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.
Dr. Yeh's research examines the role race, class, gender, and language plays in the constructions of ability in mathematics classrooms.
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.
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.
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.
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
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.
Asian American Studies; ethnic studies; bi/multilingual education; critical multimodal literacies; transmedia literacies;
|2023||Spring||EDC 370E: 5-Mathematics-C|
|2022||Fall||EDC 370E: 5-Mathematics-P|