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Hea-Jin Lee

Headshot of Hea-Jin Lee

Professor, Department of Teaching and Learning

Program Area: Math, STEM

(567) 242-7180
lee.1129@osu.edu

Personal Website

Education

  • PhD, Mathematics Education, The Ohio State University

Research Interests

Selected Grants

  • UITL Research and Implementation (R&I) Grant. Collaborative Online International Learning (COIL) and Utilization of AI for Improving Mathematics Preservice Teachers’ Noticing and Feedback Skills. Drake Institute, Ohio State University, $3,000 | 2024 - 2025
  • OSU-Lima Special Research Project grant. Design and Investigation of Collaborative Online International Learning (COIL). $2,000 | 2024 - 2025
  • UITL Research and Implementation (R&I) Grant. Collective Effort by Mathematics Preservice Teachers to Improve Task Design and Analysis Skills for Diverse Learners. Drake Institute, Ohio State University, $2,500 | 2022 - 2023
  • Collaborative Online International Learning (COIL) Virtual Exchange Learning Community, Drake Institute, Ohio State University, $1,500 | 2022 - 2023
  • Scholarship of Teaching and Learning (SoTL) and Discipline-based Education Research (DBER) Learning Community, Drake Institute, Ohio State University, $1,000 | 2021 - 2022
  • OSU-Lima Special Research Project grant. Preservice Teachers’ Readiness to Teach Mathematics to Diverse Learners Using Culturally Responsive Teaching Approaches. $2,000 | 2020 - 2021
  • OSU-Lima Special Research Project grant. A Comparative Study of Opportunity to Learn (OTL) and Teacher Quality Measure in US and Korea. $1,991 | 2019 - 2020
  • OSU-Lima Special Research Project grant. Teaching Mathematics for College and Career Readiness (TMCCR).  $1,418 | 2017 - 2018
  • Improving Teacher Quality Program-Ohio Department of Higher Education, Algebra Ready: Teaching Mathematics with Digital Content. $147,400. Co-PI with Xie, K. | 2017-2018
  • Improving Teacher Quality Program-Ohio Board of Regents, Teaching Algebra in Context, Community, and Connections IV. PI. $101,002. | 2012-2013
  • E-Tech, Ohio Department of Education, e-Tech Teacher Preparation Project. $99,896. Co-PI with Voithofer, R.; Cristol, D.; Stuckey-Mickell, T.; Luthy, N.; Anthony, A. | 2011-2012
  • Improving Teacher Quality Program-Ohio Board of Regents, Teaching Algebra in Context, Community, and Connections III.  PI. $97,680 | 2011-2012
  • Improving Teacher Quality Program-Ohio Board of Regents, Teaching Algebra in Context, Community, and Connections II.  PI. $97,632. | 2010-2011
  • Ohio State University-Lima Special Research Project grant, Follow-up Study for Teaching Algebra in Context, Community, and Connections (TACCC). $2,250. | 2010-2011
  • Improving Teacher Quality Program-Ohio Board of Regents, Teaching Algebra in Context, Community, and Connections I.  PI. $106,984.80. | 2009-2010
  • Discovery grant.  Middle School Math Discovery Project.  PI. $ 16,200. | 2009-2010
  • Discovery grant.  Middle School Math Discovery Project.  PI. $ 14,992. | 2008-2009
  • Discovery grant.  Middle School Math Discovery Project. PI.  $ 14,992. | 2007-2008
  • OSU Office of Continuing Education Course Development grant.  Mathematics Specialist (course reformatting for distance delivery), EDU T&L 839 on-line course development.  $14,725. Co-PI with Terri Bucci. | 2006-2007
  • OSU-Lima Special Research Project grant. A standards-based mathematics and science vocabulary building initiative program.  $5,100. Co-PI with Mary Christenson & Leah Herner | 2005-2006
  • OSU-Lima Special Research Project grant. Follow-up study for in-service programs aimed at highly qualified mathematics teachers.  $2,254 | 2004-2005
  • Improving Teacher Quality Program-Ohio Board of Regents grant, Change in teaching. Integrated teaching and learning for highly qualified mathematics teachers.  PI. $94,208. | 2004-2005Eisenhower Program-Ohio Board of Regents grant.  Enhancing K-3 teachers’ conceptual understanding & pedagogical strategies in mathematics.  PI.  $83,170 | 2002-2003
  • SUSTAIN.  Enhancing K-3 teachers’ conceptual understanding & pedagogical strategies in mathematics.  PI. $ 9,288. | 2002-2003
  • OSI-Discovery grant. Connected Mathematics for 6 ~ 8 Grades. PI. $39,370. | 2002-2003
  • OSI-Discovery grant. Connected Mathematics Project, Grades 6 ~ 8.  PI. $45,711. | 2001-2002
  • Eisenhower Program-Ohio Board of Regents grant. Middle school mathematics teacher education project, PI. $ 62,748 | 2001-2002

Selected Publications

  • Lee, H. J., & Herner-Patnode, L. (2025). Preservice teachers’ intervention approaches for students with barriers to learning mathematics. Teaching Education, 36(3), 259–276. https://doi.org/10.1080/10476210.2025.2488849
  • Lee, H.-J., & Herner-Patnode, L. (2025). Equitable Mathematics Teaching for Diverse Learners: Connecting Preservice Teachers’ Beliefs and Practices. Journal of Teacher Education and Educators, 14(1), 38-57. https://files.eric.ed.gov/fulltext/EJ1471807.pdf
  • Garner-Coffie, B., Kotcherlakota, S. & Lee, H.J. (2025). Connecting Learning Analytics: A Framework and Strategies for Informed Educational Practice. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2747-2752). Orlando, FL, USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225866/. (Peer Reviewed)
  • Lee, H. J., & Herner-Patnode, L. (2024). Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching. The Educational Forum, 89 (1), 1–19. https://doi.org/10.1080/00131725.2024.2370412
  • Lee, H.-J., Kim, H., & Cho, H. (2024). Investigating preservice teachers’ feedback to students’ mathematical solutions. Journal of Education for Teaching, 50 (5). https://doi.org/10.1080/02607476.2024.2326508.
  • Lee, H.J. & Ozgun-Koca, A. (2024). From Noticing to Nurturing: The Transformation of PST Feedback through International Collaboration. In K. W. Kosko, J. Caniglia, S. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1125 0 1129). Psychology of Mathematics Education (PME-NA), Cleveland, OH.: Kent State University. (Peer reviewed)
  • Lee, H.J. & Özgün-Koca, A. (2024) Investigating the capability of collaborative online international learning (COIL) in improving mathematical feedback practices of preservice teachers. Paper presented at the 15th International Congress on Mathematics Education (ICME), July 9, 2024, Sydney, Australia. (Peer reviewed).
  • Lee, H.J. (2024). Improving Preservice Teachers’ Ability for Addressing Learner Diversity Through Collaborative Online International Learning (COIL). In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1767-1773). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). (Peer reviewed). https://www.learntechlib.org/primary/p/224207/.
  • Lee, H.J. & Han, C. (2024). Preservice Teachers' Utilization of Educational Digital Resources in Mathematics Instruction. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1774-1779). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224208/. (Peer reviewed).
  • Lee, H.J., Herner-Patnode, L., & Cho, S. (2023). Culturally Responsive Teaching in Mathematics: Preservice Teachers Perceptions and Applications. Ohio Journal of Teacher Education (OJTE), 37(1), 33 – 48. https://drive.google.com/file/d/1ySzXXpUHtDCv6dMMtGsvpONbayXgOO-V/view
  • Lee, H.J., & Vongkulluksn, V. (2023). Enhancing mathematics teacher professional learning through a contextualized professional development program. Teacher Development, 27(1), 92 – 115. https://doi.org/10.1080/13664530.2022.2134195
  • Cho, H., Lee, H. J., Lee, K., & Kim, H. (2022). How do Korean and U.S. elementary preservice teachers analyze students’ addition and subtraction computational strategies and errors? Journal of the Korean School Mathematics Society, 25(4), 423-446. http://doi.org/10.30807/ksms.2022.25.4.006
  • Appova, A., Lee, H.J. & Bucci, T. (2022). Technology in the Classroom: Banking Education or Opportunities to Learn ? Theory into Practice, 61(3), 254-264. https://doi.org/10.1080/00405841.2022.2096372
  • Lee, H.J., & Han, C.-R. (2022). Bringing digital resource decision-making up to date: Preparing the inaugural class of digital native preservice teachers for informed evaluation of digital resources. Journal of Education for Teaching, 49(3), 445-460. https://doi.org/10.1080/02607476.2022.2078692
  • Cho, S., Lee, H.J., & Herner-Patnode, L. (2022). Mathematic Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection. Journal of Urban Mathematics Education, 15(1), 31-53. https://journals.tdl.org/jume
  • Lee, H. J., & Kim, H-J. (2022). Learning from Noticing: Elementary Mathematics Preservice Teachers’ Noticing and Responsiveness on Lesson Modification. Educational Studies. https://doi.org/10.1080/03055698.2022.2031893
  • Lee, H.-J., Han, C.; Kim, H.-j.; Herner-Patnode, L. (2021). Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design. Sustainability 2021, 13, 11813. https://doi.org/10.3390/su132111813
  • Herner-Patnode, L., & Lee, H.J. (2021). Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching. Mathematics Teacher Education and Development (MTED), 23 (3),6-25.
  • Lee, H-J., Han, C.-R., Kim, H., & Herner-Patnode, L. (2021). Modifying and accommodating instruction of multiplication for students with Mathematical Learning Disabilities (MLD). In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 947 - 951). Philadelphia, PA. https://drive.google.com/file/d/1PhnJK6a3KBl3JjYQg82s86JnClrajHqq/view (Peer reviewed)
  • Cho, S., Lee, H.J., & Herner-Patnode, L. (2020).  Factors influencing preservice teachers’ self-efficacy in addressing cultural and linguistic needs of diverse learners. The Teacher Educator, 55(4), 411 - 429. https://doi.org/10.1080/08878730.2020.1805835
  • Lee, H.J., & Boyadzhiev, I. (2020). Underprepared college students’ understanding of and misconceptions with fractions. International Electronic Journal of Mathematics Education, 15(3). DOI: https://doi.org/10.29333/iejme/7835