About

My research explores mathematics education as a humanizing (Freire, 1970) practice, emphasizing the connection between learners’ well-being and sociohistorical contexts in shaping their meaningful experiences in mathematics. I am committed to creating a more accessible and equitable learning environment for students and teachers, focusing on the design, implementation, and evaluation of inclusive mathematics curricula and pedagogical approaches.

A key area of my research centers around the implementation of mathematical modeling, empowering students to use mathematical concepts alongside their personal experiences to analyze real-world situations and make informed decisions. I often facilitate mathematics sessions, summer camps, and after-school programs, offering students, teachers, and community members opportunities to explore equitable mathematical modeling and problem solving.

My research methodology is anchored in multi-tiered design-based research (Lesh & Kelly, 2000), enabling me to delve into culturally sustaining practices and identify theoretical perspectives related to instructional design, implementation, and discourse that arise from the implementation of mathematical modeling and STEM problem-solving.

Research Interests

Collaboration and Teaming, Culturally Sustainable Pedagogy, Curriculum Development, Curriculum Integration, Diverse Learners, Equity, Mathematical Modeling, Mathematics Education, Preservice Teacher Education, Problem Solving, Professional Development, Teacher Education

Education

• Ph.D. in Mathematics Education Purdue University
• M.S.Ed. in Mathematics Education Indiana University Bloomington

Professional Appointments

• Associate Professor, School of Teaching and learning, College of Education, University of Florida, 2023-Present
• Assistant Professor, School of Teaching and Learning, College of Education, University of Florida, 2020-2023
• Assistant Professor, Mathematics Education, Marquette University, 2017-2020
• Mathematical Modeling Summer Camp/After School Program Director, Marquette University, 2018-2020
• Assistant Professor, Mathematics Education, Calvin University, 2015-2017
• University Supervisor, Purdue University, 2013

Activities and Honors

• Early Career Award, Association of Mathematics Teacher Educators, 2024
• Diane E. Haines Teaching Excellence Award, College of Education, University of Florida, 2023
• Research Catalyst Award, University of Florida Lastinger Center for Learning, 2021
• Faculty Development Award, Marquette University, 2018
• STaR Fellow, Association of Mathematics Teacher Educators, 2016
• Diekema Fellow, Calvin University, 2016-2017
• Dean's Doctoral Scholarship, Purdue University, 2014
• Susan Gay Scholarship, Association of Mathematics Teacher Educators, 2013
• Best Poster Award, Purdue University, 2012
• Mike Keedy Mathematics Education Fellowship, Purdue University, 2012, 2013, 2014
• Graduate Student Travel Award, Purdue University, 2011, 2012, 2014
• Recognition of Excellence for PRAXIS II Scores, Educational Testing Service, 2011
• Frederick N. Andrews Fellowship, Purdue University, 2011-2015

Selected Grants

Selected Publications

• Jung, H., & Wickstrom, M. (2023). Teachers creating mathematical models to fairly distribute school funding. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2023.101041
• Jung, H. & Brady, C. (2023). Patterns of emphasis in whole-class modeling discourse: A case study of a model-eliciting activity and a three-act task. Mathematical Thinking and Learning. https://www.tandfonline.com/doi/full/10.1080/10986065.2023.2180849?src=
• Jung, H., & Wickstrom, M. (2022). Modeling library funding. In T. G. Bartell, C. Yeh, M. D. Felton-Koestler, & R. Q. Berry III (Eds.), Upper elementary mathematics lessons to explore, understand, and respond to social injustice. Corwin and the National Council of Teachers of Mathematics.
• Jung, H., Son, J., & I, J. (2022). Exploring data from lived experiences: A pandemic case. NCTM’s Mathematics Teacher: Learning and Teaching PK-12. 115(2), 122-129. https://doi.org/10.5951/MTLT.2021.0106
• Maher, E. M., Jung, H., & Newton, J. A. (2022). Mathematics learning, teaching, and equity in policy and programs: The case of secondary mathematics teacher education in the United States. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(2), 308-327. https://doi.org/10.46328/ijemst.2110
• Jung, H., Wickstrom, M. & Piasecki, C. (2021). Bridging modeling and environmental issues. Mathematics Teacher: Learning and Teaching PK-12. 114(11). 845-852. https://pubs.nctm.org/view/journals/mtlt/114/11/article-p845.xml
• Jung, H., & Magiera, M. (2021). Connecting mathematical modeling and social justice through problem posing. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2021.1966713
• Brady, C. & Jung, H. (2021). Modeling presentations: Towards an assessment of emerging classroom cultures of modeling. Educational Studies in Mathematics, 1-25. https://link.springer.com/article/10.1007/s10649-021-10056-x
• Jung, H., & *Brand, S. (2021). Student actions for social justice-oriented mathematical tasks. Mathematics Teacher: Learning and Teaching PK-12, 114(5), 378-385. https://pubs.nctm.org/view/journals/mtlt/114/5/article-p378.xml
• Jung, H., & *Brand, S. (2021). Synthesizing research of mathematical modeling in early grades. In Suh, J., Wickstrom, M.H., English, L.D. (Eds). Exploring Mathematical Modeling with Young Learners. Early Mathematics Learning and Development. Springer, Cham, pp. 25-43. https://link.springer.com/chapter/10.1007/978-3-030-63900-6_2
• *Brand, S., Jung, H., *Dorlack, A., & **Gailliot, S. (2021). Launching a mathematical modeling lesson. Mathematics Teacher: Learning and Teaching PK-12, 114(4), 298-305. https://pubs.nctm.org/view/journals/mtlt/114/4/article-p298.xml
• Harper, F., Maher, E., & Jung, H. (2020). Whiteness as a stumbling block in learning to teach mathematics for social justice. Investigations in Mathematics Learning, 13(1), 5-17. https://doi.org/10.1080/19477503.2020.1827662
• Jung, H., & Brady, C. (2020). Maintaining rich dialogic interactions in the transition to synchronous online learning. Information and Learning Sciences, 121(5/6), 391-400. https://doi.org/10.1108/ILS-04-2020-0096
• Jung, H., & Brady, C.E. (2016). Roles of a teacher and researcher during in-situ professional development around the implementation of modeling activities. Journal of Mathematics Teacher Education. 18(6), 1-19. https://link.springer.com/article/10.1007/s10857-015-9335-6