Her research explores mathematics education as a humanizing practice, drawing on the work of Freire (1970) to emphasize the connection between learners’ well-being and the sociohistorical contexts that shape their meaningful experiences in mathematics. She is committed to fostering a more accessible and equitable learning environment for both students and teachers, with a focus on the design, implementation, and evaluation of inclusive mathematics curricula and pedagogical approaches.A central focus of her research is the implementation of mathematical modeling, which empowers students to integrate mathematical concepts with their personal experiences to analyze real-world situations and make informed decisions. Through mathematics sessions, summer camps, and after-school programs, she provides opportunities for students, teachers, and community members to engage in equitable mathematical modeling and problem-solving.Her research methodology is grounded in multi-tiered design-based research (Lesh & Kelly, 2000), enabling her to delve into culturally sustaining practices. It also identifies theoretical perspectives related to instructional design, implementation, and discourse that emerge from the application of mathematical modeling and STEM problem-solving.