My work centers on how teachers learn about teaching and learn mathematics from and for their daily work. I study the practices that lead to equitable outcomes in mathematics learning for all children, and what it takes for teachers to be able to do that given the constraints and resources of routine classroom settings. One area of my research investigates high-quality mathematics teaching, and what we can learn from teachers who conduct high-quality instruction. I also work on observational instruments for appraising the quality of mathematics instruction, in addition to other measures of teacher knowledge and performance. Currently I lead a number of lesson study groups and am interested in studying what this type of professional development may contribute to teacher learning as distinct from other forms of professional development.
