Text-only version of this website Skip to content

Jung, Hyunyi



Assistant Professor
School of Teaching and Learning

College of Education
University of Florida
2-083D Norman Hall
PO Box 117048
Gainesville, FL 32611
Phone: 352-294-2228
Fax: 352-392-9193
hyunyi.jung@coe.ufl.edu

Research Biography

My research focuses on the learning and teaching of mathematical modeling, a process that involves using mathematics to make decisions about the contextual world. My research team and I aim to advance approaches to design, teach, and reflect on equitable mathematical modeling curricula for students, preservice teachers, and in-service teachers.

To continue understanding the rapidly changing K-8 learning environments, I have collaborated with teachers to implement mathematical activities in schools and have led mathematical modeling summer camps and after-school programs for young learners. My primary approach to connect theory and practice involves using design-based research to investigate culturally responsive practice and identify the theoretical perspectives of instructional design, implementation, and discourse that become apparent from the practice of mathematical modeling and other relevant problem-solving experiences.

Degrees

Ph.D. in Mathematics Education, 2015
Purdue University

M.S.Ed. in Mathematics Education, 2011
Indiana University Bloomington

Key Professional Appointments

Assistant Professor, School of Teaching and Learning, College of Education, University of Florida 2020-present

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

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

Grants

Wickstrom, M. H., & Jung, H. (2019-2021). Principal Investigator. Collaborative Research: Developing and Exploring Mathematical Modeling Curricula for Pre-Service K-8 Teachers. National Science Foundation – IUSE program ($299,645).

Jung, H. (2019-2020). Principal Investigator. Mathematical Modeling Summer Camp. Wisconsin Department of Public Instruction – DPI Precollege Scholarship Program ($11,200).

Jung, H. (2018). Principal Investigator. Mathematical Modeling Experiences for Students and Future Teachers. Office of Research and Innovation at Marquette University – The Explorer Challenge ($24,503).

Newton, J., Jung, H., & Stehr, E. (2015-2017). Consultant. Exploring Opportunities to Learn about Algebraic Modeling, Connections, and Technology in Secondary Teacher Preparation Programs. The Spencer Foundation – Small Research Grants ($49,936.47).

Jung, H. (2016-2017). Principal Investigator. Investigating Future Teachers Learning about Algebra and Modeling. Calvin University – Calvin Research Fellowships. ($12,000).

Jung, H. (2016). Principal Investigator. Algebra Learning Opportunities Valued by Preservice Secondary Teachers. Calvin University – Science Research Fellowships ($14,200).

Selected Publications

*represents undergraduate or graduate research assistants

Book Chapters

Jung, H., & *Brand, S. (in press). Synthesizing research of mathematical modeling in early grades. In L. English, J. Suh, & M. H. Wickstrom (Eds.), Exploring the nature of mathematical modeling in the early grades. Springer.

Brady, C., McLean, J., Jung, H., Glancy, A., & Dominguez, A. (2020). Investigating the complexity of student modelling by coordinating a diversity of research perspectives. In G. Stillman, G. Kaiser, & C. Lampen (Eds.), Mathematical modelling education and sense-making. International perspectives on the teaching and learning of mathematical modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-37673-4_7

Eames, C. L., Brady, C., Jung, H., Glancy, A., & Lesh, R. (2018). Designing powerful environments to examine and support teacher competencies for models and modeling. In R. B. Ferri & W. Blum (Eds.), Realitätsbezüge im mathematikunterricht. (pp. 237-266). Springer. Spektrum, Wiesbaden.

Journal Articles

*Brand, S., Jung, H., *Dorlack, A., & *Gailliot, S. (accepted with minor revision). Discussion strategies for the launch of a mathematical modeling lesson. Mathematics Teacher: Learning and Teaching PK-12.

Jung, H., & Brady, C. (2020). Maintaining rich dialogic interactions in the transition to synchronous online learning. Information and Learning Sciences, 121(5/6), 381-390. https://doi.org/10.1108/ILS-04-2020-0096

Keazer, L., & Jung, H. (2020). Prospective teachers anticipate challenges fostering the mathematical practice of making sense. School Science and Mathematics, 120(2), 79-89. https://doi.org/10.1111/ssm.12390

Jung, H., Stehr, E. M., & He, J. (2019). Mathematical modeling opportunities reported by secondary mathematics preservice teachers and instructors. School Science and Mathematics, 119(6), 353-365. https://doi.org/10.1111/ssm.12359

Jung, H., *Strikwerda, S., *Park, J., & Newton, J. (2018). Preservice teachers’ perspectives on their opportunities to learn about algebra. Issues in the Undergraduate Mathematics Preparation of School Teachers. The Journal. 1. 1-12  http://www.k-12prep.math.ttu.edu/journal/1.contentknowledge/hyunyi01/article.pdf

I, J. Y., Son, J. W. & Jung, H. (2018). Do social justice contexts matter in mathematical modeling?: Modeling problem analysis. New England Mathematics Journal, L(1), 50-61. https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1095&context=edu_pubs

Jung, H., & Newton, J. (2018). Preservice mathematics teachers’ conceptions and enactment of modeling standards. School Science and Mathematics, 118(5), 169-178. https://doi.org/10.1111/ssm.12275

Jung, H., & I, J. (2018). Parking lot design contest. Mathematics Teaching in the Middle School, 23(5). www.jstor.org/stable/10.5951/mathteacmiddscho.23.5.0304

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, 19(2-3), 277-295. https://rdcu.be/bYsCI

Jung, H. (2015). Strategies to support students’ model development. Mathematics Teaching in the Middle School, 21(1), 42-48.

Jung, H., Mintos, A., & Newton, J. (2015). Preparing secondary mathematics teachers: Focus on modeling in algebra. The Mathematics Educator, 24(1), 44-71.

Rodgers, K. J., Horvath, A. K., Jung, H., Fry, A. S., Diefes-Dux, H. A., & Cardella, M. E. (2015). Students’ perceptions of and responses to teaching assistant and peer feedback. Interdisciplinary Journal of Problem-Based Learning, 9(2). https://doi.org/10.7771/1541-5015.1479

Jung, H., Diefes-Dux, H. A., Horvath, A. K., Rodgers, K. J., & Cardella, M. E. (2015). Characteristics of feedback that influence student confidence and performance during mathematical modeling. International Journal of Engineering Education, 31(1), 42-57.

Selected Links

hyunyijung.com