Research
My research focuses on the teaching and learning of mathematics, with particular attention to instructional quality and the opportunities that classroom instruction creates for students' mathematical thinking and learning. I am especially interested in malleable instructional practices, including task selection and design, teacher support, modelling, explanations, and classroom discourse, and in how these features interact within and across lessons.
A central theme in my research is cognitive activation and how opportunities to reason, explain, generalise, and make mathematical connections are planned by teachers, enacted in classroom instruction, and experienced by students. I also study how such instructional practices relate to mathematics achievement, self-efficacy, mathematics anxiety, and other factors involved in students' learning.
Methodologically, my work primarily draws on quantitative and classroom-based research approaches, including multilevel modelling, structural equation modelling, latent class analysis, questionnaire and achievement data, and structured classroom observations. I am particularly interested in research that can identify and develop instructional practices that create strong opportunities for learning across different groups of students.