^{g} represents graduate research assistants; and ^{u} represents undergraduate research assistants

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., & ^{u}Brand, 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., & ^{u}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

^{u}Brand, S., Jung, H., ^{u}Dorlack, A. & ^{g}Gailliot, 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., ^{u}Strikwerda, S., ^{u}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.*

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 21^{st} century skills through modeling. *Mathematics in Michigan. 47*(2), 10-14.

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.

^{u}Brand, 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.

Brady, C., Dominguez, A., Glancy, A., Jung, H., & McLean, J. (2017). Models and modeling working group. 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.).

Son, J., Jung, H., & I, J. (2017). How much do I know about mathematical modeling? In Galindo, E., & Newton, J., (Eds.).

Brady, C., Eames, C., Jung, H. (2016). *Design principles for curricular sequences focused on models and modeling. *Paper presented at *the 13 ^{th} 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.

Brady, C., Dominguez, A., Glancy, A., Jung, H., McLean, J. & Middleton, J. (2016). Models and modeling working group. *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.

Rodgers, K.J., Marbouti, F., Shafaat, A., Jung, H., & Diefes-Dux, H.A. (2014). Influence of teaching assistants’ motivation on scaffolding student learning. *Proceedings of the Frontiers in Education Conference*, Madrid, Spain.

Marbouti, F., Rodgers, K.J., Jung, H., Moon, A. & Diefes-Dux, H.A. (2013). Factors that help and hinder teaching assistants’ ability to execute their responsibilities. *Proceedings of the American Society for Engineering Education Annual Conference*, Atlanta, GA.

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.

Moon, A., Jung, H., Marbouti, F., Rodgers, K.J., & Diefes-Dux, H.A. (2013). Undergraduate and graduate teaching assistants’ perceptions of their responsibilities – Factors that help or hinder. *Proceedings of the Frontiers in Education Conference*, Oklahoma City, OK.

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.

Jung, H. & Magiera, M. (2018). Prospective teachers’ learning opportunities to pose mathematical modeling problems (abstract). *Proceedings of the forty-second International Group for the Psychology of Mathematics Education*. Umeå, Sweden.

Keazer, L., & Jung, H. (2017). Prospective teachers understandings of math practice: Make sense and persevere (abstract). *Proceedings of* *the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. Indianapolis, IN.

Jung, H., Stehr, E.M., Senk, S., He, J., &, Medel, L. (2015). Secondary preservice teachers’ opportunities to learn about modelling in algebra (abstract). *Proceedings of* *the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (p. 257). East Lansing, MI: Michigan State University.

Newton, J., Jung, H., Stehr, E.M., & Senk, S. (2015). Building algebra connections in teacher education (abstract). *Proceedings of* *the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (p. 261). East Lansing, MI: Michigan State University.

Jung, H., Hoffman, A., Nahar, A., & Newton, J. (2013). Integration of pre-service teacher knowledge and CCSSM: Modeling in algebra (abstract). *Proceedings of* *the Thirty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. Chicago, IL

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.