Research Interests

• Research and Teaching with Mathematics Graduate Student Instructor (GSI) Pedagogy
• Teaching Undergraduate and Graduate Mathematics and Pedagogy Courses
• Research in Mathematical Metaphorical Conceptualization to Improve Teacher Listening
• Research in Proof and Problem Solving within Collegiate and Secondary Education

Education

• Ph.D. in Mathematics Education, Kent State University (2012)
• Licensed Mathematics Teacher in the State of Ohio, grades 7-12 (2012)
• Masters in Mathematics Education, Ohio State University (2006)
• Doctoral Work in Mathematics, University of Notre Dame (2005)
• M.S. in Mathematics, Ohio State University (2004)
• B.S. in Mathematics, Ohio State University (2001)

Experience

• Associate Professor, University of South Carolina (2014 – present)
  • Joint Position with Department of Mathematics within the College of Arts and Sciences and the Department of Instruction and Teacher Education within the College of Education
• Assistant Professor in Mathematics Education, California State University, Fullerton (2012 – 2014)
• Part-Time Faculty, Cleveland State University  (2008 – 2012)
• Full-Time Mathematics Teacher (Grades 9 – 12), Solon High School (2006 – 2012)
• Student Teaching in Secondary Schools (Grades 6 – 12) The Ohio State University (2005 – 2006)
• Lecturer and Instructor, The Ohio State University (2002 – 2006)
• Recitation Instructor, Teaching Assistant, and Tutor, The Ohio State University (1999 – 2001)

Courses Taught

• 2016 – present: Created, implemented, researched, and taught a mentor professional development (mentor PD) for experienced GSIs to learn how to mentor novice GSIs.
• 2015 – present: Created and taught new graduate student instructor (GSI) 3-day orientation workshop.
• 2014 – present: Doctoral committee member and advisor for three education doctoral students.
• 2014 – present: Developed, created, and taught new Mathematics Pedagogy I & II (MATH 791-792).
• 2014 – present: University of South Carolina, Columbia: Practicum Seminar for Graduate Teaching Assistants, Advanced Doctoral Mathematics and Mathematics Education Research, Mathematics Pedagogy I & II, Elementary Teacher Mathematical Content, Calculus 1, Calculus 2, Vector Calculus, and Differential Equations.
• 2012 – 2014: California State University, Fullerton: Capstone Mathematics Course for Secondary School, Mathematics Course for Elementary Teachers, Supervising Student Teachers in the Secondary Classroom, and Teaching Action Research Course for Graduate Students.
• 2008 – 2012: Cleveland State Post-Secondary Enrollment Options Program (PSEOP): Multivariable Calculus, Differential Equations, and Linear Algebra.
• 2006 – 2012: Solon High School: Algebra 2, Honors Algebra 2,Geometry, Honors Geometry, Accelerated Pre-Calculus, Accelerated Algebra 2, Honors Algebra 2, and Multivariable Calculus, Differential Equations, and Linear Algebra.
• 2005 – 2007: Student Teaching through Ohio State University, Grades 6, 8, 9, 10, 11, & 12
• 2002 – 2006: Ohio State University: Collegiate Algebra, Accelerated Collegiate Algebra, Pre-calculus, Basic Calculus Sequences, Integrated Calculus, Advanced Calculus for Engineers, and Multivariable Calculus.

Selected Publications

• Yee, S.P., Roy, G., Graul, L. (In Press). Conditional reasoning online with Mastermind. Mathematics Teaching in Middle School. National Council of Teachers of Mathematics.
• Yee, S.P., Otten, S., & Taylor, M.W. (2018). What do we value in secondary mathematics teaching methods? Investigations in Mathematics Learning (IML). 10(4), 187-201.
• Yee, S.P., Boyle, J. D., Ko, Y. Y., & Bleiler-Baxter, S. K. (2018). Effects of constructing and communally critiquing arguments with classroom-generated criteria. Journal of Mathematical Behavior (JMB), 49(2018), 145-162.
• Yee, S. P. (2017). Students’ and teachers’ conceptual metaphors for mathematical problem solving. School Science and Mathematics, 117(3-4), 146-157.
• Ko, Y. Y., Yee, S.P., Bleiler-Baxter, S. K., & Boyle, J. D. (2016). Empowering students' proof learning through communal engagement. Mathematics Teacher, 109(8), 618-624.
• Boyle, J.D., Bleiler, S. K., Yee, S.P., & Ko, Y. (2015). Transforming perceptions of proof: A four-part instructional sequence. Mathematics Teacher Educator (MTE), 4(1), 32-38.
• Yee, S.P. & Bostic, J. D. (2014). Developing a students’ contextualization of problem solving. Journal of Mathematical Behavior (JMB), 36(2014), 1-19.
• Yee, S.P. (2013). Problem solving concretely with the word like. Investigations in Mathematics Learning (IML), 5(3), 25-43.