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Dr. Jennifer M. Suh
PhD, George Mason University
Professor
Center Co-Director, Center for Outreach in Mathematics Professional Learning and Educational Technology
Mathematics Education Leadership , PhD in Education
Elementary Education PK-6
Mathematics Specialist Leadership

Contact Information

Send email to Dr. Suh

Phone: (703) 993-9119
Fax: (703) 993-3643
Email: jsuh4 (@gmu.edu)

Jennifer Suh's website

George Mason University
Fairfax Campus
Thompson Hall 2203
4400 University Dr.
MS IE8
Fairfax, VA 22030

Curriculum Vitae

View Jennifer Suh's curriculum vitae in PDF format.

Profile

Jennifer Suh is a Professor of Mathematics Education 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. Dr. Suh teaches mathematics courses in the Mathematics Education Leadership and Elementary Education programs. Dr. Suh is also the PDS University Facilitator at Westlawn Elementary School in Falls Church, Virginia. As a University Facilitator, she supervises teacher interns who are in the Professional Development School Program.

Dr. Suh teaches mathematics courses in the Mathematics Education Leadership and Elementary Education programs. Dr. Suh is also the PDS University Facilitator at Westlawn Elementary School in Falls Church, Virginia. As a University Facilitator, she supervises teacher interns who are in the Professional Development School Program.

She received her Ph.D. in Mathematics Education Leadership with a specialization in instructional technology from George Mason University in 2005, her Masters in Teaching and her Bachelor of Arts from the University of Virginia in 1994. Prior to working in higher education, Dr. Suh was an elementary classroom teacher for 11 years working in Virginia and for the Department of Defense Dependent Schools in Seoul, Korea. Currently, she teaches the Elementary Mathematics Methods courses for prospective teachers and Research in Mathematics Education for the Mathematics Specialist Masters and PH.D Programs.

Research Interests

Leading Research Practice Partnerships and Networked Improvement communities with school districts

  • Engaging in Research with Mathematics Teachers and Coaches
  • Lesson Study to Unpack Math Learning Trajectories  
  • Mathematical Modeling in Elementary Grades
  • Promoting Equitable Teaching Practices  
  • Designing STEM PBL to promote 21st century skills

Mathematics teacher development, in particular using lesson study to develop pedagogical mathematics knowledge.

Childrens development of mathematical meaning and models to build understanding and representational fluency, with a focus on diverse populations of students.

Adaptive Learning Environments to Promote 21st Century Skills: Creativity, Critical Thinking, Communication and Collaboration in STEM Education

Mathematics Teacher Development -Developing Pedagogical Content Knowledge

Dr. Suh's current research focuses on effective methods in developing elementary mathematics teachers pedagogical and content knowledge. She has conducted research with elementary teachers on lesson study and explored the use of mathematical models using physical and virtual manipulatives as means to develop pedagogical mathematics knowledge. She continues to work with pre-service and in-service teachers who "relearn" the fundamental mathematics by mathematical knowledge mapping, multiple representations & models, and meaningful problem solving activities.

Childrens development of mathematical meaning and models to build understanding and representational fluency with diverse student populations

Her other research efforts focus on effective methods in building representational fluency, that is allowing students to translate or reinterpret a mathematical idea from one mode of representation to another: from real life experiences, manipulative models, pictorial representations, written symbols and spoken words. Dr. Suhs research examines how students use multiple representations of mathematics concepts to build flexibility and mathematical proficiency, particularly with diverse populations of students.

Adaptive Learning Environments to Promote 21st Century Skills: Creativity, Critical Thinking, Communication and Collaboration in STEM Education

Dr. Suh continues her research in leveraging best practices to promote a responsive learning environment to promote 21st century Skills: Creativity, Critical thinking, Communication and Collaboration. Her recent work in STEM education has involved Lesson Study focused around the design of lessons integrating interdiscplinary topics to promote real world contexts in STEM learning.

Recent Publications

Suh, J.M., Vora, M., & Moreau, D. (2024). Exploring the potential of ChatGPT as codesigners for culturally relevant and inquiry-based mathematics tasks. AMTE Connections, 33(5).

Suh, J.M., Maxwell, G., Roscioli, K., Tate, H., Seshaiyer, P., & Marttinen, R. (2023). Young Mathematicians Take Action Through Sport Clinics. Mathematics Teacher: Learning and Teaching PK-12, NCTM.

Tate, H., Anstett, S., Cooke, B., Hrabak, M. J., & Suh, J. (2024). Inclusive Playground Design. Mathematics Teacher: Learning and Teaching PK-12, 117(8), 550-561. Retrieved Sep 16, 2024, from https://doi.org/10.5951/MTLT.2023.0285

Tate, H., Suh, J., Christensen, A., Kaplewicz, K., Carlson, J., & Carter, J. (2024). Vertical lesson study to bring coherence in prioritizing student contribution and voice. NCSM Journal of Mathematics Education Leadership (JMEL), 25(1) 6-23.

Gilbert, A., Suh, J. & Choudhry, F. (2024). Exploring the Development of Preservice Teachers’ Visions of Equity through Science and Mathematics Integration. International Journal of Math and Science Education. https://doi.org/10.1007/s10763-024-10467-1

         *Selected for inclusion in the SDG 4 Quality Education Collection

Turner, E., Aguirre, J., Carlson, M. A., Suh, J.M., & Fulton, E. (2023). Resisting marginalization with culturally responsive mathematical modeling in elementary classrooms. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01542-y

Turner, E., Suh, J.M., Tate, H., Soltelo Ocampo, D., Carlson, M., Aguirre, J., & Fulton, E. (2023). Cultivating equity and empathy in community focused elementary math modeling. In M. Strutchens, G. Krause, D. Y. White, & J. Bay-Williams (Eds.), Antiracist mathematics education: Stories of acknowledgement, action, and accountability. TODOS Mathematics for All. 

 

Suh, J. M., Tate, H., Rossbach, M., Green, S., Matson, K., Aguirre, J., Seshaiyer, P., & Steen, S. (2023). Dilemmas and Design Principles in Planning for Justice-Oriented Community-Based Mathematical Modeling Lessons. Mathematics Teacher Educator, 11(3), 210-230. Retrieved Sep 17, 2023, from https://doi.org/10.5951/MTE.2022-0025
 

Roscioli, K., & Suh, J.M. (2023). Turning Trucks Into a Meaningful Geometry Exploration. Mathematics Teacher: Learning and Teaching PK-12, 116(5), 330-340. Retrieved Sep 17, 2023, from https://doi.org/10.5951/MTLT.2022.0352
 

Sigmon, S. D., Halpin, K. Q., Ettere, D. J., & Suh, J.M. (2023). Same Task but Different Learning Goals. Mathematics Teacher: Learning and Teaching PK-12, 116(1), 16-24. Retrieved Sep 17, 2023, from https://doi.org/10.5951/MTLT.2022.0129
 

Suh, J.M. & Roscioli, K. (2022). Learning Trajectory-Based Formative Assessment and Sequenced Digital Learning Activities in Math Class. Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms (pp.271-294). IGI publication.
 

Tate, H., Proffitt,T., Christensen, A., Hunter, A., Stratton,D., Fleshman, E., Aguirre, J., Suh, J.M. (2022) Mathematizing Representation in Children’s Libraries: An Antiracist Math Unit in Elementary Grades Teaching For Excellence and Equity in Mathematics, 12(2),  23-40.

 

Aguirre, J. M., Suh, J.M., Tate, H., Carlson, M. A., Fulton, E. A., Turner, E. E. (2022). Leveraging Equity and Civic Empathy through Community-Based Mathematical Modeling. Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 331-340). Murfreesboro, TN: Middle Tennessee State University.

 

Suh, J. M. (2022). Intentionality in Using Learning Trajectories to “Reframe” Teacher Noticings Towards Anti-Deficit and Asset-Based Instruction. Conference Papers -- Psychology of Mathematics & Education of North America, 43–61.

 

Suh, J. M., Wills, T., Kirschner, S., Wearly, A., Vora, M. E., & Roscioli, K. (2022). Developing Asset-Based Instruction through Learning Trajectory-Based Curricular Design. Conference Papers -- Psychology of Mathematics & Education of North America, 215–223.

 

Suh, J.M., Roscioli, K., Leong, K. & Tate, H. (2022). Transformative Technology for Equity-centered Instruction. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1559-1567). San Diego, CA, United States.
 

Suh, J. M. & Gallagher, M. & Capen, L. & Birkhead, S. (2021). Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching. International Journal for Lesson & Learning Studies. ahead-of-print. 10.1108/IJLLS-09-2020-0073. 

 

Suh, J.M., Matson, K., Birkhead, S., Green, S., Rossbach, M., Seshaiyer, P. & Jamieson, T.S. (2021). The Importance of Problem Formulation and Elementary Teachers as Designers of the Early Modeling Experiences for Elementary Students (113-145). In J.M Suh, M. Wickstrom & L. English (Eds.), Exploring the Nature of Mathematical Modeling in the Early Grades. Netherlands: Springer.

Other Information

Assistant Director for the Mathematics Education Center, George Mason University

The Center provides research opportunities for students interested in advanced degrees in Mathematics Education, Instructional Technology, and Educational Research. The Centers research activity serves as a laboratory where advanced graduate students enrolled in GMU programs participate in the ongoing research of the faculty. Students learn first-hand how to conduct educational research by participating in study design, instrument development, data collection, data analysis, manuscript preparation, and research presentations.

Co-Director for a joint center between the College of Science and the College of Education and Human Development-COMPLETE, George Mason University

COMPLETE: Center for Outreach in Mathematics Professional Learning & Educational is a mathematics partnership between George Mason University (GMU) and school divisions in Northern Virginia (Alexandria, Falls Church City, Fairfax County, Loudoun County, Manassas City and Prince William County) to provide professional development for mathematics teachers in grades K-8.

Campus Affiliations
Other Courses Taught