Instructional Leadership and
Academic Curriculum
Mathematics Education
Email: richard.velasco@ou.edu
Phone: (405) 325-1498
Office: Collings Hall 120
Dr. Richard Velasco CV (PDF)
Dr. Richard Velasco is an assistant professor of mathematics education in the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma. His primary research focuses on rehumanizing mathematics by shifting power and privilege in mathematics held by dominant groups towards those who have been historically and systemically marginalized. Recently, Dr. Velasco was awarded an Equity in Math Education Research Grant (EMERG) from the National Academy of Education with generous funding from the Bill & Melinda Gates Foundation. The EMERG Program supports individual research projects focused on reconceptualizing the foundations of equitable and ambitious mathematical experiences for K-12 learners, specifically from populations who have historically not had access to such opportunities. His two-year project entails collaborating with Indigenous CHamoru teachers and scholars in Guam and Saipan to create data science learning modules for secondary math students in Micronesia using culturally relevant data. Dr. Velasco's other research interests include STEM teacher advocacy and informal STEM learning spaces. He has published his work in various national and international journals including The Educational Forum, The International Journal of Science and Mathematics Education, and The International Journal of STEM Education. He is also a co-editor for The Electronic Journal for Research in Science and Mathematics Education.
Prior to his role in higher education, Dr. Velasco was recognized for teaching excellence as a secondary math teacher, receiving National Board Certification in Early Adolescent Mathematics from the National Board for Professional Teaching Standards and the Presidential Award for Excellence in Mathematics and Science Teaching bestowed by The White House and The Office of Science and Technology Policy. He taught secondary mathematics for twelve years in Guam, where he is originally from, and Washington state. Dr. Velasco earned a dual bachelor’s degree in mathematics and secondary education from the University of Guam, a master's degree in curriculum and instruction from the University of Saint Mary, and a Ph.D. in curriculum and instruction with a specialization in STEM education from Texas Tech University.
Selected Publications:
Velasco, R. C. L., & Hite, R. (2023). Stakeholders’ conceptions of STEM and elementary STEM clubs within a community-university partnership. The Electronic Journal for Research in Science and Mathematics Education.https://ejrsme.icrsme.com/article/view/23144
Velasco, R. C. L., & Powell, A. (2023). Unincorporated: A duoethnography of rehumanizing mathematics from Guåhan and the US Virgin Islands. Prometeica-Revista de Filosofía y Ciencias, (27), 189-198. https://doi.org/10.34024/prometeica.2023.27.15283
Hite, R., Johnson, L., Gottlieb, J., McNaughtan, J., & Velasco, R. C. L. (2023). Examining the Situative Progression of Teachers’ Novice-to-Expert Development in Education Policy. The Educational Forum, 1-19. https://doi.org/10.1080/00131725.2023.2231995
Velasco, R. C. L., Hite, R., Milbourne, J., & Gottlieb, J. J. (2023). Stand out and speak up: Exploring empowerment perspectives among advocacy activities of American K-12 STEM teachers. Journal of Teacher Development, 27(4), 525-541.https://doi.org/10.1080/13664530.2023.2207095
Velasco, R. C. L., & Degner, K. (2023). Exploring Representations of Linear and Nonlinear Functions. Mathematics Teacher: Learning and Teaching PK-12, 116(5), 349-357. https://doi.org/10.5951/MTLT.2022.0346.
Velasco, R. C. L. (2022). Constant critical reflexivity: Engaging in an archaeology of self to promote racial literacy in a math teacher education program. The Educational Forum. https://doi.org/10.1080/00131725.2022.2126051
Velasco, R. C. L., & Hite, R. (2022). Advocacy interrupted: Exploring K-12 STEM teacher leaders’ conceptions of STEM education advocacy before and during COVID-19. The Electronic Journal for Research in Science & Mathematics Education, 20, 435-457. https://doi.org/10.1007/s10763-021-10176-z
Velasco, R. C. L., Hite, R., & Milbourne, J. (2021). Analyzing advocacy self-efficacy among K-12 STEM teacher leaders. International Journal of Science and Mathematics Education, 20, 435-457.https://doi.org/10.1007/s10763-021-10176-z
Grant Work:
Velasco, R. C. L. (PI). Amplifying Indigenous Micronesian Intelligence for Data Science (MINDS) with Culturally Relevant Data. Equity in Math Education Research Grant. External. Funded by the National Academy of Education and the Bill & Melinda Gates Foundation, $113,000. June 2024 – May 2026.
Velasco, R. C. L. (PI). Informing Equitable Mathematics Teaching and Learning through a Rehumanizing Mathematics Education Lens. Ed Cline Faculty Development Award. Internal. Funded by OU Faculty Senate, $2,500.00. February 2023 – August 2023.
Coghill-Behrends, W. (PI), Colombo, M. (Co-PI), Velasco, R. C. L. (Co-PI), & McDermott, M.(Co-PI). Supporting Excellence in STEM Teaching and Learning through Community of Practice. Sponsored by American Councils for International Education, Private Industry, $5,000.00. July 2021 – December 2021.
Hong, D. (PI), Tomova, M. (Co-PI), Hartzler, J.(Co-PI), Steffen, P. (Co-PI), & Velasco, R. C. L. (Co-PI). Recruiting and Training Community College and University Students to Become Culturally Responsive and Proficient Mathematics Teachers in Iowa. Sponsored by National Science Foundation, $1,424,399.00. July 2019 – July 2024.
