Faculty Directory

Lillie R. Albert

Program Director, Secondary Education

Professor

Photo of Lillie R. Albert

Lillie R. Albert

Ph.D.

Contact

Campion Hall Room 217

Telephone: 617-552-4180

Email: lillie.albert@bc.edu

Education

  • Ph.D., University of Illinois at Urbana-Champaign
  • M.A., Xavier University at New Orleans
  • B.A., Dillard University

Courses

Teaching Mathematics and Technology
Secondary and Middle School Mathematics Methods
Teaching Mathematical Problem Solving in Grades 4-12

Research Interests

pedagogical implications of writing to learn, application of Vygotskian Psychology to teaching and learning in Mathematical problem solving; social justice education

Expertise

  • Equity and Social Justice
  • STEM Teaching and Learning
  • Teaching & Teacher Education
Curriculum Vitae

Department

TCS Teaching, Curriculum, and Society

Profile

Lillie R. Albert鈥檚 approach to mathematics education goes well beyond the numbers鈥攄eeply into sociocultural historic contexts, using a social justice perspective to encourage lasting learning improvements. Albert鈥檚 expertise spans disciplines, including areas such as the use of cultural and communicative tools to develop conceptual understanding of math.

She is the Principal Investigator of a $1.78 million project funded by the National Science Foundation; the project is designed to prepare and support mathematics teacher leaders to work in high-need school districts in the 艾可直播 area.

Albert鈥檚 years of active collaboration with colleagues and scholars in South Korea resulted in her recent book, South Korean Elementary Teachers鈥� Mathematical Knowledge for Teaching, coauthored with Rina Kim. Another book resulted from her research into application of Vygotskian psychological approaches to teaching and learning in mathematical problem-solving.

In keeping with the Lynch School鈥檚 emphasis on integrating theory and practice, she has served on projects that benefit youth and communities鈥攕uch as her work as an advisor on the WGBH Educational Foundation and PBS Learning Media project, "Keep Going! Building a Culture of Perseverance in the Math Classroom."

Publications

Books

  • Kim, R. & Albert, L. R. (2016). Mathematics teaching and learning: South Korean elementary teachers鈥� mathematical knowledge for teaching. Seoul, South Korea: Kyung Moon (Korean Language translated edition).
  • Kim, R. and Albert, L. R. (2015). Mathematics teaching and learning: South Korean elementary teachers鈥� mathematical knowledge for teaching. New York: Springer Publishing Company.
  • Kim, R., Albert, L. R. and Sihn, H. G. (2014). Reading, writing, and discussing at the graduate level: A guidebook for international students. New York, NY: University Press of America.
  • Albert, L. R. with D. Corea and V. Macadino (2012). Rhetorical ways of thinking: Vygotskian theory and mathematical problem solving. New York: Springer Publishing Company.
  • Albert, L. R. & Dignam, M. (2010). The decision to learn. Washington, DC: American Society of Association Executives: The Center for Association Leadership.

Selected Articles and Book Chapters

  • Lee, J. & Albert, L. R. (2021). Personality and susceptibility to persuasion during mathematics groupwork: An exploratory study.听Journal of Practical Studies in Education, 2(6), 10-22.听
  • Cho, E., Albert, L., & Hwang, S. (2021). Exploring white preservice mathematics teachers鈥� racial identity and culturally relevant teaching practices.听Journal of Korean Society of Mathematical Education, Series D, Research in Mathematical Education, 24(1), 29-47.
  • Gates, M. & Albert, L. R. (under review).听Considering opportunities for mathematical听magic听through a mathematician-early career teacher mentoring model.听Journal of Humanistic Mathematics.听
  • Hwang, S., Cho, E., & Albert, L. R. (2020). Examining mathematics teachers鈥� perception toward multicultural education: Teachers鈥� noticing of multicultural contents in mathematics textbooks.听Journal of Korean Society of Mathematical Education, Series D, Research in Mathematical Education, 23(3), 93-111.
  • Hwang, S., Chu, Y., & Albert, L. R. (2020). Examining the relationships among elementary mathematics teachers鈥� self-efficacy beliefs, constructivist beliefs, and years of experience. Journal of Elementary Mathematics Education in Korea, 24(1), 31-52.
  • Albert, L. R. (2019). Exemplary mathematics teachers for high-need schools: A two-way mentoring model. In J. Leonard, A. Burrows, & R. Kitchen (Eds.) Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation (262-288). Brill Sense.
  • Kim, R. & Albert, L. R. (2016). For whom does the educational evaluation exist? A study for improving mathematics educational evaluation system in South Korea based on Eisner鈥檚 evaluation theory. Research in Mathematical Education, 20(1), 1-10.
  • Albert, L. R. (2015). Educating for the future: An outsider鈥檚 view of South Korean mathematics education. In J. Kim, I. Han, M. Park, & Joongkwoen, L. (Eds.) Mathematics education in Korea: Curricular and teaching and learning practices Vol. II (171-190). Singapore: World Scientific Publishing Company.
  • *Albert, L. R. and Kim, R. (2015). Applying CCSSM鈥檚 definition of understanding to assess students鈥� mathematics learning. In C Suurtamm and A. R. McDuffie (Eds.), Assessment to enhance teaching and learning, (233-246). NCTM Annual Perspectives in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.
  • Albert, L. R., Kim, R., and Kwon, Na Young. (2014). A hierarchy of South Korean elementary teachers鈥� knowledge for teaching mathematics. Education Practice and Innovation, 1(2), 51-73.
  • Albert, L. R. Terrell, K., and Macadino, V. (2014). The mathematics excellence partnership: Developing professional learning communities. Journal of Mathematics Education Leadership. 15, 34-44.
  • Kim, R. & Albert, L. R. (2014). The history of base-ten-blocks: Why and who made base-ten-blocks? Mediterranean Journal of Social Sciences, 5, 356-365.
  • Albert, L. R. & Kim, R. (2013). Developing creativity through collaborative problem solving. Journal of Mathematics Education at Teachers College, 4, 32-38.
  • Albert, L. R., Bowen, C., & Tansey, J. (2009) Note taking as deliberative pedagogy: Scaffolding problem solving learning. In Kaur, B., Ban Har, Y., and Kapur, M. (Eds) Mathematical Problem Solving (69-88), Association of Mathematics Educators Yearbook, Singapore: World Scientific Publishing Co. Pte. Ltd.
  • Albert, L. R. & McAdam, J. F. (2007). Making sense of decimal fraction algorithms using base-ten blocks. In Martin, W. G., Strutchens, M. E, & Elliott, P. C. (Eds.) The Learning of Mathematics, NCTM Sixty-ninth Yearbook. Reston, VA: National Council of Teachers of Mathematics, Inc.
  • Albert, L. R. (2005). An exploration of a consciousness of difference through positionality: The role of the miner鈥檚 canary. Qualitative Research Journal, 5, 51-63.
  • Albert, L. R. 听& Ammer, J. J. (2004). Lesson planning and delivery. In K. Lenz, Deshler, D., & Kissam, B. (Eds.). Teaching Content to All: Evidence-Based Inclusive Practices in Middle and Secondary School (195-220). 听艾可直播, MA: Pearson Education, Inc.
  • Albert, L. R. (2002). Bridging the achievement gap in mathematics: Sociocultural historic theory and dynamic cognitive assessment, Journal of Thought, 37, 65-82.
  • Albert, L. R., Mayotte, G. & Sohn, S. C. (2002). Making observation interactive. Mathematics Teaching in the Middle School, 7, 396-403.
  • Albert, L. R. (2000). Outside In, Inside Out: Seventh grade students鈥� mathematical thought processes. Educational Studies in Mathematics, 41, 109-142.
  • Albert, L. R. & Antos, J. (2000). Daily journals connect mathematics to real life. Teaching Mathematics in the Middle Grades, 5, 526-533.

Selected Articles and Book Chapters

Hwang, S., Chu, Y., & Albert, L. R. (2020). Examining the relationships among elementary mathematics teachers鈥� self-efficacy beliefs, constructivist beliefs, and years of experience. Journal of Elementary Mathematics Education in Korea, 24(1), 31-52.

Albert, L. R. (2019). Exemplary mathematics teachers for high-need schools: A two-way mentoring model. In J. Leonard, A. Burrows, & R. Kitchen (Eds.) Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation (262-288). Brill Sense.

Selected Presentations and Invited Addresses

Albert, L. R., Cheung, C. K., Friedberg, S. (July, 2021). Developing and supporting exemplary mathematics educators in high need schools.听Proceedings of the 14th听International Congress on Mathematical Education.听Shanghai, China.

Albert, L. R., & Son, K. (2020, December).听The next generation of elementary mathematics teachers after COVID-19: Personality and creativity in the classroom.听2020 International Conference of the Korean Society of Mathematical Education, Online via Zoom, Seoul, South Korea.

Albert, L. R. (2019, June). Teacher and student learning: Personality and creativity in the classroom. Seminar presentation at Choncheon National University of Education. Co-hosted by Ingenious Math Research Society and Gangwon Educational Training Institute. Gangwon Province, South Korea.

Albert, L. R. (2018, October). Race and culture: The current state of STEM education, Moving beyond dehumanizing practices in teaching mathematics. Invited Presentations at 18th Annual Diversity Challenge. ISPRC at 艾可直播 College. 艾可直播, MA.

Albert, L. R. (2018, June). Outside-in 鈥� Inside-out: Mathematical writing in the zone of proximal practice. Invited presentation at Choncheon National University of Education Mathematics Carnival. Ingenious Math Research Society. Gangwon Province, South Korea.

Kim, R. Albert, L. R., & Sihn, H. G. (2018, April). What makes students nervous when learning mathematics: A story from South Korea.听 Paper presented at the Annual Meeting of the American Education Research Association, New York.

Albert, L R., Hwang, S. and Madden, P. F. (2017, May). Scenarios as an instructional approach: Prospective teachers鈥� self-reflections about teaching mathematics to English language learners. Paper presented at the Annual Meeting of the American Education Research Association, San Antonio, Texas.

Albert, L. R. (2016, July). The next generation of elementary mathematics teachers: The role of personality and creativity. Paper presentation at the 13th International Congress on Mathematics Education. Hamburg, Germany.

External Funded Grants

Principal Investigator, The National Science Foundation, 2020-2026, Funded Amount: $1.78 millions. Project Title: Developing Exemplary Mathematics Teacher Leaders for High Need Schools: Content, Equity and Leadership. Juliana Belding, Chi-Keung Cheung and Solomon Friedberg Co- Principal Investigators, (with Co-PI Eden Badertscher at EDC).

Principal Investigator, The National Science Foundation, 2013-2020, Funded Amount: $1.6 millions, Project Title: Mathematics Educators for High-Need Schools. Chi-Keung Cheung and Solomon Friedberg Co- Principal Investigators, (with Math for America 艾可直播).

Principal Investigator, The National Science Foundation, 2011-2012. Funded Amount: $88,117, Project Title: Developing the Next Generation of Outstanding Mathematics Teachers. Chi-Keung Cheung, Co- Principal Investigator.

Co-Investigator (e.g., 艾可直播research collaborator), The National Science Foundation, 2005-2007, Funded Amount: $496,000, Project Title: Helping to Even the Odds for Girls in STEM Fields: Understanding the Basis for Girls鈥� Difficulties with Measurement. Beth Casey and Marina Vasilyeva, Principal Investigators.

Principal Investigator, 2002-2006, General Electric Foundation Mathematics Excellence Initiative, Funded Amount: $369,225.00, Title of Project: 艾可直播 College/Brighton High School Mathematics Excellence Partnership (B2 MEP), Melanie Zibit, Co- Principal Investigator.

Principal Investigator, The National Nativity Board, 2002-2005, Funded Amount $306,726, Project Title: Nativity Fellows and Instructional Grant.

Internal Funding
Peck, A. (Principal), Albert, L., Barnett, G. M., Scanlon, D., Brisk, M. E., Bottema-Beutel, K. M., Supporting, UCT/ATAB, 艾可直播 College, 2014-June 2016, Funded Amount $50,000.00, Title of Project: Development of Technology Badges for Students in Teacher Preparation Programs.

Co- Principal Investigator, BCTNE, 2009-2010, Funded Amount: $14,688 艾可直播 College Seminar in Mathematics Education, Solomon Friedberg, Principal Investigator.

Principal Investigator, Research Incentive Grant, 2004, Funded Amount: $15,000, Title of Project: The Talk of Scaffolding: Communication that brings Adult Learners to Deeper Levels of Mathematical Understanding.

Principal Investigator, Research Incentive Grant, 2001, Funded Amount: $15,000, Title of Project: Using Drawings as a Visual Tool to Capture Prospective Teachers' Perceptions and Images of Mathematical Teaching and Learning.

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