My research and teaching interests include mathematics education, teaching for social justice and critical literacies in an urban, multicultural context, Freirean approaches to teaching/learning, and Chicago school policy.

In my work, I argue that K-12 students need to be prepared through their mathematics education to investigate and critique injustice (such as racism and language discrimination), and to challenge, in words and actions, oppressive structures and acts. I prepare teachers who can teach mathematics and other subjects in this manner to students in urban settings.

I have taught mathematics for social justice in my own classroom in a Chicago public middle school and currently work with the Greater Lawndale/Little Village High School for Social Justice (also a public school). There I co-teach with and support the math teachers, help teachers and students develop/teach/learn from social justice mathematics projects, and work with a group of students who are co-researchers, public advocates, and spokespeople for teaching and learning mathematics for social justice. Together, we (teachers, students, myself) study the process of creating a critical mathematics program for the school, focused on developing students' sociopolitical consciousness, sense of social agency, and their strong cultural/social identities.