Hyung Sook Lee, PhD

About

Hyung Sook Lee was born and raised in Seoul, South Korea. She has a Bachelor of Science degree in secondary math education from Seoul National University, Master of Science degree in mathematics from KAIST, and doctorate in mathematics education from the University of Georgia. She was a math teacher in Seoul for 7 years, teaching mostly 9th grade math. One year, she was assigned to run an after-school program for a group of 7th, 8th, and 9th grade students who failed their math classes. The experience ignited her desire to learn more and be more curious about learners who have difficulty learning math or communicating what they know about mathematics. She came to the U.S. in 2002 to pursue a doctoral degree in mathematics education, and now studies the ways and means of children’s thinking in mathematics.

Selected Publications

• Yim, J., & Lee, H. S. (2021). Students’ use of prior conceptions of symbols in finding an equation for a horizontal translation of the graph of a function. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10230-w
• Lee, H. S., Yim, J., & Coomes, J. (2020). Developing structural reasoning with diagrams. Mathematics Teacher: Learning and Teaching PK-12, 113(10), 812-820. NCTM.
• Lee, H. S., Coomes, J., & Yim, J. (2019). Teachers’ conceptions of prior knowledge and the potential of a task in teaching practice. Journal of Mathematics Teacher Education, 22(2), 129-151.
• Coomes, J., & Lee, H. S. (2017). Empowering mathematical practices. Mathematics Teaching in the Middle School, 22(6), 360-367. NCTM.
• Lee, H. S. (2009). Elementary preservice teachers’ area conceptions involving the notion of perimeter. In Swars, S. L., Stinson, D. W., & Lemon-Smith, S. (Eds.), Proceedings of the 31st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 569-576). Atlanta, GA: Georgia State University.
• Lee, H. S., & Sztajn, P. (2008). Focusing on units to support prospective elementary teachers’ understanding of division in fractional contexts. School Science and Mathematics, 108(1), 20-27.