Hakeoung Hannah Lee
Biographic Data
| ID | 4467987 |
|---|---|
| NAME | Hakeoung Hannah Lee |
| GIVEN NAMES | Hakeoung Hannah |
| FAMILY NAME | Lee |
| SIGNATURE | LEE H H |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0002-0567-7710 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Toward an inclusive understanding of collaborative learning using MMLA: Exploring multimodal participation dynamics by gender and linguistic diversity
Translanguaging analysis of multilingual middle school students’ authentic mathematics-based computing experiences
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Supporting Civic Learning in the Mathematics Classroom: Examples and Reflections from Teacher Inquiry
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Supporting Civic Learning in the Mathematics Classroom: Examples and Reflections from Teacher Inquiry
Translanguaging analysis of multilingual middle school students’ authentic mathematics-based computing experiences
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Supporting Civic Learning in the Mathematics Classroom: Examples and Reflections from Teacher Inquiry
Toward an inclusive understanding of collaborative learning using MMLA: Exploring multimodal participation dynamics by gender and linguistic diversity
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Educator Training and Historical Pedagogy (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Collaborative learning (1 works) · Cultural diversity (1 works) · Diverse Educational Innovations Studies (1 works) · Embodied cognition (1 works)