Professor Gresalfi’s research considers cognition and social context by examining student learning as a function of participation in activity settings. Following a situative perspective on learning, she has investigated the development of dispositions towards learning in mathematics classrooms by examining how opportunities to learn are constructed in mathematics classrooms, and how, when, and why different students take up those opportunities. Using this lens, Gresalfi has explored the extent to which classroom practices are equitable and examined categories such as race, gender, and previous mathematical experience as they arise in interaction.
