Hea-Jin Lee
Biographic Data
| ID | 3597792 |
|---|---|
| NAME | Hea-Jin Lee |
| GIVEN NAMES | Hea-Jin |
| FAMILY NAME | Lee |
| SIGNATURE | LEE H |
| AFFILIATIONS | The Ohio State University at Lima |
| ORCID | 0000-0002-9719-9671 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching
This study evaluates the effectiveness of a program aimed at enhancing the confidence and proficiency of prospective teachers in using culturally responsive teaching techniques to effectively instruct mathematics to diverse learners. The study outlines the process and products required during the program. The findings reveal the positive impact of the program on preservice teachers, resulting in improved self-efficacy and the implementation of ap…
Investigating preservice teachers’ feedback to students’ mathematical solutions
Teachers require support in developing the pedagogical skill of interpreting students’ mathematical thinking and providing effective feedback that promotes learning. However, there is a lack of research assessing the quality of feedback based on teacher noticing in mathematics classes. This study analysed 20 preservice teachers’ (PSTs) feedback approaches through two perspectives: mathematical alignment and the responsiveness of feedback to stude…
Bringing digital resource decision-making up to date
The virtualised schools and universities of the Covid-19 pandemic became rely heavily on educational digital resources (EDRs), so that it has made the selection and use of high-quality EDRs even more critical for quality education. This qualitative case study aims to examine decision-making criteria used by preservice teachers (PTs) in selecting and evaluating EDRs. Twenty senior PTs participated in the study, and each evaluated four EDRs using g…
Technology in the classroom
This study examines the limited use of technology as a potential obstacle to educational progress and development. Grounding our work in social justice issues reflected in the Pedagogy of the Oppressed, "banking education" was reviewed to articulate this use of technology, including the limited students' engagement, opportunities to learn, and development of information/computer literacy. In the study, we introduce the notion of W3 (what technolo…
Understanding and assessing preservice teachers’ reflective thinking
Understanding and assessing preservice teachers’ reflective thinking
Technology in the classroom
This study examines the limited use of technology as a potential obstacle to educational progress and development. Grounding our work in social justice issues reflected in the Pedagogy of the Oppressed, "banking education" was reviewed to articulate this use of technology, including the limited students' engagement, opportunities to learn, and development of information/computer literacy. In the study, we introduce the notion of W3 (what technolo…
Bringing digital resource decision-making up to date
The virtualised schools and universities of the Covid-19 pandemic became rely heavily on educational digital resources (EDRs), so that it has made the selection and use of high-quality EDRs even more critical for quality education. This qualitative case study aims to examine decision-making criteria used by preservice teachers (PTs) in selecting and evaluating EDRs. Twenty senior PTs participated in the study, and each evaluated four EDRs using g…
Investigating preservice teachers’ feedback to students’ mathematical solutions
Teachers require support in developing the pedagogical skill of interpreting students’ mathematical thinking and providing effective feedback that promotes learning. However, there is a lack of research assessing the quality of feedback based on teacher noticing in mathematics classes. This study analysed 20 preservice teachers’ (PSTs) feedback approaches through two perspectives: mathematical alignment and the responsiveness of feedback to stude…
Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching
This study evaluates the effectiveness of a program aimed at enhancing the confidence and proficiency of prospective teachers in using culturally responsive teaching techniques to effectively instruct mathematics to diverse learners. The study outlines the process and products required during the program. The findings reveal the positive impact of the program on preservice teachers, resulting in improved self-efficacy and the implementation of ap…
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (4 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Education and Technology Integration (2 works) · Gender and Technology in Education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Professional development (2 works)