LEARNING AND INSTRUCTION
Curriculum and Instruction; Cognition; Curriculum and Instruction; Diversity; ESL / ENL / Bilingual; International Education; Design Experiments; Cognitive Psychology; Gender, Culture, and Equity; Mathematics Education; Educator Preparation; STEM education; Race, Inequality, and Education; Learning Design; Racism and AntiBlackness; Problem Based Learning; Qualitative Research Methods; Quantitative Research Methods
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. She is currently working on externally funded and internally funded research projects to identify the core mathematical knowledge and practice for teaching mathematics, especially focusing on algebraic and functional relations, and to improve all students’ mathematical understanding including under-represented students and emergent bilinguals, through project-based learning, storytelling-based approach, and history-infused curriculum.