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Photo of Lee-Hassan, Alexa

Alexa Lee-Hassan

Graduate Student

Learning Sciences Research Institute


Building & Room:

1570 SSB


1240 W. Harrison St.

CV Download:



Research and Teaching Interests

Mathematics education for pre-service teachers and their mathematical mindsets


Mathematics Education and Measurement, Evaluation, Statistics, and Assessment

Year Entered Program



Alison Castro Superfine and James Pellegrino


Saint Louis, MO

Professional Goals

I want to work with pre-service teachers and other educators to help them develop mathematical knowledge for teaching and productive mathematical mindsets. I also want to continue my research into the ways (potential) educators frame themselves and their (future) students in the context of a mathematics classroom.

Hobbies & Interests

Nerdy sci-fi pop culture, especially around superheroes and comic books and boxing

Why Learning Sciences?

I believe education is incredibly important both in and of itself and as a lever in the fight for social justice. At its best Learning Sciences blends the theoretical and the practical in the study of teaching and learning. Because it is interdisciplinary, Learning Scientists can benefit from methodology and insights from a wide variety of fields and implement the results in a practical and meaningful way.

Why LSRI at UIC?

I appreciate LSRI's disciplinary focus and the professors' dedication and the depth and breadth of their knowledge base. What I value the most, though, is the way that LSRI is a collaborative, supportive research community.


2009 - MAT, University of Chicago, K-9 Education
2008 - BA, University of Chicago, Psychology

Research Currently in Progress

My research is currently focused on the learning that happens in a mathematics content course designed for undergraduate students who plan to become elementary teachers. I am interested in the ways that the pre-service teachers think about themselves and their future students in relation to the discipline of mathematics. I am also interested in the ways that such a course can implicitly and explicitly address issues of equity and crititcal math pedagogy.