I am interested in investigating “mathematical play on the margins.” I am currently trying to understand how play is constructed and defined, and how these constructions and definitions get taken up by researchers and educators in ways that place certain values on how we learn and what can be learned through play.

Candice Love is a learning scientist and former elementary educator. Their current research concerns how people come to be known as a certain “type” of person, and how those identities affect their ability to participate in STEM, and be recognized by others as “STEM people.” They are currently interested in examining playful mathematical learning environments, and how Black learners’ participation and contribution can serve as a counter-narrative of what we believe legitimate mathematical participation and activity looks like.

Dr. Love received their doctorate in Math and Science Education and Learning and Environment Design from Vanderbilt University in 2025. They also hold a Masters of Education from the University of the Pacific and a Bachelor of Arts in Educational Studies and English from Washington University in St. Louis.

Love, C., Parks, A., & Knowe, M. (2026). Play as an Opportunity for Children to Make Mathematical Discourses Their Own. Journal of Research in Childhood Education, 1–23. https://doi.org/10.1080/02568543.2026.2672640

TLPL 611 - Teaching and Learning Number in the Middle Grades

TLPL 711 - Foundations of Mathematics Education II: Theory and Research on Mathematics Teaching

TLPL 728 - Research Seminar in Mathematics and Science Education