Mi Yeon Lee


Mail code: 5411Campus: Tempe

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 preservice 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.
Ph.D. Mathematics Education, Indiana UniversityBloomington 2013
Dr. Lee's research interests are in preservice and inservice teachers' mathematical knowledge for teaching and professional noticing skills, students' fractional and algebraic thinking, projectbased 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?
 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/s10763020100700
 Lee, M. Y., & Lee, J. (2020 online first, in press). Preservice teachers’ selection, interpretation, and sequence of fraction examples. International Journal of Science and Mathematics Education. doi: 10.1007/s10763020100620
 Son, J., & Lee, M. Y. (2020 online first, in press). Exploring the relationship between preservice teachers’ conceptions of problem solving and their problemsolving performance. International Journal of Science and Mathematics Education. doi: 10.1007/s1076301910045w
 Lee, M. Y. & Lim, W. (2020). Investigating patterns of preservice teachers’ written feedback on procedurebased mathematics assessment items. International Electric Journal of Mathematics Education 15(1), 112. https://doi.org/10.29333/iejme/5946
 Lee, J., & Lee, M. Y. (2020). Preservice teachers’ exploration of model breaking points. International Journal of Science and Mathematics Education, 18, 549575. doi: 10.1007/s10763019099743
 Lee, M. Y. (2019). The development of elementary preservice teachers’ professional noticing of students’ thinking though adapted lesson study. AsiaPacific Journal of Teacher Education 47(4), 383398. doi:10.1080/1359866X.2019.1607253.
 Lee, M. Y., & Robles*, R. (2019). Using projectbased learning method as a way to engage students in STEM Education. Research in Mathematical Education 22(2), 8397.
 Lee, M. Y., & Lee, J. (2019). Preservice teachers’ perceptions of the use of representations and suggestions for students’ incorrect Use. Eurasia Journal of Mathematics, Science and Technology Education 15(9), 121. doi: 10.29333/ejmste/103055
 Kurz, T., Lee, M. Y., Leming, S., & Landis, W. (2019). Visualizing equations using color tiles. Mathematics Teaching in the Middle School 24(5), 304315.
 Lee, M. Y. (2019). A case study examining links between fractional knowledge and linear equation writing of seventhgrade students and whether to introduce linear equations in an earlier grade. International Electronic Journal of Mathematics Education, 14(1), 109122. doi: 10.12973/iejme/3980
 Lee, M. Y., & Cross Francis, D. (2019). Measuring Penny. Teaching Children Mathematics 25(4), 232241.
 Lee, J., & Lee, M. Y. (2018). Tinkering with number lines. Research in Mathematical Education, 21(1), 113.
 Lee, M. Y., & Cross Francis, D. (2018). Using literature to develop young students’ measurement and graphing talents, OnCore October Issue, 510.
 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, 118128. doi: 10.1016/j.jmathb.2017.11.007
 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), 115. doi:10.29333/ejmste/92019.
 Kurz, T., & Lee, M. Y. (2018). Using tools to make sense of right triangles. Mathematics Teaching in the Middle School, 23(4), 226230.
 Lee, M. Y. & Kurz, T. (2017). Lights, shadow, action. Teaching Children Mathematics, 24 (2), 136138.
 Lee, M. Y. (2017). Generating linear equations based on quantitative reasoning. Mathematics Teaching in the Middle School, 23(2), 112116.
 Lee, M. Y. (2017). Preservice teachers’ flexibility with referent units in solving a fraction division problem. Educational Studies in Mathematics, 96(3), 327348. doi: 10.1007/s1064901797716
 Merritt, J. D., Lee, M. Y., Rillero, P., & Kinach, B. (2017). Problembased learning in K8 mathematics and science education: A literature review. Interdisciplinary Journal of ProblemBased Learning, 11(2). https://dx.doi.org/10.7771/15415015.1674
 Lee, M. Y., & Cross Francis, D. (2016). 5 Ways to improve children’s understanding of length measurement. Teaching Children Mathematics, 23(4), 218224.
 Hackenberg, A. J., & Lee, M. Y. (2016). Students’ distributive reasoning with fractions and unknowns. Educational Studies in Mathematics, 93(2), 245263. doi: 10.1007/s1064901697049
 Kurz, T., Yanik, B., & Lee, M. Y. (2016). Dog mathematics: exploring base4. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 185190. doi: 10.1080/00098655.2016.1199240
 Lee, M. Y. (2015). The relationship between preservice teachers’ geometric reasoning and their van Hiele levels in a Geometer’s Sketchpad environment. Research in Mathematical Education, 19(4), 229245.
 Lee, M. Y. (2015). Designing a children’s recreation room. Teaching Children Mathematics, 22(2), 110114.
 Hackenberg, A. J., & Lee, M. Y. (2015). Relationships between students’ fractional knowledge and equation writing. Journal for Research in Mathematics Education, 46(2), 196243.
 Kurz, T., Yanik, B., & Lee, M. Y. (2015). The geometry of scoliosis. Teaching Children Mathematics, 21(6), 372375.
 Lee, M. Y. (2014). Using weather to teach graphing. Teaching Children Mathematics, 21(4), 249253.
 Cross, D., Hudson, R., Lee, M. Y., Rapacki, L., & Vesperman, C. (2014). Motivating play using statistical reasoning. Teaching Children Mathematics, 21(4), 229237.
 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), 9751000. doi: 10.1007/s1076301394428
 Lee, M. Y. (2014). Tinkering with buoyancy. Teaching Children Mathematics, 20(9), 574578.
 Cross, D., Hudson, R., Adefope, O., Lee, M. Y., Rapacki, L., & Perez, A. (2012). Success made probable: Creating equitable mathematical experiences through projectbased learning, Journal of Urban Mathematics Education, 5(2), 5586.
 Cross, D., Adefope, O., Lee, M. Y., & Perez, A. (2012). Hungry for early spatial and algebraic reasoning. Teaching Children Mathematics, 19(1), 4249.
 Hudson, R, Cross, D., Lee, M. Y., & Rapacki, L. (2012). Learning to tinker. Teaching Children Mathematics, 18(8), 508513.
 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), 395418.
With regard to STEM education, she is currently working on two NSFfunded grants as CoPI and Coinvestigator.
Courses
2023 Spring
Course Number  Course Title 

DCI 792  Research 
DCI 799  Dissertation 
2022 Fall
Course Number  Course Title 

MTE 311  Geom, Alg, Stats & Prob K8 
MTE 311  Geom, Alg, Stats & Prob K8 
DCI 799  Dissertation 
DCI 792  Research 
2022 Summer
Course Number  Course Title 

EED 537  K8 Math Methods & Assessment 
MTE 280  Numb Oper&Prop Reas K8 Teach 
2022 Spring
Course Number  Course Title 

DCI 792  Research 
DCI 799  Dissertation 
EED 537  K8 Math Methods & Assessment 
BLE 412  Math Curr Instr Assess BLE/ESL 
2021 Fall
Course Number  Course Title 

MTE 311  Geom, Alg, Stats & Prob K8 
DCI 799  Dissertation 
DCI 792  Research 
2021 Spring
Course Number  Course Title 

DCI 792  Research 
MTE 485  Teaching StandardsBased Math 
EED 537  Math Methods & Assessment 
DCI 799  Dissertation 
2020 Fall
Course Number  Course Title 

DCI 799  Dissertation 
DCI 792  Research 
2020 Summer
Course Number  Course Title 

MTE 281  Inves Space: Geom, Meas & Vis 
2020 Spring
Course Number  Course Title 

EED 537  Math Methods & Assessment 
EED 537  Math Methods & Assessment 
DCI 792  Research 
DCI 799  Dissertation 
2019 Fall
Course Number  Course Title 

DCI 792  Research 
DCI 799  Dissertation 
2019 Summer
Course Number  Course Title 

MTE 280  Invest Qnty: Number Operations 
2019 Spring
Course Number  Course Title 

EED 537  Math Methods & Assessment 
EED 537  Math Methods & Assessment 
DCI 792  Research 
DCI 799  Dissertation 
EED 537  Math Methods & Assessment 
2018 Fall
Course Number  Course Title 

DCI 792  Research 
EED 537  Math Methods & Assessment 
2018 Spring
Course Number  Course Title 

EED 537  Math Methods & Assessment 
DCI 792  Research 