My scholarship examines how prospective and practicing teachers enact mathematics curriculum, and seeks to understand how technology can support teachers’ enactment of high-quality mathematics curriculum.

As the daughter of immigrants to the United States, a first-generation college student, and a former mathematics teacher in public high schools, I have long been interested in finding out how to improve access and equity for students historically served poorly by schools. My research focuses on mathematics teachers’ use of curriculum, particularly with English learners.

Students’ opportunities to learn mathematics are determined largely by the curriculum (Ben-Peretz, 1990; Kloosterman & Walcott, 2010) and the many ways teachers enact the curriculum (Brown, 2009; Remillard & Heck, 2014). Brown (2009) likened curriculum to a piece of sheet music and the enacted curriculum to musicians’ interpretation of that music; although curriculum materials such as textbooks can be standardized, how teachers enact mathematics curriculum varies greatly. Understanding how teachers enact curricula is important to improving students’ learning outcomes because the curriculum largely determines students’ learning opportunities. Therefore, research examining teachers’ enactment of mathematics curricula is a critical component of improving student learning in mathematics.

My scholarship examines how prospective and practicing teachers enact mathematics curriculum, and seeks to understand how technology can support teachers’ enactment of high-quality mathematics curriculum. In this manner, my work is at the intersection of research and practice, as knowing how teachers enact curriculum informs how we develop supports for them to use curriculum more effectively and, conversely, enacting those supports influences how teachers use curriculum.

Through my scholarship, I aim to help advance knowledge and practice in the field of mathematics education by highlighting critical issues related to teachers’ understanding and enactment of curricula. Resources available to teachers and students will continue to evolve at incredible rates. The field needs evidence-based approaches that support teachers as they learn to enact mathematics curricula in different formats (e.g., digital curricula) with different tools (e.g., tablets, videos, animations). My work provides an evidence base describing how teachers enact curricula, and how technology can support teachers to more effectively enact mathematics curricula.

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