Archive for Uncategorized

Sunday, October 8th, 2017

Korea Workshop 2017

Paradigm Shift- Cultural Reform in Mathematics Education in Korea To Foster Positive Dispositions towards Mathematics

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The trip was an invitation from the Korea Society of Educational Studies in Mathematics  (President Wan-Young Cho) to participate in a National Assembly forum to discuss theimportance of enhancing the culture of mathematics education and workshops in Kyungnam Office of Education hosted by the Kyeongnam Director of Education, Park Jong-hoon,

I was able to invite another math education colleague from USU and two doc students in math ed leadership – Sara Birkhead, Presidential scholar and Kathy Matson, Dean Scholar.

Director of Education from Kyeongnam Province, Park Jong-hoon, says that this change requires a cultural movement. As part of that movement, he funded the first Math Cultural Experience Center, that was envisioned by a local school teacher. This brings family and children together to explore and enjoy the wonder in mathematics.

This was part of larger and long-term math education initiative that celebrates the nation’s first Math Cultural Experience Center in Gyeongnam that was designed to bring children and families together enjoying mathematics. This effort is in large part to promote a more positive productive disposition towards mathematics. Internationally Korean students excel in mathematics as documented in TIMSS Studies. These international comparative studies showed that Korean students consistently achieved high scores not only in mathematical skills and procedures but also in problem-solving, but had very low interest and confidence in mathematics. Such negative attitudes toward mathematics have been problematic. This led curriculum developers and mathematics educators to highlight that students need to appreciate the value of mathematics and develop positive dispositions toward mathematics as articulated in the objectives of school mathematics.

Shifting the Focus on not just achievement in math but the affective aspects of teaching mathematics: Students Building a Closer Relationship with Math- Seeing Mathematics as Empowering!-Theme of Suh’s talk

Inquiry-based student centered instruction with a focus on Math modeling, STEM education fostering 21st century skills creativity, cooperation skills, communication skills, critical thinking skills, and solving problems that are needed to solve complex real world  problems.

Through case studies of research lessons, I shared how students engaged in community-based service learning projects that included a coin harvest and meals for families. In addition, I shared how we have provided Free STEM camp for students and a workshop for teachers to integrate STEM into their elementary curriculum. These powers were personally relatable for students but also demonstrated how math could be used as an empowering tool for students. The authentic nature of community based problem context now only allowed teachers to engage learners but teacher reported that students were able to link their curriculum lessons to meaningful contexts that students cared about.


Our trip included a workshop in Busan on Tuesday 9/13/17 with 50 elem, middle and high school teachers. National Assembly on Friday 9/16/17 Workshop and another workshop on Sat 9/17/18 with teacher leaders/curriculum designers called the Mathematics Task Development Research Team.

The international forum was a great opportunity to deepen our partnership with Korean Mathematics Educators  and look for ways to collaborate on future teaching and research projects. It is exciting to be involved in this cultural revolution that is forward thinking and for the enhancement of the Korean students and teachers. I hope to build on this foundation and help build an  infrastructure as the Korean math educators and leaders strengthen the foundation of the mathematics education ecosystem, such as bringing together mathematics education experts, teachers, local governments, education institutes, and parents for the improvement for the learners of all ages.

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Wednesday, July 26th, 2017

Working with Dedicated Democracy Prep Teachers in DC

Today we talked about increasing the rigor to provide meaningful learning for each and every one of our learners!

Democracy Prep teachers are dedicated to their students’ learning important mathematics!
Enjoying the week with Dr. Toya Frank, Sara Birkhead and Jay Bradley and our teacher leaders from Democracy Prep, Tiana, Lyndon and Jasmin! What a dream team!

working with Democracy Prep teachers






Thursday, December 22nd, 2016

Winter Graduation 2016

Congratulations to MASON graduates Winter 2016, especially Dr. Alice Petillo! You did it!


Saturday, October 15th, 2016

Analyzing Student Work &Math Authority and Agency

IMG_9285Analyzing student work provide us with an understanding of how students develop conceptual understanding and what misconceptions and partial understanding  exist at different learning points.

Sunday, September 25th, 2016

Seminal research on teacher pd

Teacher knowledge studies pdf

Friday, September 23rd, 2016

Family of Problems


Family of Problems is dedicated to building a warehouse of creative, interactive, flexible problems for innovative math teachers. All the problems within this site have been successfully used by experienced math teachers in the classroom. Problems are grouped in threes based upon related content and learning concepts. Each problem is documented with a front door, lesson plan, and black line master; and links to its two closely related problems. The problems are listed below organized by grade level, big idea, and alphabetic order. Enjoy!


Sunday, September 4th, 2016

Math Science and Technology

Math modeling, scientific modeling and computational thinking brings the standards together in brilliant ways!

Wednesday, March 2nd, 2016


IMPACT Connections
Problems Powerpoints & Materials  
Instructional Practices
Resources &
About Project IMPACT:

The purpose of Project IMPACT, Improving Mathematical Practices via Algebraic Connections and Technology in Elementary and Middle School Mathematics, is to create a collaborative network for knowledge development in mathematics teaching and learning. It provides a forum for teachers to collaboratively plan lessons, exchange best instructional practices and effective uses of tech-knowledgy tools to design instructional tasks that promote algebraic conceptual thinking. Teacher collaboration enhances their professional practice which then affects students’ learning. This project is led by Dr. Jennifer Suh and Dr. Padhu Seshaiyer at George Mason University through grants funded by the State Council of Higher Education in Virginia.

Why algebra as the focus?

Algebra has typically been considered a high school course and often called the gateway course to graduation. However, algebra is no longer a middle and high school course, but a prominent strand in the k-8 curriculum. In fact, according to the MATH Now initiative, aimed at advancing math education in elementary and middle school, the Secretary of Education, Margret Spellings stated,

“To compete in the global economy, you must know math. Therefore it is more important than ever that our students receive solid math instruction in the early grades to prepare them to take and pass Algebra and other challenging courses in middle school and high school.”

By introducing algebraic reasoning as a study of patterns, functions and relationships, students gain access to algebraic investigations early in the elementary grades, which can demystify algebra and build foundational building blocks for more formalized study of algebra in middle and high school. Research has shown greatest impact of technology on algebra activity with middle and secondary level students in understanding and visualizing graphical representations of symbolic forms through the use of graphing calculators, computer algebra systems and other software programs (Kieren, 2007).

Working with preservice and inservice teachers, this collaborative network will build on the knowledge necessary for teaching.

Situated in practice based dilemma, teachers collaboratively design instruction that promote students’ mathematical proficiency.

Website by Dr. Jennifer Suh
Assistant Professor of Mathematics Education
link to Dr. Suh’s website:

Mentoring Network for IMPACT in Mathematics Teaching and Learning

Monday, February 29th, 2016

Comparing Teacher PD across the world

Teaching is a respected and highly competitive profession in countries with the highest achievement.

How do we raise the professionalism of teaching profession to attract talented individuals into teaching work force?
What do we do with these talented teachers when we get them in our profession to raise the rigor and improve our education system?

Monday, February 22nd, 2016

Math Techknowledgy

Math Techknowledgy