Faculty Directory

Lillie R. Albert

Program Director, Secondary Education

Professor

Photo of Lillie R. Albert

Lillie R. Albert

Ph.D.

Contact

Campion Hall Room 217

Telephone: 617-552-4180

Email: lillie.albert@bc.edu

Education

  • Ph.D., University of Illinois at Urbana-Champaign
  • M.A., Xavier University at New Orleans
  • B.A., Dillard University

Courses

Teaching Mathematics and Technology
Secondary and Middle School Mathematics Methods
Teaching Mathematical Problem Solving in Grades 4-12

Research Interests

pedagogical implications of writing to learn, application of Vygotskian Psychology to teaching and learning in Mathematical problem solving; social justice education

Expertise

  • Equity and Social Justice
  • STEM Teaching and Learning
  • Teaching & Teacher Education
Curriculum Vitae

Department

TCS Teaching, Curriculum, and Society

Profile

Lillie R. Albert鈥檚 approach to mathematics education goes well beyond the numbers鈥攄eeply into sociocultural historic contexts, using a social justice perspective to encourage lasting learning improvements. Albert鈥檚 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 艾可直播 area.

Albert鈥檚 years of active collaboration with colleagues and scholars in South Korea resulted in her recent book, South Korean Elementary Teachers鈥� 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鈥檚 emphasis on integrating theory and practice, she has served on projects that benefit youth and communities鈥攕uch 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."

Select Publications & Books

Publications:

  • Agostinelli, A. V., Kim, H., Son, K., & Albert, L. R. (2025). Multilingual identity development and the lived experiences of Korean international graduate students. Critical Multilingualism Studies, 12(1), 57-80. Doi: https://doi.org/10.2458/cms.6456
  • Albert, L. R., & Son, K. (2025). Scenarios as an instructional approach: Prospective teachers鈥� metalinguistic reflections about teaching mathematics to English learners. In Jones, R.L. & Proctor, C.P. (Eds.). Pursuing language and metalinguistic awareness in K-12 classrooms: A framework for critical engagement (193-209). New York: Routledge.
  • Hwang, S. & Albert, L. R. (2025). Mathematics teachers鈥� metaphorical beliefs and textbook use. Asia Pacific journal of Teaching and Learning, 5(2), 1-25. https://doi.org/10.62914/apjtl.2025.5.2.1
  • Agostinelli, A. V., & Albert, L. R. (2024). University leaders鈥� perspectives on international student support: An evaluation using the culturally engaging campus environments model. Journal of Studies in International Education, 29(1), 125鈥�143. https://doi.org/DOI: 10.1177/10283153241266966
  • Gates, M., & Albert, L. R. (2024). Considering opportunities for mathematical magic: Design principles for a mathematician-early career teacher mentoring model. Journal of Mathematics Education at Teachers College, 15(1), 13鈥�22. https://doi.org/https://doi.org/10.52214/jmetc.v15i1.12284听
  • Son, K. & Albert, L. R. (2024). Investigating the effects of students鈥� sense of belonging on mathematics performance: A path analysis model. Journal of Korean Society of Mathematical Education, Series D, Research in Mathematical Education, 27(4), 537-563.
  • Lee, J. & Albert, L. R. (2021). Personality and susceptibility to persuasion during mathematics groupwork: An exploratory study. Journal of Practical Studies in Education, 2(6), 10-22. https://doi.org/10.46809/jpse.v2i6.35
  • Cho, E., Albert, L. R., & Hwang, S. (2021). Exploring white preservice mathematics teachers鈥� racial identity and culturally relevant teaching practices. Journal of Korean Society of Mathematical Education, Series D, Research in Mathematical Education, 24(1), 29-47. http://doi.org/10.7468/jksmed.2021.24.1.29
  • Hwang, S., *Cho, E., & Albert, L. R. (2020). Examining mathematics teachers鈥� perception toward multicultural education: Teachers鈥� noticing of multicultural contents in mathematics textbooks. Journal of Korean Society of Mathematical Education, Series D, Research in Mathematical Education, 23(3), 93-111.
  • 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). 艾可直播, MA: Brill Sense.

Books

  • Kim, R. & Albert, L. R. (2016). Mathematics teaching and learning: South Korean elementary teachers鈥� mathematical knowledge for teaching. Seoul, South Korea: Kyung Moon (Korean Language translated edition).
  • Kim, R. and Albert, L. R. (2015). Mathematics teaching and learning: South Korean elementary teachers鈥� mathematical knowledge for teaching. New York: Springer Publishing Company.
  • Kim, R., Albert, L. R. and Sihn, H. G. (2014). Reading, writing, and discussing at the graduate level: A guidebook for international students. New York, NY: University Press of America.
  • Albert, L. R. with D. Corea and V. Macadino (2012). Rhetorical ways of thinking: Vygotskian theory and mathematical problem solving. New York: Springer Publishing Company.
  • Albert, L. R. & Dignam, M. (2010). The decision to learn. Washington, DC: American Society of Association Executives: The Center for Association Leadership.

Honors & Awards

Drylongso Anti-Racism Leadership Award, Community Change Inc., 2023

External Funded Grants

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 艾可直播).

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., 艾可直播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鈥� 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: 艾可直播 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.

Internal Funding
Peck, A. (Principal), Albert, L., Barnett, G. M., Scanlon, D., Brisk, M. E., Bottema-Beutel, K. M., Supporting, UCT/ATAB, 艾可直播 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 艾可直播 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.

听

Selected Articles and Book Chapters

Hwang, S., Chu, Y., & Albert, L. R. (2020). Examining the relationships among elementary mathematics teachers鈥� 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.

Back To Top