Eun Mi Kim
- Math Research Lead
Contact Info
Personal Links
Biography —
Eun Mi Kim, Ph.D., specializes in mathematics knowledge development with a focus on the creation of developmental progressions of student learning and understanding of mathematics. Her work encompasses the development of curriculum and assessment to enhance students’ mathematics achievement as well as the use of educational technology to enrich teaching and learning.
Kim is the Math Research Lead at Accessible Teaching, Learning, and Assessment Systems (ATLAS), a research center at the University of Kansas with more than 150 staff and more than $20M in annual revenues.
She leads development work for the Dynamic Learning Maps® (DLM®) mathematics learning maps. Kim also collaborates with test development and research teams to build assessments and instructional resources. She earned her Ph.D. in mathematics education from Michigan State University. Kim has co-authored manuscripts documenting the generation of research-based learning progressions and the results of student interviews using cognitive tasks designed relative to the learning progressions.
Education —
Selected Publications —
Howell, H., Lai, Y., Oláh, L. N., DeLucia, M., & Kim, E. M. (2021). Ms. Morgan’s interpretation: An instructional minicase on evaluating student approaches to a problem of linear functions (Research Memorandum No. RM-21-04). Educational Testing Service.
Howell, H., Lai, Y., Oláh, L. N., DeLucia, M., & Kim, E. M. (2021). Ms. William’s analysis: An instructional minicase on interpreting student work about the simplification of exponential expressions (Research Memorandum No. RM-21-05). Educational Testing Service.
Oláh, L. N., Howell, H., Lai, Y., DeLucia, M., & Kim, E. M. (2020). Mr. Lee’s dilemma: An instructional minicase on evaluating student approaches to comparing fractions (Research Memorandum No. RM-20-03). Educational Testing Service.
Oláh, L. N., Howell, H., Lai, Y., DeLucia, M., & Kim, E. M. (2020). Ms. Taylor’s choice: An instructional minicase on selecting examples to support student understanding of the associative and commutative properties (Research Memorandum No. RM-20-04). Educational Testing Service.
Kim, E. M., Oláh, L. N., & Peters, S. (2020). A learning progression for constructing and interpreting data display (Research Report No. RR-20-03). Educational Testing Service.
Kim, E. M. & Oláh, L. N. (2019). Elementary students’ understanding of geometrical measurement in three dimensions (Research Report No. RR-19-14). Educational Testing Service.
Kim, E. M., Haberstroh, J., Peters, S., Howel, H., & Oláh, L. N. (2017). A learning progression for geometrical measurement in one, two, and three dimensions (Research Report No. RR-17-55). Educational Testing Service.
Selected Presentations —
Conference Proceeding
Oláh, L. N., & Kim, E. M. (2021). Students’ early constructing and interpreting their data displays of categorical data. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.), Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 313-317). Philadelphia, PA.
Kim, E. M. (2013). Preservice elementary school teachers’ mathematical knowledge of volume measurement. In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 211-214). University of Illinois at Chicago.
Conference Presentation
Oláh, L. N. & Kim, E. M. (2021, October). Students’ early constructing and interpreting their data displays of categorical data. Paper presented at the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Philadelphia, PA.
Kim, E. M. & Oláh, L. N. (2019, April). Identifying students’ surface area misconceptions through formative assessment tasks. Paper presented at the roundtable session of the 2019 Annual Meeting of the American Education Research Association (AERA), Toronto, Canada.
Haberstroh, J., Kim, E. M., & Peters, S. (2015, December). CBALTM mathematics learning progressions project: Measurement learning progression. Poster presented at Educational Testing Service (ETS), Princeton, NJ.
Kim, E. M. (2013, November). Preservice elementary school teachers’ mathematical knowledge of volume measurement. Paper presented at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Chicago, IL.
Kim, E. M., & Nimtz, J. L. (2013, August). Preservice elementary school teachers’ mathematical knowledge of volume measurement. Presentation given at the 64th Annual Michigan Council of Teachers of Mathematics (MCTM) Institute and Conference, Traverse City, MI.
Nimtz, J. L., Gilbertson, N. J., Kim, E. M., Lawrence, K. A., & Philhower, J. K. (2013, April). Using student work as an instructional strategy and professional development resource. Presentation given at the 45th National Council of Supervisors of Mathematics (NCSM) Annual Conference, Denver, CO.
Philhower, J. K., Lawrence, K. A., Kim, E. M., Nimtz, J. L., Gilbertson, N. J., & Gonulates, F. (2013, February). The role of student work in CMP3. Presentation given at the 16th Annual Connected Mathematics Project (CMP) Users’ Conference, East Lansing, MI: Michigan State University.
Gilbertson, N. J., Gonulates, F., Philhower, J. K., Lawrence, K., Nimtz, J. L., & Kim, E. M. (2012, August). Student work as a vehicle for discussions and formative assessment. Presentation given at the 63rd Annual Michigan Council of Teachers of Mathematics (MCTM) Institute and Conference, Traverse City, MI.
Kim, E. M., & Senk, S. (2012, April). Future lower secondary school mathematics teachers’ knowledge of deductive reasoning. Paper presented at the interactive paper session of the National Council of Teachers of Mathematics (NCTM) 2012 Research Presession, Philadelphia, PA.
Gilbertson, N. J., Horvath, A., Kim, E. M., Nimtz, J., & Philhower, J. (2012, March). Use of student work in CMP3. Poster presented at the Center for the Study of Mathematics Curriculum research conference, Phoenix, AZ.
Gilbertson, N. J., Gonulates, F., Horvath, A., Kim, E. M., Nimtz, J., & Philhower, J. (2012, March). A preliminary sketch of the CMP3 electronic teacher guide. Poster presented at the Center for the Study of Mathematics Curriculum (CSMC) research conference, Phoenix, AZ.
Grants & Other Funded Activity —
Funded Project
Nash, B. (PI), Swinburn Romine, R. (co-PI), & Kim, E. M. (co-PI). (2022-26). Pathways for Instructionally Embedded Assessment (PIE). U.S. Department of Education, Office of Elementary and Secondary Education/Office of State Support and Accountability. Grant awarded to the Missouri Department of Elementary and Secondary Education ($2,500,000; $1,838,141 sub-award to University of Kansas, Center for Research, Inc.).
Fellowship
College of Natural Science Dissertation Completion Fellowship at Michigan State University, $ 6,000, Summer 2016
College of Natural Science Dissertation Continuation Fellowship at Michigan State University, $ 6,000, Summer 2015
College of Natural Science Dissertation Continuation Fellowship at Michigan State University, $ 6,000, Summer 2014
Center for the Study of Mathematics Curriculum (CSMC) Fellowship at the University of Missouri (funded by the National Science Foundation), $11,675, 2011-13