Sang Moo Lee
Mathematics educator, teacher educator, and mathematics education researcher specializing in critical thinking in mathematics classrooms, mathematics pedagogy, inquiry-based learning, assessment design, equity-oriented instruction, and teacher education.
Over 10 years of teaching experience across Grades 7–12 mathematics and computer science, teacher education experience with OISE teacher candidates, and post-secondary instructional experience in blended and online learning environments. Recognized for innovative STEM pedagogy, practitioner scholarship, and emerging mathematics education research.
Academic Profile
Ontario-certified Intermediate-Senior mathematics educator, teacher educator, and PhD candidate in Mathematics Education at OISE, University of Toronto. My research and professional practice focus on critical thinking, mathematics pedagogy, curriculum design, assessment, inquiry-based learning, and teacher education.
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Core identity
My work bridges classroom-based mathematics teaching, teacher candidate mentorship, practitioner scholarship, and qualitative research on how critical thinking is conceptualized and recognized in mathematics classrooms.
Teacher Education
I support future and early-career educators through practicum mentorship, instructional coaching, feedback on lesson planning, and professional learning connected to mathematics pedagogy, assessment, and curriculum design.
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Associate Teacher - Master of Teaching Program, OISE, University of Toronto
Mentored and supervised teacher candidates in secondary mathematics and computer studies classrooms. Provided formative and summative feedback on lesson planning, instructional decision-making, assessment, classroom management, and reflective practice.
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Teacher candidate and early-career educator mentorship
Supported instruction and professional learning related to computer studies curriculum and methods, integrated STEM design, assessment for computational thinking, and science methods. Mentored early-career teachers in curriculum design and conference proposal development.
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Post-Secondary Instructor - Mohawk College
Designed and taught blended JavaScript and MERN-based courses using Canvas LMS. Integrated authentic project-based tasks, UDL principles, and equity-informed assessment strategies for diverse adult learners.
Teaching
I use inquiry-based instruction and differentiated entry points, grounded in Ontario curriculum and assessment for/as/of learning, with UDL principles and culturally responsive tasks.
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Secondary STEM Educator - The Linden School (Grades 7-12)The Linden School
Designed and taught 60+ STEM courses (e.g., MHF4U, MCV4U, MCR3U, MPM2D, MTH1W, ICS2O/ICS3U/ICS4U; Grades 7–8 math). Integrated Desmos, GeoGebra, Python, and JavaScript through interdisciplinary, real-world projects and ministry-aligned assessment.
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Teaching portfolio artifacts
Add: teaching philosophy, sample lesson plans, assessments/rubrics, anonymized student work, reflective memos, and student feedback summaries.
Classroom Innovation Highlights
Selected projects demonstrating interdisciplinary design, authentic problem-solving, and student-facing impact.
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Romans in Cyberspace
Students combined storytelling, history, and computer science to build an educational game, strengthening design thinking, collaboration, and computational creativity.
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Student-built scheduling / timetabling prototype
Senior students developed an app prototype to address a real school scheduling need, working through iterative design, data structures, and user feedback.
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Economics & justice inquiry culminating in a public fair
Students investigated contemporary economic issues (e.g., inflation, tariffs, inequality) using mathematical tools and shared findings with families/community members through a student-led exhibition.
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AI-enabled projects in CS classrooms
Students explored AI concepts through hands-on builds (e.g., object detection games), connecting technical skill to critical reflection about technology’s role in society.
Selected Educational Projects
Selected projects demonstrating inquiry-based mathematics, interdisciplinary STEM design, student voice, and authentic public-facing learning.
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Race to Find Pi
Students designed wheeled vehicles to explore the relationship between circumference, diameter, and distance travelled, connecting geometric reasoning to experimentation, measurement, and mathematical discovery.
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Economics and Finance STEM Fair
Students investigated inflation, tariffs, unemployment, recession, and inequality using mathematical models, regression, and data analysis, then presented their findings to families and community members.
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Romans in Cyberspace
Students combined history, storytelling, and computer science to build an educational video game, strengthening collaboration, computational creativity, and design thinking.
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Student technology and accessibility projects
Mentored students in projects involving multilingual communication, scheduling prototypes, computational modeling, AI-enabled object detection games, and accessibility-oriented design.
Research / Scholarship
Mathematics education research specializing in the development of critical thinking in mathematics classrooms, bridging classroom practice and research.
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PhD Candidate - University of Toronto (OISE)
Thesis: Conceptualizing Critical Thinking in Math Classrooms.
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Methods & strengths
Qualitative case study methodology; semi-structured interviewing and thematic coding; ethics protocol development; classroom design and assessment frameworks supporting metacognition, discourse, and conceptual reasoning.
Current Research Activity
Recent scholarly activity connecting doctoral research, practitioner scholarship, and conference presentations.
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PME accepted poster presentation
Accepted poster presentation on critical thinking in mathematics classrooms, connected to doctoral research at OISE.
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Teaching for Justice conference presentation
Presented on justice-oriented mathematics inquiry, current economic events, student voice, and classroom applications of emerging technologies.
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Doctoral research and manuscript development
Developing scholarship on critical thinking in mathematics education, tacit teacher knowledge, assessment, and policy-practice tensions.
Research Interests
My current and emerging research interests connect classroom practice, teacher knowledge, assessment, and equity-oriented mathematics education.
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Critical thinking in mathematics education
How teachers conceptualize, recognize, teach, and assess critical thinking in mathematics classrooms.
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Mathematics pedagogy and inquiry-based learning
How tasks, discourse, representations, and classroom structures can support reasoning, justification, and student agency.
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Teacher knowledge and professional judgment
How educators draw on tacit knowledge, experience, and context when identifying meaningful mathematical thinking.
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Assessment, equity, and technology-enhanced learning
How assessment design, feedback, culturally responsive teaching, UDL, and emerging technologies shape mathematics learning opportunities.
Research Agenda
My scholarship focuses on how critical thinking is conceptualized, taught, and evidenced in mathematics classrooms. Especially in contexts shaped by emerging technologies and shifting social/economic realities.
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Theme 1: Conceptualizing critical thinking in mathematics
I examine how teachers interpret “critical thinking” in mathematics, and what counts as evidence of critical thinking in classroom discourse, tasks, and assessment.
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Theme 2: Assessment & pedagogy for reasoning, discourse, and metacognition
I design and refine learning environments that promote explanation, justification, critique, and reflection—using assessment for/as/of learning, UDL, and structured classroom talk routines.
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Theme 3: AI, contemporary economic issues, and justice-oriented mathematical inquiry
I explore how AI and real-world economic events can be used as catalysts for mathematical inquiry, helping students connect quantitative reasoning to ethical and civic questions.
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Current study
Ongoing doctoral research using semi-structured interviews and thematic analysis to understand how Ontario mathematics teachers conceptualize critical thinking and enact it in practice.
Post-secondary & Other Experience
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Post-Secondary Instructor - Mohawk College
Web development instructor and blended learning curriculum designer. Designed and taught JavaScript and MERN-based courses using Canvas LMS; integrated authentic project-based tasks and UDL; earned 3.9/4.0 student satisfaction in formal evaluations; invited to teach extra courses and develop content.
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Undergraduate Physics Teaching Assistant - University of Toronto
Facilitated tutorials and inquiry-based problem-solving; supported first-year transition through formative feedback.
Publications
Practitioner publications, problem-writing contributions, and research manuscripts connected to mathematics education, teacher reflection, and classroom innovation.
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Turning Economic Events into Pedagogy
Practitioner scholarship connecting contemporary economic events to mathematics learning and critical thinking.
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Manuscript exploring reflective practice and teacher identity.
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Problems to Ponder
Problem set / pedagogical contribution.
Talks & Conference Presentations
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Conceptualizing Critical Thinking in Mathematics Classrooms
Poster presentation examining how Ontario mathematics teachers conceptualize critical thinking through a tacit knowledge framework.
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Teaching for Justice Through Mathematics Inquiry and Current Events
Conference presentation exploring how current economic events, AI tools, and mathematical inquiry can support student voice, critical thinking, and justice-oriented pedagogy in K–12 classrooms.
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Male Educator’s Perspective in All-Girls Schools
Conference presentation on gender, schooling contexts, and reflective teaching practice.
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Critical Thinking in Mathematics Classrooms
Conceptualizing Critical Thinking in Math Classrooms.
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Romans in Cyberspace: Interdisciplinary Storytelling Through Video Game Development
Interdisciplinary project-based learning through game development (co-authored).
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From Tariffs to Social Justice Advocacy: Mathematics as a Tool for Student Action Proposal
Workshop on developing student inquiry projects connected to real-world economic events in mathematics classrooms.
Press & External Recognition
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Toronto Life - “The Linden School: Champions for Change”
Feature on The Linden School’s changemaker initiatives and student community projects, including TTC contest-winning work connected to accessibility and multilingual design.
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Toronto.com - “9 Toronto teachers win Prime Minister's Award”
Coverage recognizing Sang Moo Lee of The Linden School for receiving the Prime Minister’s Award for Teaching Excellence in STEM.
Independent profile highlighting The Linden School’s STEM programming and global-change orientation, providing context for project-based and interdisciplinary teaching initiatives.
Service & Leadership
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Peer Reviewer - NCTM (Mathematics Teacher: Learning and Teaching)
Manuscript peer review as academic and professional service for a national mathematics education publication.
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Associate Teacher - Master of Teaching (OISE)
Mentored and supervised teacher candidates during practicum placements; modeled inquiry-based, equity-oriented mathematics instruction; provided formative and summative feedback; collaborated with faculty advisors.
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Additional contributions
Basketball coach, yearbook supervisor, tutoring (COVID support), EQAO scorer, resource development.
Invited Talks & Workshops
Available for invited talks, faculty seminars, conference workshops, and PD sessions (K–12, teacher education, and higher education).
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Common workshop topics
• Critical thinking in mathematics: definitions, indicators, and task design
• Assessment for reasoning: feedback, rubrics, and classroom discourse
• AI and mathematics education: opportunities, risks, and literacy
• Justice-oriented math inquiry using current economic events -
To invite me
Email: sangmoo.lee@mail.utoronto.ca
Include: audience, format (talk/workshop), length, date range, and goals.
Contact
For teaching stream / lecturer opportunities, invited talks, workshops, or collaborations:
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Email
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CV