Key Articles

Hwang, J. (2024). Development of an instrument for measuring Korean pre-service teachers' understanding of language as an epistemic tool in mathematics education. School Science and Mathematics. http://doi.org/10.1111/ssm.18309

Karaer, G., Hwang, J., Chanlen, N., & Hand, B. (2024). Longitudinal study examining immersing IEP students in argument-based inquiry to improve learning of science. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2348823

Hwang, J. (2023). The relationship between epistemic actions and mathematics achievement at the elementary school level. Investigation in Mathematics Learning, 15(4), 295–310. 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. (2022). Epistemic actions and mathematics achievement. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10278-2

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

Publications

Ji, M., & Hwang, J. (2024). Understanding class objectives and selecting tasks according to mathematical beliefs of secondary mathematics teachers. Journal of the Korean School Mathematics Society. 27(3), 277–300. https://doi.org/10.30807/ksms.2024.27.3.001 (in Korean)

Yi, G., Lee, J., & Hwang, J. (2024). Cultivating mindfulness through conditional tasks in mathematics classrooms. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-024-10323-7

Kim, S. M., & Hwang, J. (2024). Development of a scenario-based assessment tool for challenge and perseverance in learning mathematics. Journal of Research in Curriculum & Instruction, 28(3), 213–228. https://doi.org/10.24231/rici.2024.28.3.213 (in Korean)

Ham, Y., & Hwang, J. (2024). Profiling adolescent literacy practices: The impact of reading habits and digital device use on student achievement. Brian, Digital, & Learning, 14(2), 197–212. https://doi.org/10.31216/BDL.20240012

Ka, Y., & Hwang, J. (2024). Machine learning analysis for predicting college STEM majors with the affective domain in learning mathematics. Journal of Educational Research in Mathematics, 34(1), 153–170. https://doi.org/10.29275/jerm.2024.34.1.153 (in Korean)

Jung, S., Ahn, J. S., & Hwang, J. (2023). Investigating students' profiles of mathematical modeling: A latent profile analysis in PISA 2012. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education. 26(3), 235–252. https://doi.org/10.7468/jksmed.2023.26.3.235

Song, H. J., Ka, Y., & Hwang, J. (2023). Exploring opportunities for mathematical modeling in Korean high school textbooks: An analysis of exponential and logarithmic function tasks. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education. 26(3), 253–270. https://doi.org/10.7468/jksmed.2023.26.3.253

Lee, G., Kim, H., & Hwang, J. (2023). A critical exploration of mathematics learning trajectories research in the Korean context: A systematic literature review. Journal of Educational Research in Mathematics, 33(3), 721–744. https://doi.org/10.29275/jerm.2023.33.3.721

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. (2023). Exploring the epistemic actions in pre-service teachers’ tasks. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education,26(1), 19–30. https://doi.org/10.7468/jksmed.2023.26.1.19

Kim S. H., Rim, H., Kim, Y. M., Hwang, J., Kim, S. M., & Kim, C. M. (2023). Validation of a scenario-based assessment for attitude toward mathematics and mathematical practices. Journal of Educational Research in Mathematics, 33(1), 145–172. https://doi.org/10.29275/jerm.2023.33.1.145 (in Korean)

Hwang, J. (2023). Impact of curriculum revisions on mathematics achievement at the school level. Journal of Educational Research in Mathematics, 33(1), 41–56. https://doi.org/10.29275/jerm.2023.33.1.41 (in Korean)

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

Hwang, J., Tak, B., Lee, S. E., Kim, H. M., & Lee, H. (2022). Relationships among students’ attitude toward mathematics, mindset, and teachers’ mindset. School Mathematics, 24(4), 525–549. https://doi.org/10.57090/sm.2022.12.24.4.525 (in Korean)

Kim, H., Cho, H., Ko, E., Lee, D., Cho, J., Choi, J., Han, C., & Hwang, J. (2022). Development and application of assessment items for the diagnosis of difficulties in learning elementary mathematics. Journal of the Korean School Mathematics Society. 25(3), 261–278. http://doi.org/10.30807/ksms.2022.25.3.003 (in Korean)

Suh, J., Hwang, J., Park, S., & Hand, B. (2022). Epistemic orientation toward teaching for knowledge generation: Conceptualization and validation of the construct. Journal of Research in Science Teaching, 59(9), 1651–1691. https://doi.org/10.1002/tea.21769

Cikmaz, A., Hwang, J., & Hand, B. (2022). Building a model(s) to examine the interdependency of content knowledge and reasoning as resources for learning. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education, 58(2), 135–158. https://doi.org/10.7468/jksmed.2022.25.2.135

Kim, S. H. Rim, H., Kim, Y. M., Hwang, J., Kim S.-M., & Kim, C.-M. (2022). A Delphi study to develop scenario-based assessment framework of mathematical attitude and practice. Journal of Educational Research in Mathematics, 32(2), 149–181. https://doi.org/10.29275/jerm.2022.32.2.149 (in Korean)

Choi, K., Hwang, J., Jensen, J., & Hong, D. (2022). Teachers’ use of assessment data for instructional decision making. International Journal of Mathematical Education in Science and Technology, 53(4), 1010–1017. https://doi.org/10.1080/0020739X.2021.1880653

Hwang, J., Choi, K., & Hand, B. (2022). Epistemic actions and mathematics achievement. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10278-2

Hwang, J., Kim, J., Kwon, N. Y. (2022). Development of an instrument measuring elementary pre-service teachers’ belief on teaching and learning mathematics. Journal of the Korean Society of Mathematical Education Series C: Education of Primary School Mathematics, 25(1), 43– 55. https://doi.org/10.7468/jksmec.2022.25.1.43 (in Korean)

Hwang, J. (2021). What topics have been studied in Korean mathematics education for 15 years: Latent topic modeling analysis. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education, 24(4), 313–335. https://doi.org/10.7468/jksmed.2021.24.4.313

Hwang, J., & Shin, D. (2021). Effects on equity in mathematics education: Multilevel analysis via the PISA 2015. Journal of the Korean Society of Mathematical Education Series A: The Mathematics Education. 60(4), 451-466. http://doi.org/10.7468/mathedu.2021.60.4.451

Kim, D., Park, J., Hwang, J., & Kim, S. (2021). Investigation on the limitations of the 2015 revised mathematics curriculum implementation. Journal of Korea Society Educational Studies in Mathematics: School Mathematics, 23(3), 387–410. https://doi.org/10.29275/sm.2021.09.23.3.387 (in Korean)

Ham, Y., & Hwang, J. (2021). Mathematics literacy and collaborative problem solving: Comparison between Korean and U.S. students in PISA 2015. Journal of Educational Research in Mathematics, 31(3), 299–320. https://doi.org/10.29275/jerm.2021.31.3.299

Hong, D. S., Choi, K., Hwang. J., & Runnalls, C. (2021). The pacing of volume lessons in American elementary textbooks compared to students’ development in volume measurement. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education. 24(2), 83–109. http://doi.org/10.7468/jksmed.2021.24.2.83

Hwang. J. (2021). Understanding of mathematics terms with lexical ambiguity. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education. 24(2), 69–82. http://doi.org/10.7468/jksmed.2021.24.2.69

Hwang, J., & Ham, Y. (2021). Relationship between mathematical literacy and opportunity to learn with different types of mathematical tasks. Journal on Mathematics Education, 12(2), 199–222. http://doi.org/10.22342/jme.12.2.13625.199-222

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., & Ham, Y. (2021). Relationships between self-efficacy and achievement moderated by teacher collaboration: An international comparison study. Mathematics Education Research Journal, 33, 135–162. https://doi.org/10.1007/s13394-019-00280-3

Choi, K., Seo, K., Hand, B., & Hwang, J. (2020). A theoretical model for the utilization of intellectual resources between science and mathematics: An empirical study. Journal of the Korean Society of Mathematical Education Series A: The Mathematics Education, 59(4), 405–420. https://doi.org/10.7468/mathedu.2020.59.4.405

Hwang. J. (2020). Instructional alignment observation protocol (IAOP) for implementing the CCSSM: Focus on the practice standard, “Model with mathematics”. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education. 23(3), 147–162. https://doi.org/10.7468/jksmed.2020.23.3.147

Hwang, J., Ko, E.-S., & Tak, B. (2020). An analysis on home and school background factors in TIMSS 2015: Focus on students with negative attitude toward mathematics. School Mathematics, 22(3), 467–487. https://doi.org/10.29275/sm.2020.07.22.3.467 (in Korean)

Hwang. J., & Hong, D. (2020). Teaching the intermediate value theorem with non-existing example. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education. 23(1), 1–12. https://doi.org/10.7468/jksmed.2020.23.1.1

Hwang, J., & Choi, K. (2020). Relationships between emotional dispositions and mathematics achievement moderated by instructional practices: Analysis of TIMSS 2015. International Journal of Mathematical Education in Science and Technology, 51(1), 44–62. https://doi.org/10.1080/0020739X.2019.1644680

Hong, D., Choi, K., Hwang, J., & Runnalls, C. (2020). Examining initial curricular coverage of volume measurement: A comparative analysis. International Journal on Social and Education Sciences, 2(1), 1–19.

Hong, D., Choi, K., Runnalls, C., & Hwang, J. (2019). How well aligned are common core textbooks to students’ development in area measurement? School Science and Mathematics, 119, 240–254. https://doi.org/10.1111/ssm.12336

Hwang, J., & Ko, E.-S. (2018). Investigating Korean students’ different profiles of affective constructs and engagements: A latent profile Analysis on TIMSS 2015. Journal of the Korean School Mathematics Society, 21(3), 207–225. https://doi.org/10.30807/ksms.2018.21.3.001 (in Korean)

Hong, D., Choi, K., Runnalls, C., & Hwang, J. (2018). Do textbooks address known learning challenges in area measurement?: A comparative analysis. Mathematics Education Research Journal, 30(3), 325–354. https://doi.org/10.1007/s13394-018-0238-6

Hwang, J., Runnalls, C., Bhansali, S., Navaandamba, K., & Choi, K. (2017). “Can I do well in mathematics reasoning?” Comparing the US and Finland students’ attitude and reasoning via TIMSS 2011. Educational Research and Evaluation, 23(7–8), 328–348. https://doi.org/10.1080/13803611.2018.1500293

Hong, D., Choi, K., Hwang, J., & Runnalls, C. (2017). Integral students’ experiences: Measuring instructional quality and instructors’ challenges in Calculus 1 lessons. International Journal of Research in Education and Science, 3(2), 424–437. https://doi.org/10.21890/ijres.327901

Ko, E., Lee, E., & Hwang, J. (2017). How do Korean elementary textbooks pace students’ learning to the learning trajectory? Focus on area and volume. Journal of Educational Research in Mathematics, 27(2), 207–225. (in Korean)

Recent Presentation

Jung, J., Choi, T., Kim, Y., Jang, S., Hwang, J., Jeong, S., & Lee, D. (2024). Development and validation of survey instruments for assessing affective constructs at the Gyeongnam Mathematics Cultural Center (GNMC) in Korea. Paper presented at the 15th International Congress on Mathematical Education (ICME), Sydney, Australia.

Hwang. J., Kang, N., & Ahn, J. (2024). M-STEAM in South Korea: A comprehensive review of mathematical integration in STEAM education. Paper presented at the 15th International Congress on Mathematical Education (ICME), Sydney, Australia.

Kim, D., & Hwang, J. (2024). Bridging the gap: Investigating the disconnect between teacher intentions and student understanding in teaching the Pythagorean theorem. Paper presented at the 15th International Congress on Mathematical Education (ICME), Sydney, Australia.

Ka, Y., Ahn, J., Cha, S., Jee, M., Bae, G., & Hwang, J. (2023, December). Report on secondary analysis: Based on TIMSS and SELS analysis. Paper presented at the 2023 International Conference of Joint Societies for Mathematics Education: KSESM & KSME, Seoul, South Korea. (in Korean)

Kim, S. H. Rim, H., Kim, Y. M., Hwang, J., Kim S.-M., & Kim, C.-M. (2023, July). Student feedback on scenario-based assessments to measure attitudes and practices for mathematics. Paper presented at the 60th KSESM Conference, Seoul, South Korea. (in Korean)

Ka, Y., Song, H., & Hwang, J. (2023 April). Exploring mathematical modeling opportunities in Korean high school textbooks: analysis of assignments related to exponential and logarithmic functions. Paper presented at the 2023 Spring Conference of the Korean Society of Mathematical Education, Jeonju, South Korea. (in Korean)

Jee, M., & Hwang, J. (2022, December). Understanding lesson objectives and task selection based on the mathematical beliefs of a middle school math teacher. Paper presented at the 2022 Fall Conference of the Korean Society of Mathematical Education, Seoul, South Korea. (in Korean)

Kim, S. H. Rim, H., Kim, Y. M., Hwang, J., Kim S.-M., & Kim, C.-M. (2022, November). Delphi survey for reviewing items of an attitude and practice assessment tool based on scenario in math curriculum. Paper presented at the 59th KSESM Conference, Chuncheon, South Korea. (in Korean)

Kim, I., Choi, I., Jung, H., & Hwang, J. (2022, October). A study on the provision of customized feedback using the National Assessment of Educational Achievement. Paper presented at the 2022 Fall Conference of the Korean Society for Educational Evaluation. (Online only, in Korean)

Hwang, J. (2021, December). Changes in pre-service teachers’ understanding of language as an epistemic tool via a course of mathematics logic and writing. Paper presented in the 2021 International Conference of Joint Societies for Mathematics Education: KSME & KSESM, Incheon, South Korea.

Choi, K., Hwang, J., Jensen, J., Hong, D. S., & Cox, W. (2021, July). Changes in mathematical knowledge for teaching and belief on practices through professional development based on reasoning-modeling approach. Paper presented at the 14th International Congress on Mathematical Education (ICME), Shanghai, China.

Hwang, J., & Choi, K. (2021, July). Predicting College Major Choice in STEM with Students Data at Grades 9 and 11. Paper presented at the 14th International Congress on Mathematical Education (ICME), Shanghai, China.

Hwang, J., Kim, J. H., & Kwon, N. Y. (2021, April). 학습자 중심 수업에 대한 예비교사들의 이해를 측정하기 위한 도구 개발[Instrument development to measure pre-service teachers’ understanding of student-centered instruction]. Paper presented for the 2021 Spring Conference of KSME, Daegu, Korea. (Online conference, in Korean)

Ham, Y., & Hwang, J. (2020, December). Mathematical literacy and collaborative problem-solving: Comparison between Korea and U.S. students in PISA 2015. Paper accepted for the 2020 International Conference of KSME, Seoul, Korea. (Online conference)

Ham, Y., & Hwang, J. (2020, April). Collaborative problem solving in PISA 2015: Convergent validity evidence. Paper accepted for the 2020 American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. (Conference canceled)

Fulmer, G., Suh, J., Hand, B., Hwang, J., Ding, C., & Hansen, W. (2020, March). Developing teacher instruments and protocol to study teachers' knowledge of language, argument, and dialogic interaction as epistemic tools. Paper accepted for the 2020 National Association for Research in Science Teaching (NARST) Annual International Conference, Portland, OR. (Conference canceled)

Key Articles

Publications

Recent Presentation

Jihyun Hwang, Ph.D.