Associate Professor, Korea University
Dr. Hee-jeong Kim is an Associate Professor of Mathematics Education at Korea University in South Korea. Her research focuses on fostering critical thinking in mathematics classrooms and supporting teachers to implement those practices. Her works include mathematics classroom discourse by participating the International Lexicon Project with 10 countries, teacher noticing and responsive teaching, mathematical modeling, and the use of AI digital tools and textbooks in classroom settings. She also investigates how AI can function within the framework of instrumental orchestration, where the teacher strategically integrates and coordinates digital and non-digital tools to support students’ mathematical thinking and promote meaningful engagement.
Dr. Kim earned her PhD in Mathematics Education from the University of California, Berkeley, and is thrilled to return as a visiting scholar. She looks forward to re-engaging with Berkeley’s rigorous and intellectually vibrant research community. As a visiting scholar at the Embodied Design Research Laboratory (EDRL), Dr. Kim aims to explore how embodied cognition theory can inform the use of AI-based digital tools in mathematics classrooms, with the goal of deepening conceptual understanding and supporting both students and teachers in critical, technology-enhanced learning environments.
Recent publications:
Kim, H. & Lim, W. (2025). Discussion patterns in a middle school mathematics classroom: a case of implementing formative assessment lessons. Instructional Science.
Carlisle, W., Jung, H., Wickstrom, M., Sutcliffe, K., & Kim, H. (2025). Insights into pothole damage: Exploring culturally responsive mathematical modeling. International Journal of Science and Mathematics Education, 23, 1013-1032.
Lee, H. & Kim, H. (2024). Learning from noticing: elementary mathematics preservice teachers’ noticing and responsiveness on lesson modification. Educational Studies, 50(6), 1071-1092.
Lee, H., Kim, H.. & Cho, H. (2024). Investigating preservice teachers’ feedback to students’ mathematical solutions. Educational Studies, 50(4), 564-581. Journal of the Korean School Mathematics. 25(4), 423-446.
Kim, H., Kim, W., & Lee, G. (2024). What do Korean students value in mathematics learning? Insights into mathematical well-being. In Dede, Y., Marschall, G., & Clarkson(Eds). Values and Valuing in Mathematics Education: Moving Forward into Practice. 211-235. Springer.