Cathery Yeh
Assistant Professor, Department of Curriculum and Instruction
Assistant Professor, Center for Asian American Studies, College of Liberal Arts
Phone: +1 714 209 5153
Email: cathery.yeh@austin.utexas.edu
Office: SZB 4.404J
View Curriculum Vitae (pdf)
Assistant Professor, Center for Asian American Studies, College of Liberal Arts
Phone: +1 714 209 5153
Email: cathery.yeh@austin.utexas.edu
Office: SZB 4.404J
View Curriculum Vitae (pdf)
Dr. Cathery Yeh (she/her/hers) is an assistant professor in STEM Education and a core faculty member in the Center for Asian American Studies. Her research examines the role race, class, gender and language plays in the constructions of ability in mathematics classrooms. Funded by the National Science Foundation, Mathematics Education Fund, National Endowment for the Humanities and other agencies, her scholarship is collaborative, building research partnerships with school districts and communities to attend to the strengths, needs and goals of teachers, students and the community served. Her work as an engaged scholar builds on 20+ years as a dual language classroom teacher and educator, visiting over 300 student homes, while family and community members came into the classroom to co-teach mathematics Dr. Yeh currently serves on the Board of Directors for the National Council of Teachers of Mathematics.
Ph.D. in Mathematics Education, Chicano/Latino Studies Graduate Emphasis, University of California, Irvine, 2016
M.A. in Learning, Cognition, and Development, University of California, Irvine, 2012
M.Ed. in Urban Education, University of California, Los Angeles, 2002
B.A. in Psychology, University of California, Los Angeles, 2000
Dr. Yeh's research examines the role race, class, gender, and language plays in the constructions of ability in mathematics classrooms.
Member, Editorial Board, Journal of Urban Mathematics Education(2022 - 2025)
Member, Board of Directors, National Council of Teachers of Mathematics(2021 - 2024)
Jett, C.., Yeh, C.. & Zavala, M.. (2022). From argumentation to truth-telling: Critical race theory in mathematics teacher education. Mathematics Teacher Educator, 10(3), 223–320. https://pubs.nctm.org/view/journals/mte/10/3/article-p223.xml. doi:https://doi.org/10.5951/MTE.2022.0007.
Yeh, C. (2022). Learning in community: Feature article from 2022 AMTE Early Career Award recipient. Connections, Summer. https://www.amte.net/connections/2022/05/feature-article-2022-amte-early-career-award-recipient.
Bartell, B., Yeh, C., Felton-Koestler, M. & Berry, R. (2022). Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. Thousand Oaks: Corwin. (View)
Hsieh, B., Yu, J., Yeh, C. & Agarwal-Rangnath, R. (2022). Love on the front lines: Asian American MotherScholars resisting dehumanizing contexts through humanizing collectivity. Peabody Journal of Education, 97(2), 165–178. https://www.tandfonline.com/doi/citedby/10.1080/0161956X.2022.2055885?scroll=top&needAccess=true. doi:10.1080/0161956X.2022.2055885.
Agarwal-Rangnath, R., Yeh, C. & Hsieh, B. (2022). We need to see each other as human: Transformative ethnic studies in schools. Social Justice Pedagogy Across the Curriculum: The Practice of Freedom (pp. 217–229). Milton Park: Routledge. (View)
Yeh, C., Tan, P. & Reinholz, D. (2021). Rightful presence in times of crisis and uprising: A call for disobedience. Equity & Excellence in Education, 54(2), 196–209. https://www.tandfonline.com/doi/full/10.1080/10665684.2021.1951631. doi:10.1080/10665684.2021.1951631.
Yeh, C., Martinez, R., Revzi, S. & Shirude, S. (2021). Radical love as praxis: Ethnic studies and teaching mathematics for collective liberation. Journal of Urban Mathematics Education, 14(1), 71–95. https://jume-ojs-tamu.tdl.org/JUME/article/view/418. doi:https://doi.org/10.21423/jume-v14i1.
Yeh, C. & Ellis, M. (2021). Creating culturally responsive mathematics classrooms. ComMuniCator, 45(4), 83–85.
Yeh, C. (2021). Responsive and relevant to whom?. Mathematics Teachers: Learning and Teaching Mathematics, 114(1), 83–84. https://pubs.nctm.org/view/journals/mtlt/114/1/article-p83.xml. doi:DOI: https://doi.org/10.5951/MTLT.2020.0083.
Yeh, C. (2021). Freire, ethics, and revolutionary love. Freirean Echoes: Multigenerational Dialogues in Contemporary Times (pp. 151–158). Gorham: Meyers Press. (View)
Dingle, M. & Yeh, C. (2021). Mathematics in context: The pedagogy of liberation. Teaching Tolerance, 32–26. (View)
Yeh, C., Ellis, M. & Mahmood, D. (2020). From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities. Journal of Mathematical Behavior, 58. https://www.sciencedirect.com/science/article/abs/pii/S0732312319300902. doi:https://doi.org/10.1016/j.jmathb.2020.100758.
Yeh, C., Sugita, T. & Tan, P. (2020). Reimagining inclusive spaces for learning. Mathematics Teachers: Learning and Teaching Mathematics, 113(9), 708–714. doi:https://doi.org/10.5951/MTLT.2019.0101.
Lambert, R., Sugita, T., Yeh, C., Hunt, J. & Brophy, S. (2020). Documenting increased participation of a student with autism in the Standards for Mathematical Practice. Journal of Educational Psychology, 112(3), 494–513. doi:https://doi.org/10.1037/edu0000425.
Yeh, C. & Rubel, L. (2020). Queering mathematics: Disrupting binary oppositions in mathematics education. Borders in Mathematics Pre-Service Teacher Education (pp. 227–243). New York: Springer. (View)
Hinker, D., Marshall, AM., Rigelman, N. & Yeh, C. (2020). Catalyzing Change in Early Childhood and Elementary Schools. Reston: National Council of Teachers of Mathematics. (View)
Ellis, M. & Yeh, C. (2020). The need to disrupt normalcy in mathematics education. https://tinyurl.com/4mfyj92c.
Yeh, C. & Chao, T. (2019). Celebrating the mathematical brilliance in all children. Teaching Children Mathematics, 25(7), 448. doi:https://doi.org/10.5951/teacchilmath.25.7.0448.
Yeh, C. & Wong, A. (2019). Co-Construction of competence: An activity system perspective for leveraging and strengthening students language and mathematics competences. Teaching for Excellence and Equity in Mathematics, 10(1), 17–25.
Yeh, C. & Otis, B. (2019). Mathematics for whom: Reframing and humanizing mathematics. Occasional Paper Series 41 Bank Street College of Education, 41. https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1276&c.
Yeh, C. (2018). Democratic accountability in the neoliberal era: The politics of teaching and teacher education in mathematics classrooms. Policy Futures in Education, 16(6), 764–780. doi:https://doi.org/10.1177/1478210318776470.
Santagata, R., Yeh, C. & Mercado, J. (2018). Preparing elementary school teachers to learn from teaching: A comparison of two approaches to mathematics methods instruction. Journal of the Learning Sciences, 27(3), 474–516. doi:https://doi.org/10.1080/10508406.2018.1441030.
Yeh, C. (2018). Gender representations in a mathematics teacher education class. Gender Diversity and LGBTQ Inclusion in Schools: Stories from School and Community Contexts (pp. 240–248.). Milton Park: Routledge. (View)
Yeh, C., Ellis, M. & Hurtado, C. (2017). Reimagining the mathematics classroom: Creating and sustaining classroom environments for productive learning. Reston: National Council of Teachers of Mathematics. (View)
Yeh, C. (2017). Math is more than numbers: The interplay of language and mathematics in bilingual classrooms. Journal of Urban Mathematics Education, 10(2), 106–139. https://files.eric.ed.gov/fulltext/EJ1166328.pdf.
Santagata, R., Jovel, J. & Yeh, C. (2016). Learning to unpack standards-based mathematics teaching through video-based group conversations. Integrating Video into Pre-service and In-service Teacher Training. Advances in Higher Education and Professional Development Book Series. Hershey: IGI Global. (View)
Santagata, R. & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers' competence. ZDM Mathematics Education, 48(1-2), 153–165.
Sengupta-Irving, T. & Yeh, C. (2015). Critical pedagogy. Encyclopedia of Diversity and Social Justice. Richmond: Rowman & Littlefield Publishing Group. (View)
Yeh, C. & Santagata, R. (2015). Pre-service teachers learning to generate evidence-based hypotheses on the effects of teaching on student learning. Journal of Teacher Education, 66(1), 153–165.
Santagata, R. & Yeh, C. (2014). Learning to teach and to analyze teaching effectiveness: Evidence from a video- and practice-based pre-service course. Journal of Mathematics Teacher Education, 17, 491–514.
Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-Bias Mathematics Education
The goal of this two-phase, design based research project is to iteratively design and research teacher leaders participation in community-centered, job-embedded professional development and investigate their subsequent impact on classrooms, schools, and districts. The project builds on the existing Math Studio professional development model to create a Community Centered Math Studio, integrating the Anti-bias Mathematics Education Framework into the work.
The goal of this two-phase, design based research project is to iteratively design and research teacher leaders participation in community-centered, job-embedded professional development and investigate their subsequent impact on classrooms, schools, and districts. The project builds on the existing Math Studio professional development model to create a Community Centered Math Studio, integrating the Anti-bias Mathematics Education Framework into the work.
Asian American Studies Minor Program and Ethnic Studies General Education
This project will develop an Asian American Studies Minor Program and create a Diversity, Inclusion and Ethnic Studies General Education (GE) requirement for Chapman University.
This project will develop an Asian American Studies Minor Program and create a Diversity, Inclusion and Ethnic Studies General Education (GE) requirement for Chapman University.
Anti-Bias Developing and Researching STEM Education
The Anti-Bias Developing and Researching STEM Education (ARISE) Project develops and researches a technology-facilitated professional development that integrates culturally sustaining pedagogies and UDL to design for inclusion and equity in elementary mathematics classrooms.
The Anti-Bias Developing and Researching STEM Education (ARISE) Project develops and researches a technology-facilitated professional development that integrates culturally sustaining pedagogies and UDL to design for inclusion and equity in elementary mathematics classrooms.
Teaching Equitably and Access to Meaningful Mathematics (TEAMM)
This project examines the short- and long-term effects of a technology-facilitated professional development to develop elementary special education teachers knowledge and skills for teaching mathematics to students with learning disabilities
This project examines the short- and long-term effects of a technology-facilitated professional development to develop elementary special education teachers knowledge and skills for teaching mathematics to students with learning disabilities
2022 Association of Mathematics Teacher Educators Early Career Award, Association of Mathematics Teacher Educators (2022 - 2022)
Valerie Scudder Excellence in Teaching, Scholarly Activity, and Service Award, Chapman University (2021 - 2021)
Attallah College of Educational Studies Unit Excellence Award, Chapman University (2021 - 2021)
Most Promising Future Faculty Award, University of California, Irvine (2015 - 2015)
Michael E. Martinez Prize for Outstanding Educational Research and Service, University of California, Irvine (2015 - 2015)
Presidents Dissertation Fellow, University of California, Irvine (2015 - 2015)
Tom Angell Mentoring Award, University of California, Irvine (2015 - 2015)
Patricia Cross Future Leaders Award, Association of American Colleges and Universities (2014 - 2014)
Lawrence F Teng (Supervisor)
I hope to explore ways to center mathematics education in the people and communities it should be designed to serve, simultaneously redefining narrow societal notions of mathematical intelligence and human worth. I am also interested in how such changes in mathematics education must work harmoniously with different cultural settings to impact change within both local and global contexts.
I hope to explore ways to center mathematics education in the people and communities it should be designed to serve, simultaneously redefining narrow societal notions of mathematical intelligence and human worth. I am also interested in how such changes in mathematics education must work harmoniously with different cultural settings to impact change within both local and global contexts.
Mohit P Mehta (Committee Member)
Asian American Studies; ethnic studies; bi/multilingual education; critical multimodal literacies; transmedia literacies;
Asian American Studies; ethnic studies; bi/multilingual education; critical multimodal literacies; transmedia literacies;
| Year | Semester | Course |
|---|---|---|
| 2023 | Spring | EDC 370E: 5-Mathematics-C |
| 2022 | Fall | EDC 370E: 5-Mathematics-P |
