Xiaobo She, Ph.D.

Dr. She is a Professor of Mathematics Education at Governors State University, where she teaches mathematics content and methods courses at both the undergraduate and graduate levels. Her research spans local, state, national, and international contexts, with a particular focus on the impact of professional development on teachers’ self-efficacy in teaching mathematics and the development of preservice teachers’ conceptual understanding of mathematical content.

Since joining the GovState faculty in 2012, Dr. She has served as principal investigator on several projects aimed at improving mathematics instruction among in-service teachers, particularly those serving students in Chicago’s southern communities. In recent years, she has actively presented and published her research in a variety of professional settings.

In addition to her teaching and research, Dr. She is deeply committed to service at the community, university, and professional levels. She has led professional development workshops for elementary and middle school mathematics teachers. At GovState, she has served on multiple committees at the department, college, and university levels, including the Student Education Association, Student Conduct Committee, Division Curriculum Committee, Division Personnel Committee, University Personnel Committee, and Faculty Senate. Through these roles, she strives to contribute meaningfully to the advancement of the university and the broader educational community.

She, X., Postelnicu, V., Tamulis, A., & Tweddle, C. (2026). Exploring how digital and physical tools differently influence preservice teachers’ understanding. International Journal of Technology in Education and Science (IJTES), 10(3), 575-591. https://doi.org/10.46328/ijtes.5653

Postelnicu, V., She, X., Tamulis, A., Tweddle, J.C. (2026). Integrating computational thinking in undergraduate statistics projects: A comparative analysis. In A.P. Adiredja, B.P. Katz, K. Melhuish, & K. Gallagher (Eds.), Proceedings of the 28th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1462–1463). Alexandria, VA.

She, X., & Harrington, T. (2022). Teaching word-problem solving through tape diagrams. Mathematics Teacher: Learning and Teaching Pre-K–12, 115(3), 170-182. DOI: https://doi.org/10.5951/MTLT.2021.0088

Grants

$100,000 – She, X. (PI), Patterson, J. (Co-PI), Timothy Harrington (Co-PI). (2019-2020). Enhancing Elementary Teachers’ Teaching Efficacy Through a Mathematics Specialist Program. CME Group Foundation. 

$200,000 – She, X. (PI), Chang, L. (Co-PI). (2017-2019). Promoting K-3 Mathematics Instructional Effectiveness: A Content-Based, Evidence-Driven Professional Development Program Aligned with CCSS-M. CME Group Foundation. 

$170,000 – She, X. (PI), Jiles, T. (PI). (2014-2017). Multi-year Professional Development Trainings: Early Math Awareness through Modeling. CME Group Foundation. 

$4,975 – Lopez, S. (PI), She, X. (Co-PI), (2014-2015). Interdisciplinary Project: Impacting Teacher Motivation to Improve Student Success in Mathematics. Governor State University.

$15,000 – She, X. (PI), Jiles, T. (PI), Chang, L., & Cross, L. (2013-2014). One-year Pilot Project EMAM: Early Math Awareness through Modeling. CME Group Foundation. 

 

To view Dr. She's vitae, click here.