Ji-Won Son (she/her)

Dr. Ji-Won Son joined 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 in K-12 contexts. 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) teacher's curricula noticing and use (how teachers read and use mathematical curriculum and textbooks), (3) mathematics textbook/task analysis (learning opportunities provided to students by curriculum resources), 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. Her research aims at identifying the core knowledge and practice for teaching mathematics and improving all students’ mathematical understanding including under-represented students and emergent bilinguals, through project-based learning, storytelling-based approach, and a history-infused curriculum.

• PhD, Michigan State University (2008)

• Book recognition as an anti-racist teaching guide in the context of the 2023 Anti-racist pedagogy symposium; Virginia Tech; 2023-05-28;

• Yi, J., Son, J., & Chang, H. (2025). Teacher positioning impact on students’ learning opportunities in multilingual mathematics classrooms. Journal of Mathematics Teacher Education.
• 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, 116(3), 423–443.

• Barch, F., Lee, J., Seo, Y. S., & Son, J.-W. (2026, April). What works where? Identifying pedagogical practices to optimize data literacy learning in Singapore and America
• Betts, A.*, Son, J., and Bang, H-J. (2024). Dismantling deficit-based perspectives of the pre-primary home math environments of African American and Multiracial families. Paper Presented at the 2024 American Educational Research Association (AERA) Annual Meeting, April 11-14, Philadelphia: Pennsylvania.
• Son, J., & Diletti, J. (2024). Exploring the Complex Relationship Between Teacher Concerns and the CCSSM (Common Core State Standards for Mathematics)-Related Curriculum. Paper Presented at the 2024 American Educational Research Association (AERA) Annual Meeting, April 11-14, Philadelphia: Pennsylvania.

• Barch, F., Lee, J., Seo, Y. S., & Son, J.-W. (2026, April). What works where? Identifying pedagogical practices to optimize data literacy learning in Singapore and America [Discussion table session]. American Educational Research Association Annual Meeting, Los Angeles, CA.;
• Alli-Balogun, K., & Son, J. (November 2024). A narrative inquiry across race/ethnic groups: Parents’ mathematics learning experiences and kindergarteners’ mathematics interest. Paper presented at the 46th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA 46), Mazatlán, Mexico.;
• Martey, W., & Son, J. (November 2024). Exploring the use of historical contexts in teaching logarithm. Paper presented at the 46th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA 46), Mazatlán, Mexico.;
• Obielodan, F. F., & Son, J. (November 2024). Structural model of learning retention and motivation of undergraduates in flipped and nonflipped college mathematics. Paper presented at the 46th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA 46), Mazatlán, Mexico.;
• Yi, J. J., & Son, J. (April 2025). Integrating Asian American counterstories in mathematics: A task design framework for enhancing social justice. Paper presented at the AERA Annual Meeting, Roundtable Session on AANHPI Communities, Educational Advocacy, and Curriculum Development, Denver, CO.;

• Promoting Equitable Mathematical Experience for Underrepresented Girls; Local Government; The Cullen Foundation; Awarded; (07/01/2019-08/31/2020)
• 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)
• Fostering Equitable Mathematical Experience: Project-Based Learning for Under-represented Girls; Local Government; 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)

• Editorial Board, Journal of Research in Childhood Education (2016 – Present)
  Jul 2016-May 2024
• Editorial Board, Studies of Educational Science (2013 – Present)
  Jul 2016-Jun 2023
• Editorial Board, International Journal of Education (2013 – Present)
  Jul 2016-May 2021
• American Educational Research Association (AERA) conference (2004 – Current)
  Jun 2016-May 2025

• Judge, GENIUS Olympiad (Science judging), SUNY Oswego, New York
  Jun 2016-Jun 2022