My passion for mathematics, coupled with my enthusiasm for working with students and engaging in inspiring conversations with teachers and teacher educators, has driven me to explore effective teaching practices and how teachers adopt and implement these practices in their classrooms.

My research interests lie at the intersection of mathematics education and teacher learning. Key areas include: professional development and teacher education programs for mathematics teachers; ambitious and equitable mathematical teaching practices; roles of representations in learning, teaching, and teacher learning; pedagogical conversations on mathematical objects; and students’ learning opportunities in mathematical tasks.

Specifically, I am interested in exploring how the intricate mathematical aspects inherent in teacher practice are mediated during teacher professional learning. Within classroom settings and teacher learning programs for both pre-service and in-service mathematics teachers, I study how various teaching representations, such as video-recorded lessons and student work, can be integrated into learning activities for teachers. My goal is to better understand how these representations can provoke pedagogical conversations about mathematical concepts and associated teaching practices.