Reflections Ahead of My Talk at the Fields Institute
On January 31st, I will have the honour of presenting at the Fields Institute for Research in Mathematical Sciences in Toronto, speaking about an issue that has shaped much of my work in recent years: the relationship between STEM education research and classroom practice, and what this connection means for teacher education. This presentation is the sharing of my collaborative work with Profs. Dragana Martinovic, Rina Zazkis, Valery Milner and a number of other colleagues. I am excited to discuss our research and share it with STEM educators.
Talk abstract: STEM education research is rich, theoretically sophisticated, and methodologically diverse. Yet, teachers often tell us that research feels distant from their everyday realities—pressed schedules, diverse learners, curricular constraints, and rapidly evolving technologies. This perceived gap is not a failure of teachers or researchers; rather, it is a structural and cultural challenge that we must address deliberately.
In my talk, I will explore how research can become usable knowledge for teachers—knowledge that informs decision-making, supports professional judgment, and enhances student learning without prescribing rigid “best practices.” Drawing on examples from physics and mathematics teacher education, professional-development initiatives, and collaborative design work with practicing teachers, I will argue that the most productive connections between research and practice emerge when teachers are positioned as co-interpreters and co-designers, not merely as implementers.
A central theme of the presentation is deliberate pedagogical thinking with technology. As AI tools, simulations, and data-rich digital environments become increasingly visible in classrooms, the question is no longer whether teachers should use them, but how and why. Research can help illuminate the affordances and limitations of these tools, while practice grounds research in ethical, pedagogical, and contextual realities.
I will also reflect on the role of teacher education programs as boundary spaces—places where theory, practice, disciplinary knowledge, and lived classroom experience intersect. When these spaces are intentionally designed, they can foster professional learning that is reflective, critical, and adaptive rather than compliance-driven.
After the talk, I will upload my presentation here for those who are interested in continuing the conversation. I hope it will be useful not only for researchers, but also for teacher educators and practicing teachers who are navigating the complex terrain of contemporary STEM education.
Meaningful change in STEM education does not come from choosing between research or practice. It comes from working at their intersection, with curiosity, humility, and a shared commitment to learning.
I look forward to the dialogue.
Presentation: WhenResearchMeetsReality_FieldsMMB_Upload