Research
My research focuses on the teaching and learning of mathematics, with particular attention to cognitive activation and other instructional qualities that create opportunities for students to develop mathematical thinking. I study how such opportunities are planned by teachers, enacted in classroom instruction, and experienced by students.
In my dissertation, I examine relationships between cognitive activation, students' self-related perceptions, and mathematics achievement, as well as how different instructional features co-occur within and across lessons. A recurring interest in my work is how didactical decision-making, such as task selection, teacher support, modelling, explanations, and classroom discourse, shape students' opportunities to reason, explain, and participate in mathematical activity.