University at Buffalo

Ji-Won Son

Ji-Won Son

Associate Professor 10 Months

LEARNING AND INSTRUCTION


Specialty/Research Focus

Cognition; Curriculum and Instruction; ESL  / ENL / Bilingual; Cognitive Psychology; Gender, Culture, and Equity; International Education; Design Experiments; Mathematics Education; Learning Design; Problem Based Learning; Qualitative Research Methods; Quantitative Research Methods

Contact Information
569 Baldy Hall
North Campus
Phone: (716) 645-4030
jiwonson@buffalo.edu


Professional Summary:

Dr. Ji-Won Son joins the Department of Learning and Instruction in August 2013. Prior to that, she spent 5 years as an Assistant professor of Mathematics Education at the University of Tennessee at Knoxville. Her research centers on the intersection of mathematics education and curriculum and instruction. The four main research interests she has developed are: (1) teacher noticing and learning (how pre-service and in-service teachers learn to interpret and respond to student thinking), (2) teachers’ curriculum use (how teachers read and use mathematical curriculum and textbooks), (3) mathematics textbook/task analysis (learning opportunities provided to students by textbooks), and (4) international comparative studies (whether there is any difference in students’ mathematical learning opportunities and teaching approaches among different countries).

Recognizing the gaps between and among various types of curricula, she has looked for better ways to improve student and teacher learning, especially from a cross-cultural perspective, through her research. She is currently working on externally funded and internally funded research projects to identify the core mathematical knowledge and practice for teaching mathematics in various topics and to improve students’ mathematical understanding through project-based learning, storytelling-based approach, and history-infused curriculum.

Education and Training:
  • PhD, Michigan State University (2008)
Awards and Honors:
  • Faculty in Residence; Graduate School of Education, University at Buffalo; 2018-05-04;
  • Dean's Travel Award; Graduate School of Education, University at Buffalo; 2018-04-12;
  • UUP (United University Professions) Discretionary Lump-Sum Awards; United University Professions (UUP); 2016-11-24;
Grants:
Grant:
  • Infusing History into Mathematics Instruction; Foundation and Research Organization; National Council of Teachers of Mathematics–7-12 Classroom Research Grants; Awarded; (06/01/2018-05/31/2020)
  • MAP: Making Mathtalks Productive for English Learners; Foundation and Research Organization; UB GSE Seed Grant: Maximizing External Grant Application Success (MEGAS); Awarded; (09/01/2017-05/30/2018)
  • Designing Storytelling-based Mathematics Curriculum; Foundation and Research Organization; The UB OVPRED Grant Resubmission Awards program; Awarded; (06/01/2017-05/30/2018)
  • Fostering Equitable Mathematical Experience: Project-Based Learning for Under-represented Girls; Local; The Cullen Foundation; Awarded; (11/01/2016-12/31/2017)
  • Core Mathematical Knowledge and Cross-cultural Teaching Practices in Algebraic and Functional Relations; Foundation and Research Organization; The Spencer Foundation; Awarded; (09/01/2016-08/31/2018)
Publications:
Journal Article:
  • Clifford, A., & Son, J. (2018). Complete the what?: Learning from the history. Mathematics Teacher.
  • I, J., Son, J., & Jung, H. (2018). Do social justice contexts matter in mathematical modeling: Modeling problem analysis. New England Mathematics Journal, LI(1), 50-61.
  • Kwon, O. H., Son, J., & I, J. (2018, in press). Revisiting multiplication area models for whole numbers. The Mathematics Enthusiast, 15(3).
  • Lim, W., Son, J., & Kim, D. (2018). Understanding preservice teacher skills to construct lesson plans. International Journal of Science and Mathematics Education. 61(3), 519-538.
  • Lim, W., Son, J., Gregson, S., & Kim, J. (2018). An examination of high school students' on-line engagement in mathematics problems. International Journal of Web-Based Learning and Teaching Technologies. 13(2), 1-15,
  • Son, J. (2016). Moving beyond a traditional algorithm in whole number subtraction: Preservice teachers' responses to a student's invented strategy. Educational Studies in Mathematics, 93(1), 105-129.
  • Son, J. (2016). Preservice teachers’ responses and feedback type to students’ correct and incorrect strategies for subtracting whole numbers. Journal of Mathematical Behavior, 42, 49-48.
  • Son, J., & Hu, Q.* (2016). The initial treatment of the concept of function in selected secondary mathematics textbooks in the US and China. International Journal of Mathematical Education in Science and Technology, 47(4), 505-530.
  • Son, J., & Kim, O. (2016). Curriculum enactment patterns and associated factors from teachers' perspectives. Mathematics Education Research Journal, 28(4), 585-614.
  • Son, J., & Lee, J. (2016). Preservice teachers’ understanding of fraction multiplication, representational knowledge, and computational skills. Mathematics Teacher Education and Development, 18(2), 5-28.
  • Lee, J., & Son, J. (2015). Two teacher educators’ approaches to developing preservice elementary teachers’ mathematics assessment literacy: Intentions, outcomes, and new learning. Teaching and Learning Inquiry: The International Society for the Scholarship of Teaching and Learning Journal, 3(1), 47-62
  • Son, J. (2016). Preservice teachers’ responses and feedback type to students’ correct and incorrect strategies for subtracting whole numbers, Journal of Mathematical Behavior, 42, 49-48.
  • Son, J., & Hu, Q.* (2016). The initial treatment of the concept of function in selected secondary mathematics textbooks in the US and China. International Journal of Mathematical Education in Science and Technology, 47(4), 505-530.
  • Son, J., & Kim, O. (2015). Teachers' selection and enactment of mathematical problems from textbooks. Mathematics Education Research Journal, 27(4), 491-518.
  • Son, J., & Kim, O. (2016). Curriculum enactment patterns and associated factors from teachers' perspectives. Mathematics Education Research Journal, 28(4), 585-614.
  • Son, J., & Lee, J. (2016). Preservice teachers’ understanding of fraction multiplication, representational knowledge, and computational skills. Mathematics Teacher Education and Development, 18(2), 5-28.
  • Wolbert, R., Moore-Russo, D., & Son, J. (2016). Identifying students' transitional conceptions regarding bell curves. MathAMATYC Educator, 8(1), 15-23.
Edited Book:
  • Son, J., Watanabe, T., & Lo, J.J. (Eds.) (2017). What matters? Research Trends in International Comparative Studies in Mathematics Education. New York: Springer.
Book Chapter:
  • Han, S., Son, J., & Kang, C.* (2017). Examining the effect of teacher feedback over professional development on math instruction in Japan, Korea, Singapore, and the USA. In J. Son, T. Watanabe, & J.J. Lo. (Eds.), What Matters? Research Trends in International Comparative Studies in Mathematics Education (pp. 355-383). New York: Springer.
  • Han, S., Son, J., & Kang, C.* (2017). What do TIMSS studies show about math achievement inequality? From a comparative sociological perspective. In J. Son, T. Watanabe, & J.J. Lo. (Eds.), What Matters? Research Trends in International Comparative Studies in Mathematics Education (pp. 289-314). New York: Springer.
  • Lim, W., & Son, J. (2017). Cross-cultural lesson planning and narrowing the teaching gap between the U.S. and Korea. In J. Son, T. Watanabe, & J.J. Lo. (Eds.), What Matters? Research Trends in International Comparative Studies in Mathematics Education (pp. 199-213). New York: Springer.
  • Son, J., & Diletti, J.* (2017). What can we learn from textbook analysis? In J. Son, T. Watanabe, & J.J. Lo. (Eds.), What Matters? Research Trends in International Comparative Studies in Mathematics Education (pp. 3-32). New York: Springer.
  • Watanabe, T., Lo, J., & Son, J. (2017). Intended treatments of fractions and fraction operations in mathematics curriculum from Japan, Korea, and Taiwan. In J. Son, T. Watanabe, & J.J. Lo. (Eds.), What Matters? Research Trends in International Comparative Studies in Mathematics Education (pp. 33-61). New York: Springer.
  • Choi, K., Lee, K., Park, K., and Son, J. (2015). Development of instructional materials in Korea. In National Academies of Sciences, Engineering, and Medicine (Ed.). Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop (pp. 37-44). Washington, DC: The National Academies Press. Note: Author names are listed alphabetically and equal contribution.
Other:
  • I, J., Jung, L., & Son, J. (2017). Developing criteria to design and assess mathematical modeling problems: From problems to social justice. To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Indiana University.
  • Kim, O., & Son, J. (2017). Preservice teachers’ recognition of affordances and limitations of curriculum resources. To be appeared in Proceedings of the 41st Annual Meeting of the International Group for the Psychology of Mathematics Education. Singapore.
  • Son, J. (2016). Association between teacher feedback and math instruction in Japan, Korea, and Singapore, and the United States. In Proceedings of the 13th International Congress on Mathematics Education (ICMI-13). Hamburg, Germany: University of Hamburg.
  • Son, J., & Jo, S. (2017). How Korean elementary mathematics textbooks develop inverse relations: Concreteness fading. To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Indiana University.
  • Son, J., & Lee, M. (2017). How pre-service teachers’ conception of problem posing relate to their problem posing competency with fraction operations. To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Indiana University.
  • Son, J., Jung, I., & I, J. (2017). How much do I know about mathematical modeling? To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Indiana University.
  • Hu, Q., Son, J., & Hodge, L. (2016). How algebra teachers in China and U.S. interpret and respond to student errors in solving quadratic equations. In Proceedings of the 38th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: University of Arizona.
  • Son, J., & Lo, J., & Watanabe, T. (2015). Intended treatments of fractions, fraction addition and subtraction in mathematics curriculum from Japan, Korea, Taiwan, and US. To appear in Proceedings of the 37th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, Michigan State University.
Presentations:
Conferences:
  • I, J., Jung, L., & Son, J. (2017). Developing criteria to design and assess mathematical modeling problems: From problems to social justice. To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN, Indiana University.;
  • I, J., Jung, L., & Son, J. (2017, October). Developing criteria to design and assess mathematical modeling problems: From problems to social justice. Brief research report to be presented at the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN.;
  • Kim, O., & Son, J. (2017). Preservice teachers' recognition of affordances and limitations of curriculum resources. To be appeared in Proceedings of the 41st Annual Meeting of the International Group for the Psychology of Mathematics Education. Singapore.;
  • Son, J., & Jo, S. (2017, October). How Korean elementary mathematics textbooks develop inverse relations: Concreteness fading. Brief research report to be presented at the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN.;
  • Son, J., & Jo, S.* (2017). How Korean elementary mathematics textbooks develop inverse relations: Concreteness fading. To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN, Indiana University.;
  • Son, J., & Lee, M. (2017). How pre-service teachers' conception of problem posing relate to their problem posing competency with fraction operations. To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN, Indiana University.;
  • Son, J., Jung, I., & I, J. (2017). How much do I know about mathematical modeling? To be appeared in Proceedings of the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN, Indiana University.;
  • Son, J., Jung, I., & I, J. (2017, October). How much do I know about mathematical modeling? Brief research report to be presented at the 39th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN.;
  • Hu, Q., Son, J., & Hodge, L. (2016, November). How algebra teachers in China and U.S. interpret and respond to student errors in solving quadratic equations. Paper presented at the 38th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, University of Arizona.;
  • Hu, Q., Son, J., & Hodge, L. (2017, February). How algebra teachers in China and U.S. interpret and respond to student errors in solving quadratic equations. Paper presented at the 38th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, University of Arizona.;
  • Kim, O., & Son, J. (2017, July). Preservice teachers’ recognition of affordances and limitations of curriculum resources. Research report to be presented at the 41st Annual Meeting of the International Group for the Psychology of Mathematics Education. Singapore.;
  • Lee, M., & Son, J. (2016, November). How pre-service teachers’ conception and metaphor of problem-posing relate to their abilities to pose problems? Poster presented at the 38th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, University of Arizona.;
  • Son, J. (2016, July). Association between teacher feedback and math instruction in Japan, Korea, and Singapore, and the United States. Paper presented at the 13th International Congress on Mathematics Education (ICMI-13), Hamburg, Germany: University of Hamburg.;
  • Son, J., & Jo, S.* (2017, April). Concreteness fading: Inverse relations between addition and subtraction in Korean elementary mathematics textbooks. Paper to be presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, TX.;
  • Son, J., & Jo, S.* (2017, April). Concreteness fading: Inverse relations between addition and subtraction in Korean elementary mathematics textbooks. Paper to be presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, TX.;
  • Son, J., & Lee (2016, August). Preservice teachers’ conception and metaphor of problem-posing and their problem posing performance. Paper presented at the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education. Szeged, Hungary.;
  • Son, J., & Lee, M. (2016, November). The investigation of preservice teachers’ conception of effective problem-solving instruction and their conception of problem solving. Paper presented at the 38th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, University of Arizona.;
  • Son, J., & Lee, M. (2017, April). How preservice teachers’ conception and metaphor of problem-posing is related to their problem posing performance. Paper to be presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, TX.;
  • Son, J., Doyle, P.*, & Jo, S.* (2017, January). Exploring student learning opportunities in Engage NY modules. Research report presented at Mathematics at the Core Professional Development Conference for Mathematics Teachers grades pre-K-12: Making Connections, Professional development conference, Canisius college, Buffalo, NY.;
  • Diletti, J.*, & Son, J. (2015, November). Analysis of quadratic equations in the Algebra I and Algebra II modules from Engage New York (Eureka Math). Poster to be presented at the 36th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, Michigan State University.;
  • Hu, Q., Son, J., & Hodge, L. (2016, April). The Algebraic Thinking of Teachers in China and the U.S. Brief research report to be presented at the Research Pre-session of the Annual Meeting of the National Council of Teachers of Mathematics, San Francisco, CA.;
  • Lee, M., Son, J., & Arabeyyat, T* (2015, November). How pre-service teachers’ fractional concepts relate to their abilities to solve problems involving more advanced fractional knowledge?. Research report to be presented at the 36th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, Michigan State University.;
  • Lim, W., Chauvot, J., Lee, J., Son, J., & Lee, M. (2016, January). Visualizing equitable discourse practices in methods courses. Presented at the 20th Annual Conference of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.;
  • Lim, W., Kim, D., Stallings, L., & Son, J. (2015, November). A comparative study of prospective teachers: Various ways of responding to new technology. Brief research report to be presented at the 36th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, Michigan State University.;
  • Son, J. (2015, November). Exploring the relationship among quality instruction, teachers’ self-efficacy, and student math achievement in Korea and the US: Evidence from the TIMSS 2011 data. Brief research report to be presented at the 36th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, Michigan State University.;
  • Son, J. (2016, January). Estimation and calculators: What is the connection? Research report presented at Mathematics: Making Connections. Professional development conference for Mathematics Teachers grades pre-K-12, Canisius college, Buffalo, NY.;
  • Son, J., & Lo, J., & Watanabe, T. (2015, November). Intended treatments of fractions, fraction addition and subtraction in mathematics curriculum from Japan, Korea, Taiwan, and US. Research report to be presented at the 36th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, Michigan State University.;
  • Son, J., Han, S., & Kang, C*. (2016, April). Examining the Association of Teacher Feedback on Knowledge over Professional Development on Math Instruction in Selected Four Countries. Paper to be presented at the annual meeting of the American Educational Research Association (AERA), Washington, D.C.;
  • Son, J., Lee, M., & Arabeyyat, T*. (2016, April). How preservice teachers’ conception of effective problem-solving instruction is related to the conception of problem solving and problem-solving performance. Paper to be presented at the annual meeting of the American Educational Research Association (AERA), Washington, D.C.;
Activities:
Editorial and Review:
  • Editorial Board, International Journal of Education (2013 – Present)
    07/01/2016-05/31/2018
  • Editorial Board, Journal of Research in Childhood Education (2016 – Present)
    07/01/2016-05/31/2018
  • Editorial Board, Studies of Educational Science (2013 – Present)
    07/01/2016-06/30/2017
  • American Educational Research Association (AERA) conference (2004 – Current)
    06/01/2016-05/31/2018
  • ZDM, The International Journal of Mathematics Education (2010 – Current)
    01/04/2010-05/31/2018
Professional Service:
  • Judge, GENIUS Olympiad (Science judging), SUNY Oswego, New York
    06/15/2016-06/15/2017
  • American Educational Research Association (AERA) conference
    06/01/2015-05/31/2016
  • Association of Mathematics Teacher Educators (AMTE) Conference (2009 – Current)
    01/05/2009-12/14/2017
  • National Council of Teacher Education (NCTM) Conference (2006 – Current)
    01/02/2006-12/14/2017
  • Psychology of Mathematics Education North American (PME-NA) conference (2004 – Current)
    01/05/2004-05/31/2018
  • International Group for the Psychology of Mathematics Education (PME) conference (2004 – Current)
    01/05/2004-12/14/2017
News:

    Contact Information

    569 Baldy Hall
    North Campus
    Phone: (716) 645-4030
    jiwonson@buffalo.edu