Xue Han, Ph.D.
Title:
Associate Professor
Elementary Education
National College of Education
ELE500 Practicum I
ELE510 Practicum II
ELE590 Student Teaching Seminar
MHE540 Methods for Teaching Elementary Schools Mathematics
MHE503 Mathematics Education Issues and Trends
MHE593 Mathematics Education Seminar
Areas of Expertise:
Elementary and Middle School Mathematics education
Teacher learning and professional development
Comparative and international Education
Biography:
Dr. Han is currently an Associate Professor in the National College of Education at National Louis University. Before joining the faculty of National Louis University, she was a faculty at the University of New Mexico and Dominican University, teaching courses in elementary and middle school mathematics teaching methods, educational research, action research, student teaching seminars and instructional strategies. She has done extensive research on mathematics teacher learning and professional development, elementary and middle school mathematics instruction, and comparative and international education. Dr. Han had worked on several research and development projects funded by the states and universities to support local elementary and middle school teachers for improvement of instruction and student learning.
Education:
Ph.D. Curriculum, Teaching and Educational Policy, Michigan State University
M.A. Comparative and International Education, Beijing Normal University
B.A. Education, Beijing Normal University
Research and Interests:
Dr. Han has expertise and research interests in mathematics teacher learning and professional development, mathematics instruction at elementary and middle school levels, and comparative and international education. Recently, she has examined Lesson Study in China and the U.S. as an effective approach to educate and develop mathematics teachers.
Selected Publications:
Han, X., & Huang, R. (2019). Developing teachers’ expertise in mathematics instruction as deliberate practice through Chinese lesson study. In Huang, R., Takahashi, A., & Ponte, J.P. (Eds.), Theory and Practice of Lesson Study in Mathematics: An International Perspective(pp.59-81). Switzerland: Springer International Publishing.
Han, X., & Huang, R. (2017). Improving mathematics teaching and developing teachers through Parallel Lesson Study. Quadrante, 26(2), 5-18.
Han, X., Gong, Z., & Huang, R. (2017). Teaching and learning mathematics through variation in Lesson Study. In Huang, R. & Li, Y. (Eds.), Teaching and Learning Mathematics through Variations (pp.267-293). Rotterdam, the Netherlands: Sense Publishers.
Han, X., & Gong, Z. (2016). Teaching division of fractions from pedagogy of variations. In Huang, R. & Li, Y. (Eds.), Teaching and Learning Mathematics through Variations. Sense Publishers.
Huang, R., Gong, Z., & Han, X. (2015). Implementing mathematics teaching that promotes students’ understanding through theory-driven lesson study. ZDM-The International Journal on Mathematics Education, 48(3), 1-15.
Han, X., & Li, Y. (2015). Professional development of mathematics teachers in the US. In Li, Y. & Li, S. (Eds.), Curriculum, teachers, and classroom: Comparative studies on the mathematics curriculum reforms in China and the US (pp.116-130). Beijing, China: Beijing Normal University Press.
Huang, R., & Han, X. (2015). Improving teaching and enhancing teachers’ growth through parallel lessons development: A Chinese approach. International Journal for Lesson and Learning Studies, 4(2), 100-117.
Tong, L., Yang, J., Han, X., & Velasquez, L. (2014). The card game 24 and its application to math education. International Journal of Mathematical Education in Science and Technology, 45(4), 624-633.
Han, X. (2013). Improving classroom instruction with apprenticeship practices and public lesson development as contexts. In Li, Y. & Huang, R. (Eds.), How Chinese teach mathematics and improve teaching (pp.171-185). New York: Routledge.
Han, X. (2012). Big moves to improve the quality of teacher education in China. On the Horizon, 20(4), 324-335.
Han, X., & Wang, H. (2010). Mathematics teachers’ learning opportunities in the curriculum reform of China. Research in Comparative and International Education, 5(4), 421-433.
Han, X., & Paine, L. (2010). Teaching mathematics as deliberate practice through public lessons. Elementary School Journal, 110 (4), 519-541.
Contact Information:
