learning, both practicing and prospective elementary teachers. My funded projects
include designing and studying learning environments for mathematics teacher
preparation courses to support prospective teachers' development of mathematical
knowledge for teaching and professional noticing. Related to mathematics teacher
preparation, I have developed different analytic approaches to study mathematics
teacher educators and the knowledge needed to teach teachers. Other funded projects
have focused on practicing elementary teachers and their use of learning trajectory-
based formative assessment practices, and ways of supporting their learning to engage
in productive classroom discourse over time.
Dr. Yin is passionate about using assessment to help improve instruction and learning. She has conducted research on various assessments, such as performance assessment, concept mapping assessment, formative assessment, computational thinking assessment, and assessments used in makerspace. The subject contents in her research have involved physics, chemistry, biology, mathematics, and statistics, ranging from K-12 to higher education. In her research, she uses learning theory as a foundation, measurement/statistics as tools, to explore and examine ways of using assessments to improve learning and instruction.
My research interests include improving the representation and retention of URM students in STEM and making large-scale changes to remove systemic barriers for marginalized students. I enjoy working with big data sets and playing around with data visualizations. I always love learning new things and have been spending my spare time learning programming and more about science policy.
As for non-work/research related interests, I love cooking and finding new recipes to try, playing video games, doing fun science experiments with the kids at Science Club, and taking nature walks (especially Chicago Botanic Gardens).