I draw on ideas from sociolinguistics and discourse literatures to research written curriculum and classroom discourse practices as well as the professional development of secondary mathematics teachers. I am especially interested in issues of equity that concern authority, positioning, and voice in mathematics classrooms and professional development. Much of this work has been done in collaboration with colleagues and graduate students in the US and Canada. Findings have been published in national and international journals, including Journal for Research in Mathematics Education, Educational Studies in Mathematics, Journal of Mathematics Teacher Education, Teaching and Teacher Education, Teachers College Record, Mathematics Teacher, and Mathematics Teaching in the Middle School. I have also co-edited three research volumes: Mathematics teachers at work: Connecting curriculum materials and classroom instruction (with Janine Remillard & Gwendolynn Lloyd), Equity in discourse for mathematics education: Theories, practices, and policies (with Jeffrey Choppin, David Wagner, and David Pimm), and Discourse that breaks barriers and create space for marginalized learners (with Roberta Hunter, Marta Civil, Nuria Planas, and David Wagner).
This project involves designing, facilitating, and studying professional development (PD) to support equitable mathematics education. The PD will involve grades 4-8 mathematics teachers across three sites to support the design of a two-week institute focused on enhancing access and agency in relationship to important math practices, followed by ongoing interactions for the math teachers to engage in systematic inquiry of their practice over time to facilitate equitable mathematics teaching and learning in their classrooms.