Erica Mason’s research examines the teaching of mathematics to students experiencing difficulty, including those with disability labels. Erica asks questions such as, What reasons do teachers give for the instructional decisions they make for students experiencing struggle? and To what degree do these rationales relate to the types of instructional opportunities afforded to students experiencing struggle?

Broadly, Erica investigates how teachers make instructional decisions in light of existing policies or recommendations from professional organizations about what constitutes high-quality mathematics instruction.