University of Illinois at Chicago, Curriculum and Instruction with a concentration in Mathematics Education, Ph.D.
University of Illinois at Chicago, Teaching of Mathematics, M.S.T.
DePaul University, Mathematics, B.A.
DiNapoli, J & Morales Jr., H. (2021). Translanguaging to Persevere is Key for Latinx Bilinguals’ Mathematics Success. Journal of Urban Mathematics Education, 14(2), 71-104. DOI: https://doi.org/10.21423/jume-v14i2a390
Willey, C. & Morales Jr., H. (2020). Translanguaging to Ensure Latinx Mathematics Learners Thrive. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020
DiNapoli, J. & Morales Jr., H. (2020). Translanguaging to Persevere: Supporting and Recognizing the Meaning-Making Process for Latinx Bilingual Students of Mathematics. Teaching for Excellence and Equity in Mathematics, 11(2), 26-34.
Translanguaging Study Group. (2020). Translanguaging and The Mathematics Classroom. Teaching for Excellence and Equity in Mathematics. 11(2), 8-15. (Contributors: Zandra de Araujo, Carlos Nicolas Gomez, Ji Yeong I, Elyssa Miller, Hector Morales Jr., Sarah Roberts, Erin Smith, Miwa Takeuchi, Mary Truxaw, and Craig Willey)
Willey, C. & Morales, H. (2019). Latinx Learners and Translanguaging in a Mathematics Club. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri.
Morales, H. & DiNapoli J. (2019). Translanguaging to Persevere: Bridging Methodological Lenses to Examine Latinx Bilingual Students’ Problem-Solving. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri
Morales, H., & DiNapoli, J. (2018). Latinx Bilingual Students' Perseverance on a Mathematical Task: A Rehumanizing Perspective. Journal of Research in Mathematics Education, 7(3), 226-250. doi:http://dx.doi.org/10.17583/redimat.2018.3274
Morales Jr., H. (2012). Cases of Practice: Teaching Mathematics to ELLs in Secondary School; Case 4: Twelfth-Grade English Language Learners and the Making of Mathematical Meanings. In S. Celedón-Pattichis & N. G. Ramirez (Eds.), Beyond Good Teaching: Advancing Mathematics Education for ELLs. Reston, VA: National Council of Teachers of Mathematics.
Morales Jr., H., Vomvoridi-Ivanović, E., Khisty, L.L.(2011). A Case Study of Multi-Generational Mathematics Participation in an After-School Setting: Capitalizing On Latinas/os Funds of Knowledge. In Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.) Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing.
State of Illinois, Professional Educator License, 6-12 Mathematics
Room LWH 3010
Northeastern Illinois University
5500 North St. Louis Avenue
chicago, IL 60625