My research focuses on the learning and teaching of mathematics as a humanizing practice. To make mathematics more appealing and accessible to students and teachers, I have focused on approaches to designing, teaching, and reflecting on equitable mathematics curricula. One approach is enacting mathematical modeling, which involves using mathematics and personal experiences to make decisions about the real world. Another approach involves developing, enacting, and investigating culturally sustaining mathematics curricula that connect mathematics with the life experiences of learners. These approaches require not only an understanding of mathematical content but also an appreciation of a broader social system that influences mathematical learning and is shaped by mathematical explorations and experiences.

To continue understanding the rapidly changing K-12 learning environments, I have collaborated with teachers to implement mathematical activities in schools and have led mathematical modeling summer camps and after-school programs for young learners. My primary approach to connect theory and practice involves using design-based research to investigate culturally sustaining practice and identify the theoretical perspectives of instructional design, implementation, and discourse that become apparent from the practice of mathematical modeling and other rich problem-solving experiences.