Without language, one cannot talk to people and understand them; one cannot share their hopes and aspirations, grasp their history, appreciate their poetry, or savor their songs.

Nelson Mandela

Overarching Research Interests

My research interests lie in two key areas: equity and access to mathematics for English learners and teacher education.  Within each strand, I examine factors both contributing to and detracting from successful mathematics experiences, as well as ways of improving both pre-service and in-service teacher education.  An undercurrent to much of my work is the interplay between the various topics I study and affective beliefs towards mathematics (e.g. attitudes, beliefs, emotions). 

Equity and Access for Multicultural, Multilingual Students

The number of students in the United States who are classified as “English language learners” has been steadily growing for the last several decades, and the growth shows no sign of slowing.  These students face unique challenges in English-language mathematics classrooms, including issues of developing academic language proficiency, (mis)alignment to their prior mathematics experiences, and a potential lack of experience on behalf of mainstream mathematics teachers.  My current research works towards understanding how both pre-service and in-service teachers attend to the mathematical thinking of culturally and linguistically diverse learners, and how this impacts classroom interactions and learning.

Pre-Service & In-Service Teacher Education

I am also interested in the improvement of elementary teacher education, specifically in helping elementary pre-service teachers develop both content, pedagogical, and political knowledge for teaching mathematics.  Teaching is inherently political, and it is critical how notions of agency, power, and privilege operate in our mathematics classrooms. I hope to explore in the future how teachers (both pre-service and in-service) respond to culturally and linguistically diverse students’ mathematical thinking, and how content, pedagogy, language, and power intersect in the classroom.