Senior Researcher

Hee-Joon Kim

Program/Areas of Interest

  • Mathematics and spatial reasoning
  • Mathematical argumentation and modeling
  • Curriculum Design
  • Dynamic representation technology 


Hee-Joon Kim, Ph.D., designs curriculum materials and instructional practices that help students engage in learning with technology designed based on the learning sciences and authentic mathematical practices. Her research interest is in learning environments that enable diverse learners to engage in mathematical argumentation and modeling. Kim is currently working on a project where her main role is to design curriculum materials that integrates 3D printing and design thinking to support students to develop mathematics, spatial reasoning, and computational thinking. In another project, she is developing rubrics for selected mathematical practices for coaches to use to support teacher learning to engage their students in the mathematical practices and coding schemes for research. She is an experienced designer and editor of curriculum and assessment materials from upper elementary to high school mathematics. Kim has experience in research on classroom discourse using qualitative methodology. 


  • B.S. in Mathematics from Ewha Womans University, Seoul, South Korea
  • M.S. in Secondary Education from Indiana University Bloomington
  • Ph.D. in Mathematics Education from the University of Texas at Austin

Highlighted Publications

Knudsen, J., Stevens, H., Lara-Meloy, T., Kim, H, & Shechtman, N. (2018). Mathematical Argumentation in Middle School – The What, Why and How. Thousand Oaks, CA: Corwin. 

Kim, H, Knudsen, J., Shechtman, N., Remold, J., & Stevens, H. (2018). How middle school math teachers move students’ example-based justifications toward generalization in classroom argumentation. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. 

Kim, H, Stevens, H., Knudsen, J., & Rafanan, K. (2016). Using mathematical argumentation to achieve equity in discourse. Paper presented at the proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucsan, AZ.