I research how students come to understand mathematics in meaningful ways. I do this by investigating the ways in which students represent their ideas and what these symbols mean to students. I investigate students’ mathematical thinking and how students’ learning changes over time in relation to curricular and instructional supports, including technology. Find some of my published work on GoogleScholar or ResearchGate.
I have also created a short video to showcase some of the results of resent research projects. In this video I tell a story of three research projects focused on school algebra and some of the practical implications for teachers and teacher educators.
In this graphic I show how my investigations of meaningful learning of algebra and algebraic thinking are focused on students’ mathematics at the core, how to support students’ mathematics with curriculum, instruction, and learning experiences, and broadly how to link the learning and supports for learning over time.
I conceptualize my research area as under the domain of understanding students’ mathematics learning over time. Some of the questions I ask and investigate in my work are:
One ongoing project for me is investigating the interplay between students’ conceptions and their representational fluency. This word cloud shows key ideas of a research study I will present at PME-NA 38 in Tucson, AZ (November 2016) focused on students’ conceptions of functions and students’ meanings of their symbolizations of function rules.