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Jung, Hyunyi

Assistant Professor
School of Teaching and Learning

College of Education
University of Florida
IALT 0520I, Norman Hall
PO Box 117048
Gainesville, FL 32611
Phone: 352-294-2228
Fax: 352-392-9193

Research Biography

My research focuses on the learning and teaching of mathematics as a humanizing practice. To make mathematics more appealing and accessible to students and teachers, I have focused on approaches to designing, teaching, and reflecting on equitable mathematics curricula. One approach is enacting mathematical modeling, which involves using mathematics and personal experiences to make decisions about the real world. Another approach involves developing, enacting, and investigating culturally sustaining mathematics curricula that connect mathematics with the life experiences of learners. These approaches require not only an understanding of mathematical content but also an appreciation of a broader social system that influences mathematical learning and is shaped by mathematical explorations and experiences.

To continue understanding the rapidly changing K-12 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 sustaining practice and identify the theoretical perspectives of instructional design, implementation, and discourse that become apparent from the practice of mathematical modeling and other rich problem-solving experiences.


Ph.D. in Mathematics Education
Purdue University

M.S.Ed. in Mathematics Education
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

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


National Science Foundation (NSF), DUE-IUSE Grant
PI in collaboration with the lead PI Dr. Wickstrom for the project, entitled “Collaborative Research: Developing and Exploring Mathematical Modeling Curricula for Pre-Service K-8 Teachers.” [2019-2022; $299,645]

Gates Foundation, Phase 2.
Co-PI in collaboration with PI Dr. Poekert, Co-PIs Drs. Coleman-King and Brown for the project, entitled “Enhancing access through Algebra nation.” [2021; $999,997]

University of Florida, Shewey Foundation Endowment Fund
Co-PI in collaboration with PI Dr. Paolucci for the project, entitled “Affective Domain Development in Mathematics Education.” [2021-2023; $40,000]

Gates Foundation, Phase 1.
Co-investigator in collaboration with PI Dr. Poekert, Co-PIs Drs. Coleman-King and Brown, Senior advisor Dr. Adams, Co-investigator Dr. León-Alejandro for the project, entitled “Balance the Equation – design and develop culturally relevant online algebra modules for the Math Nation platform.” [2021; $100,000].

Wisconsin Department of Public Instruction, DPI Precollege Scholarship Program Grant
PI for the project, entitled “Mathematical Modeling Summer Camp.” [2019-2020; $11,200]

Marquette University, The Explorer Challenge Award
PI for the project, entitled “Mathematical Modeling Experiences for Students and Future Teachers.” [2018; $24,503]

The Spencer Foundation, Small Research Grants
Co-investigator in collaboration with PI Dr. Newton and Co-investigator Dr. Stehr for the project, entitled “Exploring Opportunities to Learn about Algebraic Modeling, Connections, and Technology in Secondary Teacher Preparation Programs. [2017; $49,936.47]

Calvin University, Calvin Research Fellowships
PI for the project, entitled “Investigating Future Teachers Learning about Algebra and Modeling.” [2016-2017; $12,000]

Calvin University, Science Research Fellowships
PI for the project, entitled “Algebra Learning Opportunities Valued by Preservice Secondary Teachers.” [2016; $14,200]

Selected Publications

* represents undergraduate research assistants
** represents graduate research assistants

Jung, H., Wickstrom, M. & Piasecki, C. (accepted). Bridging modeling and environmental issues. Mathematics Teacher: Learning and Teaching PK-12.

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

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 Stillman G., Kaiser G., Lampen, C. (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

Keazer, L., & Jung, H. (2020). Prospective teachers anticipate challenges fostering the mathematical practice of making sense. School Science and Mathematics,120(2), 78-89. 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

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, Realitätsbezüge im Mathematikunterricht. Springer. https://link.springer.com/chapter/10.1007/978-3-658-22616-9_11

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/edu_pubs/96/

Jung, H., & I, J. (2018). Parking lot design contest. Mathematics Teaching in the Middle School, 23(5). https://pubs.nctm.org/view/journals/mtms/23/5/article-p304.xml

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. https://eric.ed.gov/?id=EJ1189615

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. (2015). Strategies to support students’ model development. Mathematics Teaching in the Middle School, 21(1), 42-48. https://pubs.nctm.org/view/journals/mtms/21/1/article-p42.xml

Jung, H., Mintos, A., & Newton, J. (2015). Preparing secondary mathematics teachers: Focus on modeling in algebra. The Mathematics Educator, 24(1), 44-71. https://files.eric.ed.gov/fulltext/EJ1075827.pdf

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. https://epublications.marquette.edu/cgi/viewcontent.cgi?article=1501&context=mscs_fac

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., & Brady, C.E. (2015). 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

Selected Links