support (Fall 2018)
Topics: Finance, Data Analysis, Statistics (Spring/Fall 2018, Fall 2020)
College Algebra (Fall 2017, Spring 2020)
University of Arizona
(Instructor of Record)
Schedule for Success, Beginning Algebra Support Course (Fall 2016/2017)
(Teaching Assistant for Credit)
Student Teaching uMentor/Supervisor (Spring 2018)
Secondary Math Methods (Fall 2017)
Elementary Math Methods (Spring 2017)
Diversity and Special Education Graduate Seminar (Spring 2017, Fall 2018)
(Teaching Assistant)
Informal Learning Environments, Teaching Personal Responsibility (Spring 2016)
K-12 INSTRUCTION EXPERIENCE
Art of Problem Solving (AoPS)
Pre-Algebra (Spring 2020)
Pre-Algebra 2 (Summer 2020)
Introduction to Algebra B (Summer 2020, Fall 2020)
Intro to Counting and Probability (Fall 2020)
Intermediate Algebra (Spring 2021)
Additional Substitute Teaching Experience: Contest Preparation, Programming with Python, Precalculus, Intermediate Algebra, Geometry, Number Theory
California Virtual Academies at San Mateo
Special Education, Algebra 1, Pre-Algebra, Writing (Fall 2013- Spring 2015)
Japanese Community Youth Council (JCYC) Upward Bound
Algebra 2, Pre-Calculus (Summer 2013)
Tilden Preparatory
Algebra 2, Pre-Calculus, Linear Algebra (Summer 2012)
Denman Middle School
Special Education (Spring 2013, Summer 2010)
SERVICE
Community College Service
Pathways Statement Subcommittee, American Mathematical Association of Two-Year Colleges, 2020
Mathematics Standards in the Two-Year Colleges Committee (Pathways Subcommittee Representative), American Mathematical Association of Two-Year Colleges, 2020
Pima Community College Faculty Senate, 2020-2022
Presenter, Pima Faculty Teaching Strategies Workshop, 2018, 2017
Pima Adjunct Faculty Committee, 2017-2020
Peer Review
American Educational Research Association, Society of Professors of Education, Psychology of Mathematics Education, North America Conference
The Mathematics Teacher, The High School Journal, Journal of Curriculum Theorizing
Editorial Board, The Qualitative Report, 2017-18
Manuscript Review Board, Disability Studies, 2017-19
Special Issue, “Putting Theory to Work in Teacher Education for Social Justice,” Issues in Teacher Education,2016
Travel Grant, Graduate and Professional Student Council, University of Arizona 2015-18
National Committee Service
AERA Paulo Freire SIG, Graduate Student Advisory Board, 2016-17
Psychology of Mathematics Education – North American Chapter (PME-NA) National Steering Committee, 2016-17
Psychology of Mathematics Education – North American Chapter (PME-NA) Local Organizing Committee, 2015-16
AERA Queer SIG Steering Committee, 2012-13
Statewide Committee Service
California Association of Mathematics Teacher Educators, Advocacy Committee, 2012-17
University Committee Service
Academic Personnel Policies Committee, University of Arizona, 2016-18
Vice President, College of Education Student Government (“EdGov”), University of Arizona, 2016-17
Graduate Council, University of Arizona, 2016-17
Student Health Insurance Advisory Committee, University of Arizona, 2016-17
Graduate and Professional Student Council, University of Arizona, 2016-17
Graduate Student Organizing Committee, University of Arizona, 2015-18
Safe Zone Facilitator, Office of LGBTQ Affairs, University of Arizona, 2015-16
Graduate Curriculum Committee, Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 2015-16
PROFESSIONAL MEMBERSHIPS (Present and Past)
Professional Organizations
American Mathematical Association of the Two-Year Colleges
Arizona Association of Teachers of Mathematics (AATM)
Arizona Mathematical Association of the Two-Year Colleges
National Writers Union (NWU)
TODOS: Mathematics for All
Research Organizations
American Educational Research Association (AERA): Division B (Curriculum Studies), Disability Studies in Education SIG, Paulo Freire SIG, Queer SIG, Research in Mathematics Education SIG, Special Education SIG
Honor Societies
Kappa Delta Pi (Educators)
CERTIFICATIONS
2020 Arizona Standard Adult Education Certificate (Expires: 06/10/2033)
2020 Arizona Structured English Immersion Certification
2020 Arizona Computer Science Approved Area
2020 Brightspace D2L LEAD Level Certification, Pima Community College
2020 Arizona Subject Matter Expert Standard Teaching Certificate, Grades 6-12, Mathematics (Expires: 6/1/2032)
2019 Google Certified Educator, Level Two
2018 Faculty Teaching Standards Certificate: General Education, Special Education, Developmental Mathematics, Teaching Mathematics, Academic Mathematics, Pima Community College
2017 Arizona Standard Professional Mild/Moderate Disabilities Special Education, K-12 (Expires: 6/10/2025).
2015 California Clear Professional Education Specialist Instruction Credential, Mild-Moderate Disabilities, Grades K-12, Autism Authorization, English Learner Authorization (ELA) Authorization (Expires: February 2025)