Hea-Jin Lee
Social Sciences · The Ohio State University
Publications
48
Citations
886
Est. group size
—
Recurring co-author estimate
Active years
28
Publishing since 1998
Hea-Jin Lee's research focuses on how prospective and practicing teachers learn to teach mathematics, including how they use digital resources, differentiate instruction for diverse and disabled learners, and adopt culturally responsive teaching practices. Much of the work centers on preservice teacher education, examining decision-making, feedback practices, and professional development in mathematics teaching contexts. This research would suit students interested in teacher preparation, mathematics education, and the use of technology in classrooms.
Publication output has been steady over the last decade, fluctuating between 1 and 5 papers per year with a modest average of about 2 publications per year over the last five years.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- Preservice teachers’ intervention approaches for students with barriers to learning mathematics
Teaching Education · 2025
- Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching
The Educational Forum · 2024
- Investigating preservice teachers’ feedback to students’ mathematical solutions
Journal of Education for Teaching International Research and Pedagogy · 2024
- Developing a Deeper Understanding of Preservice Teachers' Decision Making in Teaching Mathematics With Educational Digital Resources (Poster 25)
2023
- Developing a Deeper Understanding of Preservice Teachers' Decision Making in Teaching Mathematics With Educational Digital Resources
2023
- Enhancing mathematics teacher professional learning through a contextualized professional development program
Teacher Development · 2022
- Technology in the classroom: Banking education or opportunities to learn?
Theory Into Practice · 2022
- Bringing digital resource decision-making up to date: preparing the inaugural class of digitalised preservice teachers for informed evaluation of digital resources
Journal of Education for Teaching International Research and Pedagogy · 2022
- Learning from noticing: elementary mathematics preservice teachers’ noticing and responsiveness on lesson modification
Educational Studies · 2022
- Preservice Mathematics Teachers' Decision Making in Selection and Evaluation of Educational Digital Resources
Proceedings of the 2022 AERA Annual Meeting · 2022
- Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching
Mathematics teacher education and development · 2021
- Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
Sustainability · 2021
- Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners
The Teacher Educator · 2020
- Underprepared College Students’ Understanding of and Misconceptions with Fractions
International Electronic Journal of Mathematics Education · 2020
- The Effects of the Learning Tree Cognitive Model Program on Supporting School Based Occupational Therapy for Children With Developmental Delay
The Korean Society of Cognitive Therapeutic Exercise · 2020
- Mathematics teacher education and development×2
- Journal of Education for Teaching International Research and Pedagogy×2
- The Teacher Educator×1
- Teacher Development×1
- International Electronic Journal of Mathematics Education×1
- Craig Willey
Social Sciences · Indiana University
- Anika Ball Anthony
Social Sciences · The Ohio State University
- Adrian Rodgers
Social Sciences · The Ohio State University
- Belinda Gimbert
Social Sciences · The Ohio State University
- Bethany Daniel
Social Sciences · The Ohio State University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 19, 2026.
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