My research explores the sociocultural, disciplinary, and political dimensions of children’s mathematics learning and in turn, the work of their teachers. I use a mix of prolonged ethnographic study, teaching experiments, and case studies of children’s collaborations to understand their experiences of STEM learning.

By coordinating microgenetic (interactional), mesogenetic (institutional) and sociogenetic (society, history) dynamics that shape STEM education, my work seeks to dismantle its use as a stratifying project of race, class, and gender in schools. In its place, my work articulates the pedagogical and curricular principles that promote racially minoritized children’s fluency in disciplinary ideas and practices, while also engendering a sense of joy, agency, collectivism, and belonging.