
Nicole L. Fonger researches how students learn mathematics, with a focus on students' learning of algebra and algebraic thinking across K12 schooling. Her work involves the development of learning progressions and learning trajectories to characterize students' learning of mathematics in relation to curricular and instructional supports for learning. 

Duane T. Graysay examines how university students approach the construction of mathematical generalities. 

Joanna Masingila studies teacher development, teacher educator development, mathematical knowledge for teaching teachers, and students’ outofschool mathematics practice. 

Charlotte Sharpe's research is focused on mathematics teacher learning, professional development, and highleverage means of supporting teachers to develop ambitious instructional practices with diverse students. She studies how research on teacher education and schoolembedded professional development can inform one another and how partnerships between teacher educators, educational researchers, and schoolbased practitioners can create sustainable systems of support for teacher learning that cross institutional boundaries. 