Across all of my research I seek to better understand both students' meaningful learning of mathematics, and the nature of supports for that learning.
I focus on linking research and practice to support and understand students’ meaningful algebra learning in urban public high schools. I network theories to better understand complex phenomena of teaching and learning mathematics in city school classrooms.
As a community-engaged researcher, I seek to build meaningful partnerships with school and community stakeholders with a focus on supporting students’ learning of algebra in urban public schools, classrooms, and teacher-student relationships. Please reach out if you’re interested in collaborating!
The three main strands and related guiding questions of my scholarship are:
Meaningful Learning Strand: I study how students learn algebra and algebraic thinking in meaningful ways.
Teaching and Learning Trajectories Strand: I study how teachers support secondary students’ learning of algebra in school settings over time.
Linking Research, Practice, and Place Strand: I study how to link research and practice in urban public schools with a focus on anti-oppressive practices and policies for marginalized students.
Grad Student Mentorship Opportunities:
Lead Management of Reality Math Circle Project.
Co-author papers for conferences and journals.
Lead of co-create expereinces and artifacts to strengthen research-practice links (e.g. video, sketch, write, teacher PD).
Writing Across the Curriculum Faculty Fellow, Syracuse University, 2019-2020
Service, Teaching, and Research (STaR) Fellow of the Association of Mathematics Teacher Educators (AMTE), 2019 Cohort
Linking Research and Practice Outstanding Publication Award, National Council of Teachers of Mathematics, Mathematics Teacher. The winning article, "Equivalent Expressions Using CAS and Paper-and-Pencil Techniques" was authored by Nicole L. Fonger, published May 2014, pp. 688-93.