# positions[].organizations[].parent[].label
College of Education and Human Development

# overview
My research explores mathematics education as a humanizing (Freire, 1970) practice, emphasizing the connection between learners' well-being and sociohistorical contexts in shaping their meaningful experiences in mathematics. I am committed to creating a more accessible and equitable learning environment for students and teachers, focusing on the design, implementation, and evaluation of inclusive mathematics curricula and pedagogical approaches.

A key area of my research centers around the implementation of mathematical modeling, empowering students to use mathematical concepts alongside their personal experiences to analyze real-world situations and make informed decisions. I often facilitate mathematics sessions, summer camps, and after-school programs, offering students, teachers, and community members opportunities to explore equitable mathematical modeling and problem solving.

My research methodology is anchored in multi-tiered design-based research (Lesh & Kelly, 2000), enabling me to delve into culturally sustaining practices and identify theoretical perspectives related to instructional design, implementation, and discourse that arise from the implementation of mathematical modeling and STEM problem-solving.

# keywords[]
16 Peace, Justice And Strong Institutions

# keywords[]
16 Peace, Justice And Strong Institutions

# keywords[]
16 Peace, Justice And Strong Institutions

# educationAndTraining[].organization.label
Indiana University Bloomington - (Bloomington, Indiana, United States)

# educationAndTraining[].organization.label
Purdue University - (West Lafayette, Indiana, United States)

# awardsAndHonors[].label
Diane E Haines Teaching Excellence Award

# publications[].label
Teachers Posing Model-Eliciting Activities to Connect Socially-Relevant Perspective with Closely Connected Mathematical Ideas

# publications[].label
Student Presentations of Mathematical Modelling Solutions as a Setting for Fostering Reflective Discourse

# publications[].label
Understanding Preservice Elementary Teachers as Mathematical Modelers andTheir Perceptions of the Process

# publications[].publisher
National Council of Teachers of Mathematics

# publications[].label
Mathematics Learning, Teaching, and Equity in Policy and Programs: The Case of Secondary Mathematics Teacher Education in the United States

# publications[].label
Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them

# publications[].label
Entwicklung wirkungsvoller Umgebungen zur Untersuchung von Lehrerkompetenzen zum mathematischen Modellieren

# publications[].label
Mathematical modeling opportunities reported by secondary mathematics preservice teachers and instructors

# publications[].label
Teachers creating mathematical models to fairly distribute school funding

# publications[].label
Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks

# publications[].label
Launching a Mathematical Modeling Lesson

# publications[].publisher
National Council of Teachers of Mathematics

# publications[].label
Student Actions for Social Justice-Oriented Mathematical Tasks

# publications[].publisher
National Council of Teachers of Mathematics

# publications[].label
Maintaining rich dialogic interactions in the transition to synchronous online learning

# publications[].label
Connecting mathematical modeling and social justice through problem posing

# publications[].label
Seeing the Forest for the Trees: Investigating Students Data Moves in a Citizen Science Based Model-Eliciting Activity

# publications[].label
Board 268: Engineering Connections in Culturally-Responsive Mathematical Modeling Problems

# publications[].publisher
American Society for Engineering Education

# publications[].label
Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task

# publications[].label
Rethinking anti-Asian racism in mathematics education: the hidden racism made visible through AsianCrit

# publications[].label
Designing Powerful Environments to Examine and Support Teacher Competencies for Models and Modelling

# publications[].label
Cultivating K-8 Teachers Critical Consciousness Through Social Justice Mathematical Modeling: The Teacher Pay Task

# publications[].publisher
National Council of Teachers of Mathematics

# publications[].label
Investigating the Complexity of Student Modelling by Coordinating a Diversity of Research Perspectives

# publications[].label
Preservice mathematics teachers' conceptions and enactments of modeling standards

# publications[].label
Prospective teachers anticipate challenges fostering the mathematical practice of making sense

# publications[].label
Whiteness as a Stumbling Block in Learning to Teach Mathematics for Social Justice

# publications[].label
Insights into Pothole Damage: Exploring Culturally Responsive Mathematical Modeling

# publications[].label
Bridging Modeling and Environmental Issues

# publications[].publisher
National Council of Teachers of Mathematics

# publications[].label
Synthesizing Research of Mathematical Modeling in Early Grades

# publications[].label
Modeling presentations: toward an assessment of emerging classroom cultures of modeling

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development