Jihyun Hwang

[황지현; 黃智鉉; ji-hyeon-hwang],

Assistant professor at Korea National University of Education, South Korea

Research Interest

I earned a Doctor of Philosophy in Teaching and learning (Mathematics Education) in 2018 from the University of Iowa where my dissertation was “Bridge the gap between cognitive attributes and mathematics achievement: Which cognitive attributes for mathematical modeling contributed to better learning in mathematics?” under the advisement of Dr. Kyong Mi Choi and Dr. Brian Hand. My dissertation is recognized by the Iowa Academy of Education as an Outstanding Doctoral Dissertation Award.

• Epistemic Actions and Agency

• Epistemological Belief in Mathematics

• Mathematical Modeling

• Attitude Toward Mathematics

• International Comparison Study
   

Research

Key Article

Hwang, J. (2023). The relationship between epistemic actions and mathematics achievement at the elementary school level. Investigation in Mathematics Learning. https://doi.org/10.1080/19477503.2023.2233349

Hwang, J., Hand, B., & French, B. (2023). Critical thinking skills and science achievement: A latent profile analysis. Thinking Skills and Creativity. 49. https://doi.org/10.1016/j.tsc.2023.101349

Hwang, J., Choi, K., & Hand, B. (2023). Epistemic actions and mathematics achievement. International Journal of Science and Mathematics Education, 21, 787–809. https://doi.org/10.1007/s10763-022-10278-2

Fulmer, G. W., Hwang, J., Ding, C., Hand, B., Suh, J., & Hansen, W. (2021). Development of a questionnaire on teachers’ knowledge of language as an epistemic tool. Journal of Research in Science Teaching, 58(4), 459–490. https://doi.org/10.1002/tea.21666

Hwang, J., Choi, K., & Hand, B. (2020). Examining domain general use of reasoning across science and mathematics through performance on standardized assessments.  Canadian Journal of Science, Mathematics and Technology Education. 20(3), 521–537. https://doi.org/10.1007/s42330-020-00108-4

Hwang, J. (2019). Relationships among locus of control, learned helpless, and mathematical literacy in PISA 2012: Focus on Korea and Finland. Large-scale Assessment in Education, 7(4), https://doi.org/10.1186/s40536-019-0072-7

Hwang, J., Choi, K., Bae, Y., & Shin, D. (2018). Do teachers’ instructional practices moderate equity in mathematics and science literacy? An investigation of PISA 2012 and 2015. International Journal of Science and Mathematics Education, 16(Supplement 1), 25–45. https://doi.org/10.1007/s10763-018-9909-8

Contract, Grant, and Sponsored Research

Hwang, Jihyun (Principal Investigator). Building a Model(s) to Examine the Interdependency of Content Knowledge and Reasoning as Resources for Learning. Sponsored by the Iowa Measurement Research Foundation, $35,546 (August 12, 2019 to May 31, 2020)