My research investigates ways to empower teachers in supporting all students toward meaningful STEM learning through classroom discourse, with a particular emphasis on argumentation. From an emergent perspective, I study both the teacher's role in guiding classroom interactions and how students learn by engaging in and contributing to their classroom community's practices. My overall goal as a mathematics educator is to help teachers foster students' development of social and intellectual autonomy in mathematics. 

Looking ahead, I have two key research initiatives planned. First, I will continue exploring ways to help teachers support argumentation in both traditional and informal learning environments. This includes investigating the integration of AI-driven teaching tools, such as ChatGPT, into mathematics teacher education. Second, recognizing argumentation as a bridge across disciplines, I aim to extend argumentation-based approaches to undergraduate STEM education, providing practical tools to promote integrated STEM learning at the university level.