Research

AI-based teaching simulations

We design and study AI-based simulations and XR environments that provide teachers with risk-free opportunities to practice responsive decision-making in mathematics lessons, while interacting with avatars. This work develops frameworks for understanding experiential learning in simulations, asynchronous teacher learning, and explores how issues of authenticity, relevancy and feedback shape mathematics teachers’ simualtion-based learning.

Teachers’ collaborative professional learning

We research how mathematics teachers learn in diverse settings—from online and hybrid programs to school-embedded professional learning. Our work highlights the power of collaborative discussions and co-design processes, while also tracing the ways professional development facilitators shape these processes. Through design-based research, we create and study innovative environments that help teachers experiment with and expand their mathematically responsive teaching, as well as other goals.

Responsiveness to the world

We explore how mathematics education can respond to broader social, cultural, environmental, and ethical challenges, framing responsiveness as a humanistic stance inspired by the philosophy of Martin Buber and rooted in centering relationships and adopting the other’s perspective. This line of work includes initiatives that bring together Jewish and Arab teachers in leadership groups to foster cross-cultural dialogue about teaching mathematics in times of uncertainty and to reconsider how mathematics connects to students’ lives in such contexts. We also investigate how mathematics teacher education can address urgent global concerns, and contribute to sustainable futures.