Program Director, Secondary Education
Lillie R. Albert’s approach to mathematics education goes well beyond the numbers—deeply into sociocultural historic contexts, using a social justice perspective to encourage lasting learning improvements. Albert’s expertise spans disciplines, including areas such as the use of cultural and communicative tools to develop conceptual understanding of math.
She is the Principal Investigator of a $1.78 million project funded by the National Science Foundation; the project is designed to prepare and support mathematics teacher leaders to work in high-need school districts in the Boston area.
Albert’s years of active collaboration with colleagues and scholars in South Korea resulted in her recent book, South Korean Elementary Teachers’ Mathematical Knowledge for Teaching, coauthored with Rina Kim. Another book resulted from her research into application of Vygotskian psychological approaches to teaching and learning in mathematical problem-solving.
In keeping with the Lynch School’s emphasis on integrating theory and practice, she has served on projects that benefit youth and communities—such as her work as an advisor on the WGBH Educational Foundation and PBS Learning Media project, "Keep Going! Building a Culture of Perseverance in the Math Classroom."
Selected Articles and Book Chapters
Hwang, S., Chu, Y., & Albert, L. R. (2020). Examining the relationships among elementary mathematics teachers’ self-efficacy beliefs, constructivist beliefs, and years of experience. Journal of Elementary Mathematics Education in Korea, 24(1), 31-52.
Albert, L. R. (2019). Exemplary mathematics teachers for high-need schools: A two-way mentoring model. In J. Leonard, A. Burrows, & R. Kitchen (Eds.) Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation (262-288). Brill Sense.
Albert, L. R., Cheung, C. K., Friedberg, S. (July, 2021). Developing and supporting exemplary mathematics educators in high need schools. Proceedings of the 14th International Congress on Mathematical Education. Shanghai, China.
Albert, L. R., & Son, K. (2020, December). The next generation of elementary mathematics teachers after COVID-19: Personality and creativity in the classroom. 2020 International Conference of the Korean Society of Mathematical Education, Online via Zoom, Seoul, South Korea.
Albert, L. R. (2019, June). Teacher and student learning: Personality and creativity in the classroom. Seminar presentation at Choncheon National University of Education. Co-hosted by Ingenious Math Research Society and Gangwon Educational Training Institute. Gangwon Province, South Korea.
Albert, L. R. (2018, October). Race and culture: The current state of STEM education, Moving beyond dehumanizing practices in teaching mathematics. Invited Presentations at 18th Annual Diversity Challenge. ISPRC at Boston College. Boston, MA.
Albert, L. R. (2018, June). Outside-in – Inside-out: Mathematical writing in the zone of proximal practice. Invited presentation at Choncheon National University of Education Mathematics Carnival. Ingenious Math Research Society. Gangwon Province, South Korea.
Kim, R. Albert, L. R., & Sihn, H. G. (2018, April). What makes students nervous when learning mathematics: A story from South Korea. Paper presented at the Annual Meeting of the American Education Research Association, New York.
Albert, L R., Hwang, S. and Madden, P. F. (2017, May). Scenarios as an instructional approach: Prospective teachers’ self-reflections about teaching mathematics to English language learners. Paper presented at the Annual Meeting of the American Education Research Association, San Antonio, Texas.
Albert, L. R. (2016, July). The next generation of elementary mathematics teachers: The role of personality and creativity. Paper presentation at the 13th International Congress on Mathematics Education. Hamburg, Germany.
Principal Investigator, The National Science Foundation, 2020-2026, Funded Amount: $1.78 millions. Project Title: Developing Exemplary Mathematics Teacher Leaders for High Need Schools: Content, Equity and Leadership. Juliana Belding, Chi-Keung Cheung and Solomon Friedberg Co- Principal Investigators, (with Co-PI Eden Badertscher at EDC).
Principal Investigator, The National Science Foundation, 2013-2020, Funded Amount: $1.6 millions, Project Title: Mathematics Educators for High-Need Schools. Chi-Keung Cheung and Solomon Friedberg Co- Principal Investigators, (with Math for America Boston).
Principal Investigator, The National Science Foundation, 2011-2012. Funded Amount: $88,117, Project Title: Developing the Next Generation of Outstanding Mathematics Teachers. Chi-Keung Cheung, Co- Principal Investigator.
Co-Investigator (e.g., faculty research collaborator), The National Science Foundation, 2005-2007, Funded Amount: $496,000, Project Title: Helping to Even the Odds for Girls in STEM Fields: Understanding the Basis for Girls’ Difficulties with Measurement. Beth Casey and Marina Vasilyeva, Principal Investigators.
Principal Investigator, 2002-2006, General Electric Foundation Mathematics Excellence Initiative, Funded Amount: $369,225.00, Title of Project: Boston College/Brighton High School Mathematics Excellence Partnership (B2 MEP), Melanie Zibit, Co- Principal Investigator.
Principal Investigator, The National Nativity Board, 2002-2005, Funded Amount $306,726, Project Title: Nativity Fellows and Instructional Grant.
Peck, A. (Principal), Albert, L., Barnett, G. M., Scanlon, D., Brisk, M. E., Bottema-Beutel, K. M., Supporting, UCT/ATAB, Boston College, 2014-June 2016, Funded Amount $50,000.00, Title of Project: Development of Technology Badges for Students in Teacher Preparation Programs.
Co- Principal Investigator, BCTNE, 2009-2010, Funded Amount: $14,688 Boston College Seminar in Mathematics Education, Solomon Friedberg, Principal Investigator.
Principal Investigator, Research Incentive Grant, 2004, Funded Amount: $15,000, Title of Project: The Talk of Scaffolding: Communication that brings Adult Learners to Deeper Levels of Mathematical Understanding.
Principal Investigator, Research Incentive Grant, 2001, Funded Amount: $15,000, Title of Project: Using Drawings as a Visual Tool to Capture Prospective Teachers' Perceptions and Images of Mathematical Teaching and Learning.