Gabriel Lee

Contact

• workJubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• Gabriel.Lee@nottingham.ac.uk

Biography

Gabriel Lee is a Research Fellow at the Observatory for Mathematical Education, the School of Education. His research interests include mathematics teacher education, mathematical argumentation and proof, teacher beliefs and practices, the use of language in mathematics classrooms, and teaching and learning in higher education.

Gabriel actively engages in multiple projects at different institutions. At UoN, Gabriel works on longitudinal studies on the learning of mathematics. He also works together with secondary school teachers to support the development of language-responsive mathematics classrooms, a project funded by Nuffield Foundation, led by Prof Jenni Ingram, University of Oxford (OU).

Having started as a secondary mathematics teacher in Hong Kong, Gabriel obtained his DPhil in Education at OU in 2022 and taught undergraduates as a Lecturer in Education (Secondary Mathematics) at University of Stirling in 2022 and as a Research Fellow at UoN since 2022. He is also a Fellow of Advance HE and currently an Editorial Assistant for the international journal Research in Mathematics Education.

He applies design research methodology, advanced quantitative models, and mixed research methods to the investigation of research questions in mathematics education. He engaged in research projects, such as 'PISA 2022 National Reports (for England, Northern Ireland and Wales)' led by Prof Jenni Ingram, OU, 'Centres for Excellence in Mathematics Teaching for Mastery Randomised Controlled Trial' (2018-2023) led by Prof Geoffrey Wake and Prof Andrew Noyes, UoN, 'Supporting Secondary Mathematics Teachers to Enhance their Students' Proof Competencies' (2020-2021) led by Prof Gabriel Stylianides, OU, and 'Evaluation of the University of Nottingham's Onebillion Mathematics Intervention' (2018) led by Prof Terezinha Nunes, OU.

https://orcid.org/0000-0002-3296-5187

Teaching Summary

Gabriel's T&L interests include: mathematics pedagogy, policies and practices, inclusive education, design-based research methodology.

Research Summary

Gabriel's research interests include mathematics teacher education, mathematical argumentation and proof, teacher beliefs and practices, the use of language in mathematics classrooms, and teaching… read more

Selected Publications

• WAKE, G., ADKINS, M., DALBY, D., HALL, J., JOURBERT, M., LEE, G. and NOYES, A., 2023. Centres for Excellence in Maths Teaching for Mastery Randomised Controlled Trial: Evaluation Report London: Education and Training Foundation.
• JENNI INGRAM, JAMIE STIFF, STUART CADWALLADER, GABRIEL LEE and HEATHER KAYTON, 2023. PISA 2022: National report for England
• JENNI INGRAM, JAMIE STIFF, STUART CADWALLADER, GABRIEL LEE and HEATHER KAYTON, 2023. PISA 2022: National report for Northern Ireland
• JENNI INGRAM, JAMIE STIFF, STUART CADWALLADER, GABRIEL LEE and HEATHER KAYTON, 2023. PISA 2022: National report for Wales

• View all publications

Current Research

Gabriel's research interests include mathematics teacher education, mathematical argumentation and proof, teacher beliefs and practices, the use of language in mathematics classrooms, and teaching and learning in higher education.

Past Research

Gabriel engaged in mathematics education projects at different scales: from mini-project to national study.

• WAKE, G., ADKINS, M., DALBY, D., HALL, J., JOURBERT, M., LEE, G. and NOYES, A., 2023. Centres for Excellence in Maths Teaching for Mastery Randomised Controlled Trial: Evaluation Report London: Education and Training Foundation.
• JENNI INGRAM, JAMIE STIFF, STUART CADWALLADER, GABRIEL LEE and HEATHER KAYTON, 2023. PISA 2022: National report for Wales
• JENNI INGRAM, JAMIE STIFF, STUART CADWALLADER, GABRIEL LEE and HEATHER KAYTON, 2023. PISA 2022: National report for Northern Ireland
• JENNI INGRAM, JAMIE STIFF, STUART CADWALLADER, GABRIEL LEE and HEATHER KAYTON, 2023. PISA 2022: National report for England
• JENNI INGRAM and GABRIEL LEE, 2023. Always, sometimes, or never true: The linguistic challenges of transitioning between examples and generalisations In: Proceedings of the British Society for Research into Learning Mathematics. 43.
• CHUN-YEUNG LEE and PING-KWAN FOK, 2022. “Why Doesn’t ‘Johnny’ Like Mathematics?”: The Voices of Senior Secondary Students in Hong Kong Education Journal. 50(1), 1
• GABRIEL CHUN-YEUNG LEE, 2022. "I would (not) teach proof, because it is (not) relevant to exams": changing beliefs about teaching proof In: Proceedings of the 12th Congress of the European Society for Research in Mathematics Education. 259-266
• CHUN-YEUNG LEE, 2019. Factors influencing teachers’ decision making on reasoning-and-proving in Hong Kong In: Proceedings of the 11th Congress of the European Society for Research in Mathematics Education. 257-264
• CHUN-YEUNG LEE and KWONG-CHEONG WONG, 2019. Reasoning-and-proving tasks in Hong Kong senior secondary level public mathematics examination In: The 43rd Conference of the International Group for the Psychology of Mathematics Education (PME43). 3. 1-8
• KUI-CHIU LEUNG and CHUN-YEUNG LEE, 2017. Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example Mathematics Teacher Education and Development. 19(2), 4