Mollie's research aims to understand and support teacher learning of both pre-service and in-service mathematics teachers. Mollie is particularly interested in the influence of teacher education on teacher practice and investigates how mathematics education coursework emerges in teachers' classrooms. Through her work with the National Science Foundation funded study, Middle-school Mathematics and the Institutional Setting of Teaching (MIST), she researches teacher learning in the context of teacher collaborative time and how collaborative time supports teachers' learning about curriculum. She has presented her work at local conferences, as well as national conferences such as National Council of Teachers of Mathematics (NCTM) and American Educational Researchers Association (AERA).
