Texas Tech University

Weverton Ataide Pinheiro, Ph.D.

Assistant Professor
Curriculum & Instruction

Email: wataidep@ttu.edu

Phone: 806.834.6241

Research: Dr. Weverton Ataide Pinheiro's (he/they/ele) research centers on access, achievement, power, and identity within mathematics education and the STEM fields. Dr. Ataide Pinheiro's approach foregrounds students' voices within the context of mathematical learning. His recent work has explored how heterogeneous students engage with instruction related to Teaching Mathematics for Social Justice (TMSJ) and the theoretical conceptualizations of bilingual education as social justice.

Dr. Ataide Pinheiro has also researched women's experiences in undergraduate and graduate mathematics courses, cross-country textbook analyses (i.e., United States, Brazil, Taiwan, and Singapore), and high school students and pre-service teachers' learning of combinatorial topics when generalizing their own reasoning.

Teaching: Before joining Texas Tech University, Dr. Ataide Pinheiro taught high school mathematics in public and private schools in Brazil and the United States. In addition, he taught multiple content and method courses for elementary education and urban elementary education majors at Indiana University Bloomington and Indiana University Purdue University Indianapolis.

Awards:

  • 2022 Outstanding Associate Instructor, Indiana University Bloomington, School of Education
  • 2019 MAXQDA #ResearchforChange grant
Weverton Ataide Pinheiro

Education

  • Ph.D., Curriculum and Instruction (Mathematics Education), Indiana University Bloomington, 2022
  • M.S., Mathematics Education, National Taiwan Normal University, 2017
  • Lic., Mathematics, University of Brasilia, 2013

Areas of Expertise

  • Mathematics Education
  • STEM Education
  • Gender and Sexuality
  • Critical Scholarship
  • Queer Studies
  • Identity Research

Selected Publications

Ataide Pinheiro, W. (2023). Gender and sexuality in mathematics education: Queer high school students' experiences in the United States. Boletim do Grupo de Estudos e Pesquisa em Educação Matemática, (83), 78-121. https://periodicos.ufrrj.br/index.php/gepem/article/view/830

Ataide Pinheiro, W., & Chávez, R. (2023, October 1-4). Queer high school students' takeaways from the teaching of mathematics for social justice. [Research Report]. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 520–529). University of Nevada, Reno. 10.51272/pmena.45.2023

Ataide Pinheiro, W., Hall, J., Piatek-Jimenez, K., Provost, A., Dias, A., Jackson, B. (2023, October 1-4). Gender and Sexuality in mathematics education working group: supporting learners and scholars through our stories. [Working Group Paper]. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 1021–1023). University of Nevada, Reno. 10.51272/pmena.45.2023

Ataide Pinheiro, W., Piatek-Jimenez, K., Hall, J., Jackson, B., Przybyla-Kuchek, J., Dias, A. (2023).  Working group report: applying theory to data in gender and sexuality mathematics education research. [Working Group Report]. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 1024–1032). University of Nevada, Reno. 10.51272/pmena.45.2023

Ataide Pinheiro, W., Velasco, R., Childers, G. (2023, July 28 – August 2). Developing a Teaching of Mathematics for Social Justice Survey [Research Paper]. In R. Marcone, P. Linardi, R. Milani, J. P. A. de Paulo, A. M. Queiroz & M. T. da Silva (Eds.), Proceedings of the 12th International Conference of Mathematics Education and Society(Vol. 1, pp. 607-615). Universidade Federal de São Paulo, Brazil. https://www.researchgate.net/publication/373449005_Developing_a_Teaching_of_Mathematics_for_Social_Justice_Survey

Hong, J., Cross Francis, D., Haskins, C., Chong, K., Aldrich, K., Ataide Pinheiro, W., Noon, S., & Dickinson, J. (2023). Wellbeing under threat: Multiply marginalized and underrepresented teachers' intersecting identities. Teachers and Teaching: Theory and Practice. Advance online Publication. https://doi.org/10.1080/13540602.2023.2263739

Kirkpatrick Darwin, T., & Ataide Pinheiro, W. (2023). Community college mathematics instructors of color on the pursuit of supporting developmental students' self-efficacy. Prometeica - Revista De Filosofía Y Ciencias, (27), 210–219. https://doi.org/10.34024/prometeica.2023.27.15286

Goldberg, E. R., Darwin, T. K., Esquibel, J. S., Noble, S., Mullins, M., & Ataide Pinheiro, W. (2023). Contemporary debates on equity in STEM education: Takeaways from a doctoral seminar in Equity in STEM Education. Journal of Research in Science, Mathematics and Technology Education, 6(SI), 69-89. https://doi.org/10.31756/jrsmte.214SI

Ataide Pinheiro, W. (2021).Dismantling the ‘All-Boys Club' A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach. International Electronic Journal of Mathematics Education, 16(3), em0652. https://doi.org/10.29333/iejme/11090

Neto, V., & Pinheiro Ataide, W. (2021). The Problematic Issue of Gender in Mathematics Textbooks: A Comparative Analysis Between Brazil and the USA. Revista De Investigação E Divulgação Em Educação Matemática, 5(1). https://doi.org/10.34019/2594-4673.2021.v5.33216

Ataide Pinheiro, W., Ippolito, D. (2021) The role of technology in times of crises: a case study of conceptual gains in Desmos Geometry lessons. Pesquisas E Práticas Educativas, 2, e202107. https://doi.org/10.47321/PePE.2675-5149.2021.2.e202107

Ataide Pinheiro, W. (2020). Mathematical literacy opportunities in textbooks from Brazil, Taiwan, and Singapore. Pesquisas E Práticas Educativas, 1(1), 1-20. https://doi.org/10.47321/PePE.2675-5149.2020.1.e202013

Lubienski, S. T., Ataide Pinheiro, W. (2020). Gender and mathematics: What can other disciplines tell us? What is our role?. Journal of Urban Mathematics Education, 13(1), 1-14. https://doi.org/10.21423/jume-v13i1a377

Willey, C., Ataide Pinheiro, W. (2019). Supporting prospective urban teachers to mine and capitalize on children's multiple mathematical knowledge bases: Community mathematical explorations. In T. G. Bartell, C. Drake, A. Roth McDuffie, J. M. Aguirre, E. E. Turner, & M. Q. Foote (Eds.), Transforming Mathematics Teacher Education: An Equity-Based Approach. Switzerland: Springer.

Burch, L., Ataide Pinheiro, W., & Tillema, E.S. (2019). Opportunities for generalizing within pre-service teachers' symbolization of combinatorial tasks. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. pp 892.01-892.05. University of Missouri. https://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf 

Tso, T., Lei, K. H., Ataide Pinheiro, W., Lu, F. (2018). Comparative implications of mathematical literacy between Taiwanese, Singaporean, and Brazilian textbooks: Using the Pythagorean theorem as an example. Journal of Textbook Research, 11(3), 33-62. http://doi.org/10.6481/JTR.201812_11(3).02

Grant Awards

2023-2026 iBet (Investing in Bilingual Educators in Texas). U.S. Department of Education Augustus F. Hawkins Centers of Excellence Program. PI, Fernando Valle. Co-PIs: Delia Carrizales, Linnie Greenlees, and Weverton Ataide Pinheiro. Percent Contribution: 25%. $1,149,297.

2019-2020 The Empowerment of Women in Mathematics Graduate School. MAXQDA's 2019 Research for Change Grant. PI, Weverton Ataide Pinheiro. Advisor, Barbara Dennis. Percent Contribution: 100%. $1,600.

College of Education

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