Dr Hand researches the participation gap in K-12 mathematics, or the differential in opportunities for groups of students to participate in mathematics in ways that honor practices and identities that they value. She blends situative, sociocultural and critical theories of learning to characterize mathematics education as a cultural system, which privileges certain discourses, practices and identities over others. Her research illuminates: affordances and constraints on opportunities to learn in inquiry-based mathematics classrooms; design features that support broad-based participation; and the relation of teachers' dispositions towards learning, culture and power to their approaches to mathematics instruction. She draws on qualitative, ethnographic and interactionist research methodologies to conduct investigations and design experiments in mathematics classrooms, teacher development programs, and informal contexts for learning.
theories of mathematics teaching and learning, mathematics teacher education, opportunities to learn, power, culture and learning