Soo Teck Lee individual record
Positions:
  • Professor
overview

Prof Lee Soo Teck graduated with a BSc(Hons) degree from NUS in 1988, and joined NUS as a senior tutor in the same year. He was awarded the NUS Overseas Graduate Scholarship to pursue a PhD degree at Yale University. Upon graduation from Yale in 1993, he returned to the Department of Mathematics at NUS as a lecturer. His research interest is representation theory and classical invariant theory.

selected publications
Articles1
Academic Articles23
Chapters1
research overview
My long term research program is to use the constructions and techniques of classical invariant theory to develop a new approach to solve a class of basic questions in representation theory. Let G be a complex classical group and H a subgroup of G of a certain type. Then a branching algebra R for (G,H) is an algebra whose structure encodes the branching rule from G to H. We have constructed branching algebras corresponding to certain classical symmetric pairs and also branching algebras associated with the iterated Pieri rules. We have also determined explicit bases for all these algebras, where the basis elements can be identified with highest weight vectors for H in a representation for G. Part of our results were used to give a new proof of the Littlewood-Richardson Rule which describes multiplicities in the tensor product of 2 irreducible representations of the general linear group. The branching algebras associated with the iterated Pieri rule were also used to determine the kernel of a map related to the structure of polynomial rings. Very recently, we were able to apply our techniques to describe all the highest weight vectors explicitly in plethysms in some cases.
teaching overview
A teacher's main role is to facilitate his students' learning of a subject and to ensure that every student's potential is stretched to the fullest. The following are the specific steps I take to promote learning: 1. Arouse my students' interest in the subject. 2. Explain basic concepts and principles clearly. 3. Provide suitable exercises or problems for my students to work on, and guide them, if necessary, to find solutions. 4. Emphasize correct learning attitudes. 5. Be approachable for consultation and willing to provide additional help.