KyeongHah Roh


PS A737 TEMPE, AZ 852871804

Mail code: 1804Campus: Tempe

Kyeong Hah Roh's primary research interest is in undergraduate students’ cognitive development in advanced mathematics, particularly in mathematical logic and argumentation. She has developed curricular materials and instructional interventions for advanced calculus, geometry, and mathematical proofs for prooforiented undergraduate mathematics courses. She also has conducted teaching experiments to implement these educational innovations for studentcentered, inquirybased learning. Her research aims to help students have a deeper understanding of mathematics and mathematical practice and help mathematics teachers support their students’ learning of advanced mathematics topics and mathematical representations.
 Ph.D. Mathematics Education, The Ohio State University 2005
 Ph.D. Mathematics, Seoul National University, S. Korea 2000
 M.S. Mathematics, Seoul National University, S. Korea 1995
 B.S. Mathematics Education, Ewha Womans University, S. Korea 1993
The overall goals of my research in mathematics education are (1) to better understand undergraduate students’ intuitive understanding of abstract mathematics concepts, (2) to use the knowledge gained to develop educational innovations for the teaching and learning of prooforiented mathematics courses, and therefore (3) to bridge gaps between the lower division and upper division of undergraduate mathematics courses. I have conducted research on discovering how undergraduate students develop their intuition and visual reasoning while learning definitions of limits and continuous functions. Using the knowledge gained from my research, I have developed educational innovations for mathematical logic, proving structures, and formal definitions of advanced calculus topics. My current research focuses on (1) students’ interpretations of conditional statements with multiple quantifiers, which are frequently found in mathematics texts, (2) the role of informal reasoning, including intuitive understanding and visual reasoning, and the logical decision power, in learning the mathematical ideas and constructing mathematical arguments or proofs. I believe that students' development of mathematical intuition and mathematical logic would be foundational to advance undergraduate students' successful transition to the learning of advanced mathematics ideas.
Mathematical Registers Research Group:
 Kyeong Hah Roh, Ph.D. Associate Professor of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
 Erika David Parr, Ph.D. Assistant Professor of Mathematics Education, Department of Mathematics and Computer Science, Rhodes College
 Morgan Sellers, Ph.D. Lecturer of Mathematics, Colorado Mesa University
 Derek Eckman, Ph.D. Student, School of Mathematical & Statistical Sciences, Arizona State University
 Steven Ruiz, Ph.D. Student, School of Mathematical & Statistical Sciences, Arizona State University
Logic & Proof Research Group
 Kyeong Hah Roh, Ph.D. Associate Professor of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
 Paul Christian Dawkins, Associate Professor of Mathematics Education, Department of Mathematics, Texas State University
 Derek Eckman, Ph.D. Student of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
 Steven Ruiz, Ph.D. Student of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
 Anthony Tucci, Ph.D. Student of Mathematics Education, Department of Mathematics, Texas State University
 Mario Gonzalez, Student of Mathematics Education, Department of Mathematics, Texas State University
Reading and Appreciating Mathematical Proofs (RAMP) Research Group
 Kyeong Hah Roh, Ph.D. Associate Professor of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
 Paul Christian Dawkins, Associate Professor of Mathematics Education, Department of Mathematics, Texas State University
 Kate Melhuish, Associate Professor of Mathematics Education, Department of Mathematics, Texas State University
 Kristen Lew, Assistant Professor of Mathematics Education, Department of Mathematics, Texas State University
 Roh, K., Parr, E.D., Eckman, D., & Sellers, M. (Accepted). Personal inferences as warrants of undergraduate students’ arguments in calculus contexts. Proceedings of the 44 Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville, TN.
 Eckman, D., & Roh, K. (Accepted). Students' intuitive meanings for infinite series convergences and corresponding implications. Proceedings of the 44 Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville, TN.
 Eckman, D., & Roh, K. (2022). A symbolizing activity for constructing personal expressions and its impact on a student’s understanding of the sequence of partial sums. Proceedings of the 24rd Annual Conference of Research in Undergraduate Mathematics Education, Boston, MA.
 Dawkins, P., & Roh, K. (2022). The role of unitizing predicates in the construction of logic. Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12).
 Dawkins, P., & Roh, K. (2022). Aspects of predication and their influence on reasoning about logic in discrete mathematics. ZDMMathematics Education.
 Geotas, A., Roh, K., & O’Bryan, A. (2021). The productivity of transformational reasoning: Students’ ways of understanding congruence based on their learning experience. Proceedings of the 43 Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
 Dawkins, P., Roh, K., Eckman, D., & Cho, Y. (2021). Theo’s reinvention of the logic of conditional statements’ proofs rooted in setbased reasoning. Proceedings of the 43 Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
 Sakauye, N., & Roh, K. (2021). Students’ mathematical reasoning and construction in digital environment with regard to the concept of circles. RUME Report. http://sigmaa.maa.org/rume/2021_RUME_Reports.pdf
 Sellers, M., Roh, K., & Parr, E. (2021). Student Quantifications as meanings for quantifiers and variables in complex mathematical statements. Journal of Mathematical Behavior, 61,100802, https://doi.org/10.1016/j.jmathb.2020.100802
 David, E., Roh, K., & Sellers, M. (2020). Teaching the representations of concepts in calculus: The case of the intermediate value theorem. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 6, 122. https://www.tandfonline.com/doi/abs/10.1080/10511970.2018.1540023
 Dawkins, P., & Roh, K. (2020). Coordinating Two meanings of variables in proofs that apply definitions repeatedly. Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education, Boston, MA.
 Dawkins, P., & Roh, K. (2019). How do students make meaning for multiply quantified statements in mathematics? The proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education to be held in Oklahoma City, OK.
 Dawkins, P., & Roh, K. (2019). Assessing the influence of syntax, semantics, and pragmatics in student interpretation of multiply quantified statements in mathematics, International Journal of Research in Undergraduate Mathematics Education, 8(2), 122.
 David, E., Roh, K., & Sellers, M. (2019). Valuethinking and locationthinking: A framework and a study of two ways students visualize points and think about graphs. Journal of Mathematical Behavior, 54, 100675. https://doi.org/10.1016/j.jmathb.2018.09.004
 Sellers, M., Roh, K., & David, E. (2018). Various meanings a student uses for quantified variables in calculus statement: The case of Zack. Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 580587). Greenville, SC.
 David, E., Roh, K., & Sellers, M. (2018). How do undergraduate students make sense of points on graphs in calculus context? Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 524531). Greenville, SC.
 Roh, K., & Lee, Y. (2018). Cognitive consistency and its relationships to knowledge of logical equivalence and mathematical validity. Proceedings for 21st annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.
 Sellers, M., Roh, K., & David, E. (2017). A comparison of Calculus, TransitiontoProof, and Advanced Calculus Student Quantifications in complex mathematical statements. Proceedings for 20th annual Conference on Research in Undergraduate Mathematics Education held in San Diego, CA.
 David, E., Roh, K., & Sellers, M. (2017). The role of visual reasoning in evaluating complex mathematical statements: A comparison of two advanced calculus students. Proceedings for 20th annual Conference on Research in Undergraduate Mathematics Education held in San Diego, CA.
 Roh, K., & Lee, Y. (2017). Designing tasks of introductory real analysis to bridge a gap between students’ intuition and mathematical rigor: The case of the convergence of a sequence. International Journal of Research on Undergraduate Mathematics Education, 3, 3468.
 Dawkins, P., & Roh, K. (2016). Promoting metalinguistic and metamathematical reasoning in prooforiented mathematics courses: A method and a framework. International Journal of Research in Undergraduate Mathematics Education, 2, 197222.
 Roh, K., Lee, Y., & Tanner, A. (2016). The King and Prisoner story: A way of introducing the components of logical structures. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 26, 424436.
 Roh, K., & Lee, Y. (2015). Undergraduate students’ construction of existence proofs. Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education held in Pittsburgh, PA.
 Zandieh, M., Roh, K., & Knapp, J. (2014). Conceptual blending: Student reasoning when proving "conditional implies conditional" statements. Journal of Mathematical Behavior, 33, 209229.
 Halani, A., Davis, O., & Roh, K. (2013). Critiquing the reasoning of others: Devil’s Advocate and Peer interpretations as instructional interventions. Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education.
 Dawkins, P., & Roh, K. (2013). Using metaphors to support students’ ability to reason about logic. Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education.
 Roh, K., & Lee, Y. H. (2011). The Mayan activity: A way of teaching multiple quantifications in logical contexts. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 21, 114.
 Roh, K. & Lee, Y. H. (2011) Development of students' understanding of the logic in the epsilonN definition of limit. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education.
 Zandieh, M., Roh, K., & Knapp, J. (2011). Using conceptual blending to analyze student proving. Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
 Dawkins, P., & Roh, K. (2011). Mechanisms for Scientific Debate in Real Analysis Classrooms. Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
 Roh, K. (2010). An empirical study on students’ understanding of a logical structure in mathematics: The relationship between epsilon and N in the definition of the limit of a sequence. Educational Studies in Mathematics, 73, 263279.
 Roh, K. (2010). How to help students conceptualize the rigorous definition of the limit of a sequence. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 20, 473487.
 Roh, K. (2010). College students’ reflective activity in advanced mathematics. Proceedings of the 32nd Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education.
 Roh, K. (2010). Why does the order of variables matter in logical contexts? A case of the limit of a sequence. Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education.
 Roh, K. (2009). Students' understanding and use of logic in evaluation of proofs about convergence. Proceedings of ICMI Study 19: Proof and proving in mathematics education.
 Choi, H., Choi, S., Han, C., Kim, T.W., Kwon, S., Moon, H., Roh, K., & Wee. N. (2008). Twodimensional offsets and medial axis transform. Advances in Computational Mathematics, 28, 171199.
 Roh, K. (2008). Students’ images and their understanding of definitions of the limit of a sequence. Educational Studies in Mathematics, 69, 217233.
 Choi, H., Han, C. Moon, H., Roh, K., & Wee. N. (1999). Medial axis transform and offset curves by Minkowski Pythagorean hodograph curves, ComputerAided Design, 31, 5972.
 Roh, Kyeong Hah*. Creating an onRAMP into Mathematical Proving. NSFIUSE Texas State University subawarded (07/15/202207/14/2025)
 Roh,Kyeong Hah*. Collaborative Research: ECR DBER DCL: Extending a Theoretical Model for Undergraduate Students; Reflection and Abstraction of Proof Structures in Transition to Proofs Course. NSFDUE(10/01/2020  9/30/2023).
 Carlson,Marilyn P*, Boggess,Albert, Gardner,Carl L, Jackiewicz,Zdzislaw, Milner,Fabio Augusto, Roh,Kyeong Hah, Saldanha,Luis, Thompson,Patrick W, Van De Sande,Carla. Pathways to Preparing Future Mathematics Faculty to Transform Undergraduate Mathematics Teaching and Learning. NSFEHRDUE(9/1/2013  8/31/2018).
 Roh,Kyeong Hah*, Spielberg,John Samuel. The Design of Research Based Curriculum for Real Analysis. NSFEHRDUE(7/15/2009  6/30/2013).
 Carlson,Marilyn P*, Atkinson,Robert Kenneth, Baker,Dale Rose, Bauer II,Richard C, Bauer II,Richard C, Birk,James Peter, Bloom,Irene, Burns,Hillary Dockser, Burrows,Veronica Ann, Buskirk,Trent David, Carpenter,Ray W, Chizmeshya,Andrew V, Chizmeshya,Andrew V, Clark,Douglas B, Culbertson,Robert John, Gomez,Luanna Soledad, Haag,Susan G, Halloun,Ibrahim, Horan,John Joseph, Horan,John Joseph, Hurlbert,Glenn Howland, Judson,Eugene E, Krause,Stephen, Krause,Stephen, Kuang,Yang, Lawson,Anton Eric, Lohr,Sharon Lynn, Mckelvy,Michael J, Mckelvy,Michael J, Middleton,James Arthur, Middleton,James Arthur, Oehrtman,Michael, Pizziconi,Vincent B, Ramirez,Nora G, Ramirez,Nora G, Reynolds,Stephen James, Roh,Kyeong Hah, Rutowski,Ronald L, Semken,Steven, Sloane,Finbarr, Smith,Hal L, Thompson,Patrick W, Wilcox,Kristine, Wilcox,Kristine, Wyckoff,Susan, Zandieh,Michelle Jeanette. Project Pathways: Opening Routes to Math and Science Success for all Students. NSFEHR(9/15/2004  6/30/2008).
Courses
2023 Spring
Course Number  Course Title 

MTE 799  Dissertation 
MTE 799  Dissertation 
MTE 590  Reading and Conference 
MAT 495  Undergraduate Research 
MTE 795  Continuing Registration 
MAT 799  Dissertation 
MTE 792  Research 
MAT 493  Honors Thesis 
MAT 492  Honors Directed Study 
MAT 310  Introduction to Geometry 
2022 Fall
Course Number  Course Title 

MTE 795  Continuing Registration 
MAT 370  Intermediate Calculus 
MAT 492  Honors Directed Study 
MTE 792  Research 
MAT 799  Dissertation 
MAT 300  Mathematical Structures 
MTE 784  Internship 
MTE 484  Internship 
MTE 799  Dissertation 
MTE 792  Research 
2022 Summer
Course Number  Course Title 

MTE 792  Research 
MTE 795  Continuing Registration 
MTE 792  Research 
MTE 792  Research 
MTE 792  Research 
2022 Spring
Course Number  Course Title 

MTE 795  Continuing Registration 
MAT 310  Introduction to Geometry 
MAT 493  Honors Thesis 
MTE 792  Research 
MAT 799  Dissertation 
MTE 799  Dissertation 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
MTE 784  Internship 
MTE 792  Research 
MTE 590  Reading and Conference 
2021 Fall
Course Number  Course Title 

MTE 795  Continuing Registration 
MAT 310  Introduction to Geometry 
MTE 792  Research 
MAT 799  Dissertation 
MAT 492  Honors Directed Study 
MTE 792  Research 
MTE 784  Internship 
MTE 484  Internship 
MTE 799  Dissertation 
2021 Summer
Course Number  Course Title 

MTE 792  Research 
MTE 795  Continuing Registration 
MTE 792  Research 
MTE 792  Research 
MTE 792  Research 
2021 Spring
Course Number  Course Title 

MTE 792  Research 
MTE 784  Internship 
MTE 799  Dissertation 
MTE 799  Dissertation 
MAT 495  Undergraduate Research 
MTE 795  Continuing Registration 
MAT 799  Dissertation 
MAT 493  Honors Thesis 
MAT 310  Introduction to Geometry 
2020 Fall
Course Number  Course Title 

MAT 310  Introduction to Geometry 
MTE 799  Dissertation 
MTE 484  Internship 
MTE 784  Internship 
MTE 792  Research 
MTE 795  Continuing Registration 
MAT 799  Dissertation 
MTE 792  Research 
MAT 492  Honors Directed Study 
MAT 370  Intermediate Calculus 
2020 Summer
Course Number  Course Title 

MTE 792  Research 
MTE 792  Research 
MTE 792  Research 
MTE 795  Continuing Registration 
2020 Spring
Course Number  Course Title 

MAT 370  Intermediate Calculus 
MAT 495  Undergraduate Research 
MTE 795  Continuing Registration 
MAT 799  Dissertation 
MTE 792  Research 
MAT 493  Honors Thesis 
MAT 310  Introduction to Geometry 
2019 Fall
Course Number  Course Title 

MAT 492  Honors Directed Study 
MAT 799  Dissertation 
MAT 370  Intermediate Calculus 
MTE 792  Research 
MTE 430  Dvpmt of Mathematical Thinking 
MTE 795  Continuing Registration 
MTE 792  Research 
MTE 784  Internship 
MTE 484  Internship 
2019 Summer
Course Number  Course Title 

MTE 795  Continuing Registration 
MTE 792  Research 
MTE 792  Research 
2019 Spring
Course Number  Course Title 

MAT 799  Dissertation 
MAT 310  Introduction to Geometry 
MTE 784  Internship 
MTE 792  Research 
MTE 799  Dissertation 
MAT 495  Undergraduate Research 
MAT 370  Intermediate Calculus 
2018 Fall
Course Number  Course Title 

MTE 484  Internship 
MTE 784  Internship 
MTE 792  Research 
MAT 799  Dissertation 
MTE 799  Dissertation 
MTE 792  Research 
2018 Summer
Course Number  Course Title 

MTE 795  Continuing Registration 
MTE 792  Research 
MTE 792  Research 
2018 Spring
Course Number  Course Title 

MAT 799  Dissertation 
MTE 792  Research 
MTE 784  Internship 
MTE 799  Dissertation 
MAT 495  Undergraduate Research 
MAT 343  Applied Linear Algebra 
MAT 310  Introduction to Geometry 
 Paul Dawkins & Kyeong Hah Roh. Using metaphors to support students’ ability to reason about logic. The 16th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (Feb 2013).
 Aviva Halani, Owen Davis, & Kyeong Hah Roh. Critiquing the reasoning of others: Devil’s Advocate and Peer interpretations as instructional interventions. The 16th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (Feb 2013).
 Kyeong Hah Roh. Design experiment for developing instructional intervention for inquirybased learning. Department of Mathematics Education, Korean National Education University, Cheong Ju, Korea (Oct 2011).
 Educational Studies in Mathematics, Reviewer (2013  Present)
 International Journal of Research in Undergraduate Mathematics Education, Reviewer (2017  Present)
 International Journal of Science and Mathematics Education, Reviewer (2013  Present)
 Journal of Mathematical Behavior, Reviewer (2013  Present)
 Journal of Mathematics Teacher Education, Reviewer (2014  Present)
 Journal for Research in Mathematics Education, Reviewer (2006  Present)
 Mathematics Teacher, Reviewer (2008  Present)
 Mathematical Thinking and Learning, Reviewer (2009  Present)
 MAA’s Committee for the Teaching of Undergraduate Mathematics (CTUM) – Subgroup of Real Analysis (2012)
 Executive Committee for SIGMAA on Research in Undergraduate Mathematics Education (20122014)
 Program Chair of SIGMAA on Research in Undergraduate Mathematics Education (20122013)