Richard Velasco

Assistant Professor of Math Education

University of Oklahoma

United States

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Richard Velasco is an Assistant Professor of Math Education at the University of Oklahoma, USA. His research interests focus on engaging math students with sociopolitical issues through innovative technologies and promoting critical reflexivity in math teacher education. He has contributed to various articles exploring STEM education, sociotechnical perspectives in engineering, and the internationalization of scientist stereotypes.

Articles (13)

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2025

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2024

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2021

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2021

Collaborators (4)

Jacob Pleasants

Assistant Professor of Science Education

University of Oklahoma

UNITED STATES

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Kate Raymond

Assistant Professor

University of Oklahoma

UNITED STATES

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Jessica Gottlieb

Assistant Professor

Texas Tech University

UNITED STATES

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Joshua Cruz

Assistant Professor

Texas Tech University

UNITED STATES

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Richard Velasco

Research Interests

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Articles (13)

Promoting sociotechnical perspectives of engineering during a summer bridge program

Postulating perfect prompts: Leveraging chatbot technologies to engage math students in sociopolitical issues

The internationalization of scientist stereotypes through new media: Thai students’ perceptions of scientists from graphic interchange formats (GIFs)

Advocates for STEM education: Developing advocacy identity in STEM teacher leadership

Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US

Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program

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Assembling bones, becoming dinosaur: guests’ relationships to museum objects via Deleuzian assemblage within a dinosaur gallery

Case of the (Gay) Ex: Freedom to Live Fully and Deeply

Competent and cold: a directed content analysis of warmth and competence dimensions to identify and categorise stereotypes of scientists portrayed in meme-based GIFs

Exploring Advocacy Self-efficacy Among K-12 STEM Teacher Leaders

Shifts in learning assistants’ self-determination due to COVID-19 disruptions in Calculus II course delivery

Supporting Undergraduate STEMM Education: Perspectives from Faculty Mentors and Learning Assistants in Calculus II

Collaborators (4)

Jacob Pleasants

Kate Raymond

Jessica Gottlieb

Joshua Cruz

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