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Jennifer Suh



  • Higher Ed: Mathematics 


Jennifer Suh is an Associate Professor in the Graduate School of Education, College of Education and Human Development, George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Masters and PH.D Programs. She directs the Center for Outreach in Mathematics Professional Learning and Educational Technology, COMPLETE, a joint center between the College of Education and the College of Science. Her research focuses on: Implementing Lesson Study to develop pedagogical mathematics knowledge across the continuum from pre-service teachers to mathematics teacher leaders; Building children's development of mathematical meaning through math modeling and representational fluency; Promoting equitable access to 21st century skills through problem-based learning encouraging creativity, critical thinking, communication and collaboration for diverse student populations. Through formal and informal educational outreach, Dr. Suh enjoys working with schools, communities teachers and parents to show how math can be useful in solving real world problems and be enjoyable to teach and learn. 


Developing students' mathematics proficiency & teachers' mathematics knowledge through Lesson Study (socio-mathematical practices, diverse student populations, and representational fluency through mathematics tools and emerging technologies); sustaining professional development with coach-facilitated Lesson Study 


Suh, J. M., Birkhead, S., Baker, C., Frank, T., & Seshaiyer, P. (2017). Leveraging Coach-Facilitated Professional Development to Create Teacher Social Networks for Enhancing Professional Practice. In M. Boston & L. West (Eds.), Annual Perspectives in Mathematics Education: Reflective and Collaborative Processes to Improve Mathematics Teaching. Reston, VA: National Council of Teachers of Mathematics.

Suh, J.M. (2016). Ambitious teaching: Designing practice-based assignments for integrating virtual manipulatives into mathematics lessons. In P. Moyer-Packenham (Ed.), Mathematics Education Digital Era: International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives, 301-321.

Suh, J. M., Sprague, D.R. & Baker, C.K. (2016). Transforming mathematics teacher knowledge in the digital age through iterative design of course-based projects. In Niess, M., Driskell, S., & Hollenbrands, K. (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 190-214

Brown, B. L, Suh, J.M., Parsons, S. A., Parker, A. K., & Ramirez, E.M. (2015). Documenting teacher candidates' professional growth through performance assessment. Journal of Research in Education, 25 (1), 35-47.

Suh, J.M., King, L.A., & Weiss, A. (2014). Co-Development of professional practice at a professional development school through Instructional Rounds and Lesson Study. In D. Polly, Heafner, T., Chapman, M. & Spooner, M., (Ed.), Professional Development Schools and Transformative Partnerships. 177-189.