My research explores how teachers develop mathematical proficiency for teaching from professional experiences (i.e., in preparation programs, with colleagues in schools, and in professional development).
His research focuses on how mathematics teachers develop knowledge and beliefs—including those related to equity and diversity—that support effective instruction. In particular, he studies the affordances of instructional activity (i.e., rehearsal, simulated “micro-teaching,” tutoring, and classrooms instruction) both to assess and to change what teachers know and believe.
