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Kyeong-Hah Roh

Kyeong-Hah Roh

Professor,
School of Mathematical and Statistical Sciences
  • khroh@asu.edu
  • WXLR 737 TEMPE, AZ 85287-1804
  • Mail code: 1804
    Campus: Tempe
  • ‌
Biography Research Teaching Public Work
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Student Information
Graduate Student
Performance (Performance)
Herberger Institute

Education
  • 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

 

Google Scholar URL
https://scholar.google.com/citations?user=jtHidg4AAAAJ&hl=en
ORCID Profile ID
https://orcid.org/0000-0003-0946-2140
Research Interests

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 proof-oriented 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.

Research Group

Mathematical Registers Research Group:

  • Kyeong Hah Roh, Ph.D. 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. Assistant Professor of Mathematics Education, Colorado Mesa University
  • Derek Eckman, Ph.D. Assistant Professor of Mathematics Education, Department of Mathematics and Statistics, Idaho State University

Logic & Proof Research Group

  • Kyeong Hah Roh, Ph.D. Professor of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
  • Paul Christian Dawkins, Professor of Mathematics Education, Department of Mathematics, Texas State University
  • Derek Eckman, Ph.D. Assistant Professor of Mathematics Education, Department of Mathematics and Statistics, Idaho State University
  • Olivia Bruner, Graduate Student of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
  • Mario Gonzalez, Graduate Student of Mathematics Education, Department of Mathematics, Texas State University

Reading and Apprenticing Mathematical Proofs (RAMP) Research Group

  • Kyeong Hah Roh, Ph.D. Professor of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
  • Paul Christian Dawkins, Ph.D., Professor of Mathematics Education, Department of Mathematics, Texas State University
  • Kate Melhuish, Ph.D., Associate Professor of Mathematics Education, Department of Mathematics, Texas State University
  • Kristen Lew, Ph.D., Associate Professor of Mathematics Education, Department of Mathematics, Texas State University
  • Christine Austin, Ph.D. Postdoctoral Scholar, Department of Mathematics, Texas State University
  • Lino Guajardo, Graduate Student of Mathematics Education, Texas State University
  • Norman Contreras, Graduate Student of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
  • Olivia Bruner, Graduate Student of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University

Logical Consistency in Mathematical Thinking Research Group

  • Kyeong Hah Roh, Ph.D. Professor of Mathematics Education, School of Mathematical & Statistical Sciences, Arizona State University
  • Yong Hah Lee, Ph.D. Professor of Mathematics, Department of Mathematics Education, Ewha Womans University, Korea
  • Kate Melhuish, Ph.D., Associate Professor of Mathematics Education, Department of Mathematics, Texas State University
  • Christine Austin, Ph.D. Postdoctoral Scholar, Department of Mathematics, Texas State University
Publications
  • Roh, K.H., & Lee, Y. (2024). Undergraduate students' logical consistency in mathematical thinking: Implications for teaching and learning. Problems, Resources, and Issues in Mathematics Undergraduate Studies. 1-13, DOI - 10.1080/10511970.2024.2379370
  • Eckman, D., & Roh, K.H. (2024). What meaning should we attribute to the colon in set-builder notation? Proceedings of the 26th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE.
  • Roh, K.H., Lee, Y.H., & Melhuish, K. (2024). Factors influencing undergraduate students’ logical (in)consistency (LinC) in mathematical contexts. Proceedings of the 26th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE.
  • Melhuish, K., Guajardo, L., Lew, K., Dawkins, P., Roh, K.H., Contreras, N., (2024). Opposing dimensions in mathematician’s counter-narratives written for undergraduate. Proceedings of the 26th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE.
  • Dawkins, P., & Roh, K.H. (2024). Unitizing predicates and their relationship to reasoning about the logic of proofs, Journal for Research in Mathematics Education. https://doi.org/10.5951/jresematheduc-2020-0155
  • Eckman, D., & Roh, K.H. (2024). A symbolizing activity for constructing personal expressions and its impact on a student's understanding of the sequence of partial sums. The Journal of Mathematical Behavior, 73, 101117. https://doi.org/10.1016/j.jmathb.2023.101117
  • Eckman, D., & Roh, K.H. (2024). Fostering students' development of productive representation systems for infinite series, The Mathematics Enthusiast, 21(3), 633-672. https://doi.org/10.54870/1551-3440.1645
  • Dawkins, P., Roh, K.H., & Eckman, D. (2023). Theo's reinvention of the logic of conditional statements' proofs rooted in set-based reasoning, Journal of Mathematical Behavior, 70, 101043. https://doi.org/10.1016/j.jmathb.2023.101043
  • Roh, K.H., Dawkins, P., Eckman, D., Tucci, A., & Ruiz, S. (2023). Instructional interventions and teacher-moves to support student learning of logical principles in mathematical contexts. Proceedings of the 25th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE.
  • Eckman, D., Roh, K.H., Dawkins, P., Ruiz, S., & Tucci, A. (2023). Two Vignettes on Students' Symbolizing Activity for Set Relationships. Proceedings of the 25th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE
  • Ruiz, S., Roh, K.H., Dawkins, P., Eckman, D., & Tucci, A. (2023). Differences in students' beliefs and knowledge regarding mathematical proof: comparing novice and experienced prover. Proceedings of the 25th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE.
  • Tucci, A., Dawkins, P., Roh, K.H., Eckman, D., & Ruiz, S. (2023). Explanations and justifications regarding converse independence. Proceedings of the 25th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE.
  • Eckman, D., Roh, K.H., Parr, E.D., & Sellers, M. (2023). University students' evaluation of quantified statements in mathematics and their choices for preferred interpretations: A survey study. Proceedings of the 25th Annual Conference of Research in Undergraduate Mathematics Education, Omaha, NE.
  • Dawkins, P., & Roh, K.H. (2022). Aspects of predication and their influence on reasoning about logic in discrete mathematics. ZDM-Mathematics Education. https://rdcu.be/cGIzu
  • Roh, K., Parr, E.D., Eckman, D., & Sellers, M. (2022). 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. (2022). 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. ZDM-Mathematics 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 set-based 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, 1-22. 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), 1-22. 
  • David, E., Roh, K., & Sellers, M. (2019). Value-thinking and location-thinking: 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. 580-587). 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. 524-531). 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, Transition-to-Proof, 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, 34-68.
  • Dawkins, P., & Roh, K. (2016). Promoting meta-linguistic and meta-mathematical reasoning in proof-oriented mathematics courses: A method and a framework.  International Journal of Research in Undergraduate Mathematics Education, 2, 197-222.
  • 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, 424-436.
  • 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, 209-229.
  • 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, 1-14.
  • Roh, K. & Lee, Y. H. (2011) Development of students' understanding of the logic in the epsilon-N 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, 263-279.
  • 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, 473-487.
  • 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). Two-dimensional offsets and medial axis transform. Advances in Computational Mathematics, 28, 171-199.
  • Roh, K. (2008). Students’ images and their understanding of definitions of the limit of a sequence. Educational Studies in Mathematics, 69, 217-233.
  • Choi, H., Han, C. Moon, H., Roh, K., & Wee. N. (1999). Medial axis transform and offset curves by Minkowski Pythagorean hodograph curves, Computer-Aided Design, 31, 59-72.
Research Activity
  • Roh, Kyeong Hah*. Creating an on-RAMP into Mathematical Proving. NSF-IUSE -Texas State University subawarded (07/15/2022-07/14/2025)
  • 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. NSF-DUE(10/01/2020 - 9/30/2024).
  • 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. NSF-EHR-DUE(9/1/2013 - 8/31/2018).
  • Roh,Kyeong Hah*, Spielberg,John Samuel. The Design of Research Based Curriculum for Real Analysis. NSF-EHR-DUE(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. NSF-EHR(9/15/2004 - 6/30/2008).
Courses
2025 Summer
Course Number Course Title
MTE 792 Research
MTE 795 Continuing Registration
MTE 792 Research
MTE 795 Continuing Registration
MAT 799 Dissertation
MTE 792 Research
MTE 799 Dissertation
MTE 590 Reading and Conference
2025 Spring
Course Number Course Title
MAT 310 Introduction to Geometry
MAT 492 Honors Directed Study
MAT 493 Honors Thesis
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MAT 495 Undergraduate Research
MTE 590 Reading and Conference
MTE 799 Dissertation
MTE 792 Research
2024 Fall
Course Number Course Title
MAT 492 Honors Directed Study
MAT 493 Honors Thesis
MAT 300 Mathematical Structures
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MTE 792 Research
MTE 784 Internship
MTE 799 Dissertation
MTE 590 Reading and Conference
MTE 799 Dissertation
MTE 792 Research
MAT 584 Internship
2024 Summer
Course Number Course Title
MTE 792 Research
MTE 795 Continuing Registration
MTE 792 Research
MTE 795 Continuing Registration
MAT 799 Dissertation
MTE 792 Research
MTE 799 Dissertation
2024 Spring
Course Number Course Title
MAT 310 Introduction to Geometry
MAT 492 Honors Directed Study
MAT 493 Honors Thesis
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MAT 495 Undergraduate Research
MTE 590 Reading and Conference
MTE 799 Dissertation
MTE 792 Research
2023 Fall
Course Number Course Title
MAT 492 Honors Directed Study
MAT 493 Honors Thesis
MAT 300 Mathematical Structures
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MTE 792 Research
MTE 784 Internship
MTE 484 Internship
MTE 799 Dissertation
MTE 598 Special Topics
MTE 590 Reading and Conference
MTE 799 Dissertation
2023 Summer
Course Number Course Title
MTE 792 Research
MTE 795 Continuing Registration
MTE 792 Research
MTE 795 Continuing Registration
MAT 799 Dissertation
MTE 792 Research
2023 Spring
Course Number Course Title
MAT 310 Introduction to Geometry
MAT 492 Honors Directed Study
MAT 493 Honors Thesis
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MAT 495 Undergraduate Research
MTE 590 Reading and Conference
MTE 799 Dissertation
MTE 799 Dissertation
2022 Fall
Course Number Course Title
MAT 370 Intermediate Calculus
MAT 492 Honors Directed Study
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
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 792 Research
MTE 792 Research
MTE 795 Continuing Registration
MTE 792 Research
2022 Spring
Course Number Course Title
MAT 310 Introduction to Geometry
MAT 493 Honors Thesis
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MAT 495 Undergraduate Research
MTE 590 Reading and Conference
MTE 799 Dissertation
MTE 799 Dissertation
MTE 784 Internship
MTE 792 Research
2021 Fall
Course Number Course Title
MAT 310 Introduction to Geometry
MAT 492 Honors Directed Study
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MTE 792 Research
MTE 784 Internship
MTE 484 Internship
MTE 799 Dissertation
2021 Summer
Course Number Course Title
MTE 792 Research
MTE 792 Research
MTE 792 Research
MTE 795 Continuing Registration
MTE 792 Research
2021 Spring
Course Number Course Title
MAT 310 Introduction to Geometry
MAT 493 Honors Thesis
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MAT 495 Undergraduate Research
MTE 799 Dissertation
MTE 799 Dissertation
MTE 784 Internship
2020 Fall
Course Number Course Title
MAT 310 Introduction to Geometry
MAT 370 Intermediate Calculus
MAT 492 Honors Directed Study
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MTE 792 Research
MTE 784 Internship
MTE 484 Internship
MTE 799 Dissertation
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 310 Introduction to Geometry
MAT 493 Honors Thesis
MTE 792 Research
MAT 799 Dissertation
MTE 795 Continuing Registration
MAT 495 Undergraduate Research
MAT 370 Intermediate Calculus
Presentations
  • 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 inquiry-based learning. Department of Mathematics Education, Korean National Education University, Cheong Ju, Korea (Oct 2011).
Service
  • 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 (2012-2014)
  • Program Chair of SIGMAA on Research in Undergraduate Mathematics Education (2012-2013)
Expertise Areas
Mathematics Education
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