g represents graduate research assistants; u represents undergraduate research assistants; and *represents equal contributions
gSutcliffe, K., Hernandez-Zavaleta, E., & Jung, H. (2025). Designing a temporary skate-safe area. NCTM’s Mathematics Teacher: Learning and Teaching PK-12. 118(10), 769-773. https://doi.org/10.5951/MTLT.2025.0040
Yi, J., Jung, H., & gSourwine, J. (2025). Preservice teachers posing mathematical modeling problems for culturally and linguistically diverse learners. Discover Education. https://doi.org/10.1007/s44217-025-00955-z
gZhang, H., Jung, H., gSutcliffe, K., gZhu, H., & Park, S. (2025). Analyzing classroom discourse in social justice mathematical modeling contexts. Linguistics and Education. https://doi.org/10.1016/j.linged.2025.101446
gSutcliffe, K., gZhang, H., Jung, H., & gZhu, H. (2025). Math meets life: Bridging middle school students’ lived experiences and social justice mathematical modelling tasks. Research in Mathematics Education. https://doi.org/10.1080/14794802.2025.2513927
Jung, H. (2024). Stories of how humanization and systems affect individual lives and mathematics learning. Association of Mathematics Teacher Educators (AMTE)’s Connections. https://amte.net/connections/2024/06/feature-article-2024-amte-early-career-award-recipient
Jung, H., Brady, C., Coleman-King, C., Bratsch-Hines, M., Hernandez-Zavaleta, E., Alejandro, J.L., gSutcliffe, K., gZhu, H., Park, S.,gMoghtader, S., gZhang, H., Kumaran, L., & Salama, C. (2024). Implementing equitable and interactive mathematical modeling through student-teacher-researcher partnership. Symposium: Shaping future educators: modeling as a tool for teacher collaboration and research. Dokuz Eylül Üniversitesi, Türkiye. https://docs.google.com/document/d/11C-_O28PHc7roZtDAHgTLVg2awhdh6MN/edit
gCarlisle, W., Jung, H., Wickstrom, M., gSutcliffe, K, & Kim, H. (2024). Insights into pothole damage: Exploring culturally responsive mathematical modeling. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10492-0
Wickstrom, M. & Jung, H. (2024). Understanding preservice elementary teachers as mathematical modelers and their perceptions of the process. Journal for Research in Mathematics Education. 55(4). https://doi.org/10.5951/jresematheduc-2022-0127
*Jung, H., *Newton, J., & *Maher, E. M. (2024). Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them. International Electronic Journal of Mathematics Education, 19(4), em0797. https://doi.org/10.29333/iejme/15519
I, J., Son, J. & Jung, H. (2024). Rethinking anti-Asian racism in mathematics education: the hidden racism made visible through AsianCrit. Educational Studies in Mathematics. https://link.springer.com/article/10.1007/s10649-024-10335-3
Wickstrom, M., gLopez-Mercado, C., & Jung, H. (2024). Cultivating K-8 teachers’ critical consciousness through social justice mathematical modeling: The teacher pay task. Mathematics Teacher Educator, 13(1). https://doi.org/10.5951/MTE.2023-0039
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. NCTM’s 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. E. & 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., & uBrand, S. (2021). Student actions for social justice-oriented mathematical tasks. NCTM’s Mathematics Teacher: Learning and Teaching PK-12. 114(5). 378-385. https://doi.org/10.5951/MTLT.2020.0133
Jung, H., & uBrand, 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
uBrand, S., Jung, H., uDorlack, A. & gGailliot, S. (2021). Launching a mathematical modeling lesson. NCTM’s Mathematics Teacher: Learning and Teaching PK-12. 114(4). 298-305.
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.
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://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0096/full/html
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. 75-84.
Keazer, L., & Jung, H. (2020). Prospective teachers anticipate challenges fostering the mathematical practice of making sense. School Science and Mathematics.120(2). 78-89.
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.
Jung, H., & I, J. (2018). Parking lot design contest. Mathematics Teaching in the Middle School. 23(5).
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
Jung, H., uStrikwerda, S., uPark, 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.
Jung, H., & Newton, J. (2018). Preservice mathematics teachers’ conceptions and enactment of modeling standards. School Science and Mathematics. 118(5), 169-178.
Jung, H. (2015). Strategies to support students’ model development. NCTM’s Mathematics Teaching in the Middle School. 21(1), 42-48. https://doi.org/10.5951/mathteacmiddscho.21.1.0042
Jung, H., Mintos, A., & Newton, J. (2015). Preparing secondary mathematics teachers: Focus on modeling in algebra. The Mathematics Educator. 24(1), 44-71.
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.
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).
Jung, H. (2014). Building 21st century skills through modeling. Mathematics in Michigan. 47(2), 10-14.
Brady, C., Jung, H., McLean, J., Dominguez, A., & Glancy, A. (2023). Student presentations of mathematical modelling solutions as a setting for fostering reflective discourse. In G. Greefrath, S. Carreira, & G. Stillman (Eds.), Advancing and consolidating research on applications and modelling in mathematics education. Springer. https://link.springer.com/chapter/10.1007/978-3-031-27115-1_4
McLean, J., Brady, C., Jung, H., Dominguez, A., & Glancy, A. (2023). Seeing the forest for the trees: Investigating students’ data moves in a citizen science based model-eliciting activity. In G. Greefrath, S. Carreira, & G. Stillman (Eds.), Advancing and consolidating research on applications and modelling in mathematics education. Springer. https://link.springer.com/chapter/10.1007/978-3-031-27115-1_12
Brady, C. & Jung, H. (2019). Group presentations of modelling solutions: A setting for individual and group modelling competencies. ICTMA 2019.
Stehr, E., Jung, H., Newton, J. (2019). “Big ideas” in secondary mathematics education programs. In Otten, S., Candela, A.G., de Araujo, Z., Haines, C., & Munter, C. (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri.
uBrand, S., & Jung, H. (2019). Mathematical modeling experiences: narratives from a preservice teacher and an instructor. In Otten, S., Candela, A.G., de Araujo, Z., Haines, C., & Munter, C. (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri.
Brady, C. & Jung, H. (2019). Group presentations as a site for collective modeling. In Otten, S., Candela, A.G., de Araujo, Z., Haines, C., & Munter, C. (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri.
Jung, H., Stehr, E.M., & He, J. (2017). Conceptions of modeling reported by instructors in teacher preparation programs. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
He, J., Stehr, E.M, & Jung, H. (2017). Nature of mathematical modeling tasks for secondary mathematics preservice teachers. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
I, J., Jung, H., & Son, J. (2017). Developing criteria to design and assess mathematical modeling problems: from problems to social justice. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
Son, J., Jung, H., & I, J. (2017). How much do I know about mathematical modeling? In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
Brady, C., Eames, C., Jung, H. (2016). Design principles for curricular sequences focused on models and modeling. Paper presented at the 13th International Congress on Mathematical Education (ICME-13), Hamburg, Germany.
Jung, H., Stehr, E., He, J., & Senk, S. (2016). Learning about modeling in teacher preparation programs. Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: University of Arizona.
Stehr, M. E. & Jung, H. (2016). Supporting preservice teachers’ use of connections and technology in algebra teaching and learning. In Fukawa-Connolly, T., Karakok, G., Keene, K., and Zandieh, M. (Eds.), Proceedings of SIGMAA’s 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA.
Brady, C., Jung, H, & Eames, C. (2015). Models and Modeling working group. Proceedings of 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.
Stehr, E.M., Craig, J., Jung, H., Medel, L., Mintos, A., Newton, J. (2015). Mathematical knowledge for teachers: Opportunities to learn to teach algebra in teacher education programs. In Bartell, T.G., Bieda, K.N., Putnam, R.T., Bradfield, & K., Dominguez, H.(Eds.), Proceedings of 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 944-947). East Lansing, MI: Michigan State University.
Jung, H. (2013). Pedagogical knowledge for algebra on the runway: Turning research from the ICME-12 into practice. Proceedings of the Thirty-fifth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL.
Jung, H., Moon, A., Rodgers, K.J., Marbouti, F., & Diefes-Dux, H.A. (2013). Mathematical modeling problems: What affects teaching assistants’ ability to provide feedback? Proceedings of the Thirty-fifth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education.Chicago, IL.
Senk S., Newton J., He J., Jung, H., Stehr E., & Mintos A. (2012). Developing frameworks for preparation of algebra teachers: Challenges and opportunities. Proceedings of the Thirty-fourth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University.
Oh, W., Lee, E., Chae, E., Kim, N., & Jung, H. (2012). Investigating components of building creativity and character through analyzing exemplary video lessons: Focusing on middle school mathematics. Proceedings of the forty-first Korean Society of Educational Studies in Mathematics. 461-483. Seoul, South Korea.
Hyunyi Jung 