Roser’s current research focuses on understanding how students make sense of mathematics in the context of the classroom, with a focus on classroom discourse developed through the interaction of students, teacher, and curriculum artifacts. She brings academic expertise in the following areas: methods of teaching mathematics at the secondary school level; mathematics professional development for teachers; discourse analysis for understanding meaning making in mathematics; socio-cultural theories and their appropriation in the learning of mathematics.
Roser holds a BA from Dartmouth College, an M.Ed. from Harvard Graduate School of Education, and an Ed.D. from the University of Massachusetts, Boston.