Hyunyi Jung, Ph.D.

My research focuses on the learning and teaching of mathematics as a humanizing (Freire, 1970) practice, recognizing that the well-being of all learners and the sociohistorical contexts are closely related to individuals’ meaningful mathematics learning and teaching. To make mathematics learning more appealing, accessible, and fair to students and teachers, I have focused on approaches to designing, utilizing, and reflecting on equitable mathematics (AMTE, 2017; NCTM, 2014) curricula and pedagogy. One approach is enacting mathematical modeling (Lesh & Doerr, 2003), which involves using mathematics and personal experiences to interpret situations and make decisions about the real world. Another approach involves developing, enacting, and investigating culturally sustaining (Paris & Alim, 2017) mathematics curricula that connect mathematics with the life experiences of marginalized learners and their sociopolitical dimensions of education. These approaches require not only an understanding of mathematical content but also an appreciation of systemic educational issues that influence mathematical learning and are 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 multi-tiered design-based research (Lesh & Kelly, 2000) 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 culturally sustaining STEM problem-solving experiences.

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