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My research concerns the implicit dimensions of mathematics teaching and learning – those rules and characteristics of mathematics as a discipline, which are not discussed explicitly in the classroom, but which teachers and students develop over time. These are some of the questions that interst me: 

  • What are the differences and similarities between mathematics as practiced in school, in higher education, and in the workplace?
  • How do teachers understand mathematics as a discipline, and how do these understandings vary in different classrooms and across grade levels?
  • What are the mechanisms and processes underlying teachers learning about mathematics as a discipline?
  • How does teacher understanding of mathematics as a discipline shape teaching practice, and the ways of doing and thinking about mathematics that students develop?

A separate (but related) research area is cross-community interactions in mathematics education, particularly the conduct of productive collaborations between teachers, mathematicians and mathematics education researchers, in which professionals in these different fields learn from and with one another.

The research projects in the MetaMathica Research Group cover a variety of instructional contexts, from elementary school to higher education, and relates to various aspects of instruction, with a particular focus on the relationships between teacher mathematical knowledge and teaching practice, and their implications regarding the preparation and professional development of mathematics teachers. 

Consider joining our MetaMathica Research Group.

These are some of the of our research projects: