Mi Yeon Lee

Mi Yeon Lee

Associate Professor,
MLF Teachers College
  • Miyeon.Lee@asu.edu
  • Mail code: 5411
    Campus: Tempe
  • ‌
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Long Bio

Dr. Lee is an associate professor of mathematics education in the division of teacher preparation in the Mary Lou Fulton Teachers College at Arizona State University. She teaches undergraduate mathematics content courses and mathematics methods courses for pre-service teachers. Her scholarship, teaching, and service bridge mathematics education and teacher education to illuminate how teachers’ knowledge and their ability to notice, interpret, and use students’ mathematical reasoning in their teaching can promote students’ meaningful mathematical learning. Dr. Lee has served as the managing editor for the journal, Research in Mathematical Education and as the editorial panel for the mathematics part of the journal, Contemporary Issues in Technology and Teacher Education. 

Education

Ph.D. Mathematics Education, Indiana University-Bloomington 2013

CV
Curriculum Vitae
Google Scholar URL
https://scholar.google.com/citations?user=64WGoPIAAAAJ&hl=en
Research Interests

Dr. Lee's research interests are in pre-service and in-service teachers' mathematical knowledge for teaching and professional noticing skills, students' fractional and algebraic thinking, project-based learning (PBL), STEM education, and the use of technology in mathematics instruction. Dr. Lee focuses on links among (a) students’ mathematical reasoning, (b) teachers’ content knowledge and abilities to notice students’ mathematical reasoning, and (c) STEM education, particularly using the technology and mathematics in the contexts of science or engineering.  

Guiding research questions:

  • How do students develop their fractional and algebraic thinking?
  • How is preservice teachers’ mathematical knowledge related to their ability to notice students’ mathematical thinking?
  • How do preservice teachers develop their mathematical knowledge for teaching and noticing skills through mathematics methods course incorporating technology?
  • How does PBL approach contribute to the development of STEM knowledge?
Publications
  1. Lee, M. Y. (accepted). The potential relationship between clinical interview skills and mathematics teaching noticing: an Exploratory Study. International Journal of Mathematics and Science Education. doi: 10.1007/s10763-020-10070-0
  2. Lee, M. Y., & Lee, J. (2020 online first, in press). Pre-service teachers’ selection, interpretation, and sequence of fraction examples. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-020-10062-0
  3. Son, J., & Lee, M. Y. (2020 online first, in press). Exploring the relationship between preservice teachers’ conceptions of problem solving and their problem-solving performance. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-019-10045-w
  4. Lee, M. Y. & Lim, W. (2020). Investigating patterns of pre-service teachers’ written feedback on procedure-based mathematics assessment items. International Electric Journal of Mathematics Education 15(1), 1-12. https://doi.org/10.29333/iejme/5946
  5. Lee, J., & Lee, M. Y. (2020). Pre-service teachers’ exploration of model breaking points. International Journal of Science and Mathematics Education, 18, 549-575. doi: 10.1007/s10763-019-09974-3
  6. Lee, M. Y. (2019). The development of elementary pre-service teachers’ professional noticing of students’ thinking though adapted lesson study. Asia-Pacific Journal of Teacher Education 47(4), 383-398. doi:10.1080/1359866X.2019.1607253.
  7. Lee, M. Y., & Robles*, R. (2019). Using project-based learning method as a way to engage students in STEM Education. Research in Mathematical Education 22(2), 83-97.
  8. Lee, M. Y., & Lee, J. (2019). Pre-service teachers’ perceptions of the use of representations and suggestions for students’ incorrect Use. Eurasia Journal of Mathematics, Science and Technology Education 15(9), 1-21. doi: 10.29333/ejmste/103055
  9. Kurz, T., Lee, M. Y., Leming, S., & Landis, W. (2019). Visualizing equations using color tiles. Mathematics Teaching in the Middle School 24(5), 304-315. 
  10. Lee, M. Y. (2019). A case study examining links between fractional knowledge and linear equation writing of seventh-grade students and whether to introduce linear equations in an earlier grade. International Electronic Journal of Mathematics Education, 14(1), 109-122. doi: 10.12973/iejme/3980 
  11. Lee, M. Y., & Cross Francis, D. (2019). Measuring Penny. Teaching Children Mathematics 25(4), 232-241.
  12. Lee, J., & Lee, M. Y. (2018). Tinkering with number lines. Research in Mathematical Education, 21(1), 1-13.  
  13. Lee, M. Y., & Cross Francis, D. (2018). Using literature to develop young students’ measurement and graphing talents, OnCore October Issue, 5-10.
  14. Lee, M. Y., & Cross Francis, D. (2018). Investigating the relationship among elementary teachers’ perception about the use of students’ thinking, their professional noticing skills and their teaching practice. Journal of Mathematical Behavior, 51, 118-128. doi: 10.1016/j.jmathb.2017.11.007
  15. Lee, M. Y. (2018). Further investigation into the quality of teachers’ noticing expertise: A proposed framework for evaluating teachers’ models of students’ mathematical thinking. EURASIA Journal of Mathematics, Science, and Technology Education, 14(9), 1-15. doi:10.29333/ejmste/92019.
  16. Kurz, T., & Lee, M. Y. (2018). Using tools to make sense of right triangles. Mathematics Teaching in the Middle School, 23(4), 226-230.
  17. Lee, M. Y. & Kurz, T. (2017). Lights, shadow, action. Teaching Children Mathematics, 24 (2), 136-138.
  18. Lee, M. Y. (2017). Generating linear equations based on quantitative reasoning. Mathematics Teaching in the Middle School, 23(2), 112-116.
  19. Lee, M. Y. (2017). Pre-service teachers’ flexibility with referent units in solving a fraction division problem. Educational Studies in Mathematics, 96(3), 327-348. doi: 10.1007/s10649-017-9771-6
  20. Merritt, J. D., Lee, M. Y., Rillero, P., & Kinach, B. (2017). Problem-based learning in K-8 mathematics and science education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://dx.doi.org/10.7771/1541-5015.1674 
  21. Lee, M. Y., & Cross Francis, D. (2016). 5 Ways to improve children’s understanding of length measurement. Teaching Children Mathematics, 23(4), 218-224.
  22. Hackenberg, A. J., & Lee, M. Y. (2016). Students’ distributive reasoning with fractions and unknowns. Educational Studies in Mathematics, 93(2), 245-263. doi: 10.1007/s10649-016-9704-9
  23. Kurz, T., Yanik, B., & Lee, M. Y. (2016). Dog mathematics: exploring base-4. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 185-190. doi: 10.1080/00098655.2016.1199240
  24. Lee, M. Y. (2015). The relationship between pre-service teachers’ geometric reasoning and their van Hiele levels in a Geometer’s Sketchpad environment. Research in Mathematical Education, 19(4), 229-245.
  25. Lee, M. Y. (2015). Designing a children’s recreation room. Teaching Children Mathematics, 22(2), 110-114.
  26. Hackenberg, A. J., & Lee, M. Y. (2015). Relationships between students’ fractional knowledge and equation writing. Journal for Research in Mathematics Education, 46(2), 196-243.
  27. Kurz, T., Yanik, B., & Lee, M. Y. (2015). The geometry of scoliosis. Teaching Children Mathematics, 21(6), 372-375.
  28. Lee, M. Y. (2014). Using weather to teach graphing. Teaching Children Mathematics, 21(4), 249-253.
  29. Cross, D., Hudson, R., Lee, M. Y., Rapacki, L., & Vesperman, C. (2014). Motivating play using statistical reasoning. Teaching Children Mathematics, 21(4), 229-237.
  30. Lee, M. Y., & Hackenberg, A. J. (2014). Relationships between fractional knowledge and algebraic reasoning: The case of Willa. International Journal of Science and Mathematics Education, 12(4), 975-1000. doi: 10.1007/s10763-013-9442-8 
  31. Lee, M. Y. (2014). Tinkering with buoyancy. Teaching Children Mathematics, 20(9), 574-578.
  32. Cross, D., Hudson, R., Adefope, O., Lee, M. Y., Rapacki, L., & Perez, A. (2012). Success made probable: Creating equitable mathematical experiences through project-based learning, Journal of Urban Mathematics Education, 5(2), 55-86.
  33. Cross, D., Adefope, O., Lee, M. Y., & Perez, A. (2012). Hungry for early spatial and algebraic reasoning. Teaching Children Mathematics, 19(1), 42-49.
  34. Hudson, R, Cross, D., Lee, M. Y., & Rapacki, L. (2012). Learning to tinker. Teaching Children Mathematics, 18(8), 508-513.
  35. Lee, M. Y., & Oh, Y. Y. (2007). The influence of mathematical task types on mathematical communication. Korean Journal of Educational Research in Mathematics, 17(4), 395-418.
Research Activity

With regard to STEM education, she is currently working on two NSF-funded grants as Co-PI and Co-investigator.

Courses
2025 Spring
Course Number Course Title
DCI 799 Dissertation
DCI 792 Research
SED 512 Sec Math Methods & Assessments
SED 512 Sec Math Methods & Assessments
ECD 527 Math in Early Childhood Educ
ECD 527 Math in Early Childhood Educ
2024 Fall
Course Number Course Title
DCI 792 Research
DCI 799 Dissertation
EED 537 K-8 Math Methods & Assessment
EED 537 K-8 Math Methods & Assessment
MTE 280 Numb Oper&Prop Reas K-8 Teach
2024 Summer
Course Number Course Title
EED 537 K-8 Math Methods & Assessment
EED 537 K-8 Math Methods & Assessment
2024 Spring
Course Number Course Title
DCI 799 Dissertation
DCI 792 Research
MTE 311 Geom, Alg, Stats & Prob K-8
2023 Fall
Course Number Course Title
DCI 792 Research
DCI 799 Dissertation
MTE 311 Geom, Alg, Stats & Prob K-8
MTE 311 Geom, Alg, Stats & Prob K-8
2023 Summer
Course Number Course Title
SED 512 Sec Math Methods & Assessments
SED 512 Sec Math Methods & Assessments
MTE 280 Numb Oper&Prop Reas K-8 Teach
2023 Spring
Course Number Course Title
DCI 799 Dissertation
DCI 792 Research
2022 Fall
Course Number Course Title
DCI 792 Research
DCI 799 Dissertation
MTE 311 Geom, Alg, Stats & Prob K-8
MTE 311 Geom, Alg, Stats & Prob K-8
2022 Summer
Course Number Course Title
MTE 280 Numb Oper&Prop Reas K-8 Teach
EED 537 K-8 Math Methods & Assessment
2022 Spring
Course Number Course Title
DCI 799 Dissertation
DCI 792 Research
BLE 412 Math Curr Instr Assess BLE/ESL
EED 537 K-8 Math Methods & Assessment
2021 Fall
Course Number Course Title
DCI 792 Research
DCI 799 Dissertation
MTE 311 Geom, Alg, Stats & Prob K-8
2021 Spring
Course Number Course Title
DCI 799 Dissertation
DCI 792 Research
EED 537 Math Methods & Assessment
MTE 485 Teaching Standards-Based Math
2020 Fall
Course Number Course Title
DCI 792 Research
DCI 799 Dissertation
2020 Summer
Course Number Course Title
MTE 281 Inves Space: Geom, Meas & Vis
2020 Spring
Course Number Course Title
DCI 799 Dissertation
DCI 792 Research
EED 537 Math Methods & Assessment
EED 537 Math Methods & Assessment
Expertise Areas
Educational Technology
Educator Professional Development
Elementary Education
Learning and Instruction
Mathematics Education
Teaching and Teacher Education
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