About Me
I am a math educator (teaching faculty and precalculus coordinator, CV) in the Mathematics Department at the University of Wisconsin–Madison. I earned a Ph.D. in Mathematics with a specialization in Mathematics Education from Michigan State University (2011), where I studied mathematics and mathematics education. My role involves teaching undergraduate mathematics courses and supporting students in building a solid foundation in mathematical concepts.
My work centers on mathematics education across various levels, from early childhood through college and into lifelong learning. I strive to make mathematics approachable and engaging for students from diverse backgrounds, drawing on my experience as a certified secondary mathematics teacher in both South Korea and Wisconsin. This background helps me design curricula and teaching strategies that connect with students’ varied learning needs and foster a classroom where every student has access to meaningful opportunities to learn and succeed in mathematics.
Teaching
My teaching experience spans a wide range of undergraduate mathematics and mathematics education courses, serving learners at various levels. These courses include Mathematics for Elementary and Secondary Teachers, History of Mathematics, College Algebra, Trigonometry, Precalculus, Abstract Algebra, Calculus, Real and Complex Analysis, Geometry (Axiomatic and Differential), Linear Algebra, Differential Equations, Discrete Mathematics, Combinatorics, Probability and Statistics, Technology in Mathematics Education, as well as Elementary, Middle, and High School Mathematics.
Currently, I'm teaching:
Math 96 Preparatory Algebra (Fall 2025)
| Wisc Canvas |
Research
My research interests in mathematics education cover a diverse array of topics, including the use of representations and semiotic registers (in the sense of Duval), students’ conceptual understanding, the integration of mathematics and science, advanced mathematical thinking, embodied cognition, and mathematical knowledge for teaching. These areas guide my commitment to improving mathematics education and shape the development of effective, research-based instructional practices.
I am particularly driven by the belief that research in these domains can meaningfully advance the field by deepening our understanding of how students engage with and learn mathematics. Such insights enable the design of more impactful teaching strategies that foster equitable and enduring success for all learners.