Bachelor's Degree(s): Elementary Education, Seoul National University of Education, 1996
Master's Degree: Instructional Systems Technology, Indiana University, 2003
PhD: Mathematics Education, Vanderbilt University, 2013
Office: 215 Peabody Hall
Min-Joung Kim is an Assistant Professor of Education specializing in Mathematics Education. Her research focuses supporting teachers to conduct learning progression centered instruction. This entails supporting teachers to develop their mathematical content knowledge and pedagogical knowledge about students’ ways of thinking about mathematical ideas. Particularly, she pursues these interests in the context of formative assessment practices. In addition, she is interested in studying students’ ways of thinking about mathematical concepts and learning trajectories because they provide resources for further supporting teaching.
Kim, M-J. & Lehrer, R. (Accepted). Using Learning Progressions to Design Instructional Trajectories. In C. Suurtamm (Ed.), Annual Perspectives on Mathematics Education (APME) 2015: Using Assessment to Improve Instruction (pp. xxx- xxx). Reston, VA: National Council of Teachers of Mathematics.
Singer-Gabella, M., Stengel, B., Shahan, E., & Kim, M-J. (Accepted). Learning to leverage student thinking: What novice approximations teach us about ambitious practice. Elementary School Journal.
Lehrer, R., Kim, M-J., Ayers, E., & Wilson, M. (2014). Toward establishing a learning progression to support the development of statistical reasoning. In J. Confrey and A. Maloney (Eds.), Learning over Time: Learning Trajectories in Mathematics Education. Charlotte, NC: Information Age Publishers.
Kim, M-J. & Lehrer, R. Tracing the Naturalization of a Learning Progression Oriented Assessment System in a Teacher Community. Presented at the American Education Research Association (AERA) Annual Meeting in Chicago, Illinois, April, 2015.
Singer-Gabella, M. & Kim, M-J. Supporting the Recontextualization of Mathematics Practice From Preparation to Early Practice. Presented at the American Education Research Association (AERA) Annual Meeting in Philadelphia, April 6, 2014.
Lehrer, R., Kim, M-J., & Jones, R. (2014, July). Model-based informal inference. Paper invited to the 9th International Conference on Teaching Statistics at Flagstaff, Arizona.
Selected Grants/Funded Projects
2013-15 Faculty Travel Grant, Office of Research and Economic Development Faculty Travel Grant Program, $1500
2014 Peabody Society Alumni and Friends Dean’s Circle, College of Education, Louisiana State University, Baton Rouge, LA $3000
2015 Peabody Society Alumni and Friends Dean’s Circle, College of Education, Louisiana State University, Baton Rouge, LA $3000
2015 CHSE Dean’s Auxiliary Faculty Research & Travel Grant Program, $1000
Awards and Honors
Tiger Athletic Foundation Undergraduate Teaching Award 2015