Currently, my research is focused on student assessment of sample student work in mathematics. Giving students the opportunity to assess, rather than just be assessed, changes their positioning with respect to the domain. This supports the development of positive mathematics identities, by increasing students' agency and authority. I am also interested in how having students engage in assessment tasks can promote the development of self-assessment skills. Such engagement allows a student to begin by practicing as an objective, outside "observer" to another student's work, and develop skills that can later be transferred to the student's own work.
Broadly speaking, I am interested in the intersections of math, science, and society. I am interested in how mathematics and science education can be crafted as to better serve the needs of the majority of students, recognizing that the majority of students will not become mathematicians or scientists.