Ji-Won Son

Assistant Professor

Learning and Instruction

 569 Baldy Hall
 716-645-4030
 jiwonson@buffalo.edu


Teacher Learning (Teacher knowledge and beliefs)
Mathematics Textbook Analysis
Teacher Curriculum Use
International Comparative study
Rational Numbers and Proportional Reasoning
Performance Assessment
Algebra and Algebraic Thinking

Jump to Publications

Dr. Ji-Won Son joins the Department of Learning and Instruction as an Assistant professor of Mathematics Education in August 2013. Prior to that she spent five years as an Assistant Professor at the University of Tennessee at Knoxville. She received her doctorate from Michigan State University in 2008 with an emphasis in mathematics education. Moreover, she spent four years teaching elementary and middle school students in South Korea.

Her research centers on the intersection of mathematics education and curriculum and instruction. The four main research interests she has developed are: (1) mathematics textbook analysis (learning opportunities provided to students by textbooks), (2) teachers’ curriculum use (how teachers read and use mathematical curriculum and textbooks), (3) teacher learning (how pre-service and in-service teachers learn to interpret and respond to student thinking), and (4) international comparative studies (whether there is any difference in students’ mathematical learning opportunities and teaching approaches among different countries).

She is currently working on two externally funded and two internally funded research projects. The first project is funded by the Spencer Foundation, which seeks to identify, from a cross-cultural perspective, the core mathematical knowledge and practice for teaching algebraic and functional relations, to enable middle school mathematics teachers to better develop students’ algebraic thinking. Her second project is funded by the Cullen Foundation. In this project, she seeks to provide a new summer Math program to 150 girls at Buffalo's Futures Academy, Enterprise Charter School, and Westminster Community Charter School (ages 10-14 yrs, entering grades 4-8), to reinforce basic math skills and improve critical thinking and reasoning skills, specifically relating to fraction operations. By providing project-based learning, she intends to examine how participating students expand their mathematical knowledge and develop STEM identities and agency within and beyond their participation in the summer math program. Her third project is funded by the UB OVPRED Grant Resubmission Awards program, which aims to develop a storytelling-based, Common Core-aligned mathematics curriculum. In her fourth project, she aims to increase teachers’ pedagogical knowledge and competencies in providing productive mathematical discourse for English Language Learners.

Her work can be found in publications such as Educational Studies in Mathematics, Journal of Mathematics Teacher Education, The Journal of Mathematical Behavior, Mathematics Education Research Journal, The International Journal of Mathematics Education (ZDM), Teaching Children Mathematics, and Mathematics Teaching in the Middle School. Currently, she serves as an editorial board member of Journal of Educational Studies for Educational Research Institute and International Journal of Education.

Educational Background

  • Ph.D., Michigan State University, 2008
  • Ed.M., Ewha Womans University, 1999

Recent Funded Grants

  • Core Mathematical Knowledge and Cross-cultural Teaching Practices in Algebraic and Functional Relations​ (PI: Ji-Won Son) by the Spencer Foundation (2016–2018)
  • The purpose of this project is to identify, from a cross-cultural perspective, the core mathematical knowledge and practice for teaching algebraic and functional relations, to enable middle school mathematics teachers to better develop students’ algebraic thinking. This study has the potential to advance our understanding of high-quality mathematics teaching practices for 6th-7th grade algebraic concept development.

  • Fostering Equitable Mathematical Experience: Project-Based Learning for Under-represented Girls (PI: Ji-Won Son) by the Cullen Foundation (2016-2017)
  • The purpose of this project is to provide a summer Math program during July 2017 for 150 girls at three schools in Buffalo and examine how participating students expand their mathematical knowledge and develop STEM identities and agency within and beyond their participation in the summer math program. This project was featured in UBNow. Visit the link.

    Here is project link.

  • Designing Storytelling-based Mathematics Curriculum (PI: Ji-Won Son) by the UB OVPRED Grant Resubmission Awards program (2017-2018)
  • The purpose of this project is to develop a storytelling-based, Common Core-aligned mathematics curriculum to promote students' conceptual understanding and mathematical proficiency.

  • MAP: Making Mathtalks Productive for English Learners (PI: Ji-Won Son; Co-PI: Clara Brown; Corrie Stone-Johnson) by GSE SEED Grant: Maximizing External Grant Application Success (MEGAS) (2017-2018)
  • The purpose of this project is to design and research a novel professional development program, focusing on increasing teachers’ knowledge and skills in providing productive mathematics discourse for ELs.

Current Courses

  • LAI 545: Problem Solving and Posing in Mathematics
  • LAI 543: Implications of the History of Mathematics for Teaching
  • LAI 541: Mathematics Teaching Seminar
  • LAI 540: Improving Elementary Mathematics Instruction
  • LAI 527: Teaching Mathematics-Early Childhood

For more information on mathematics education programs, please visit the Mathematics Education Program or our UB Mathematics Education Facebook.



Book

Son, J., Watanabe, T., & Lo, J.J. (Eds.) (2017). What matters? Research Trends in International Comparative Studies in Mathematics Education. New York: Springer.

Find this book online: Click.


Peer-Reviewed Articles

* denotes co-authored graduate students.

Lim, W., Son, J., Gregson, S., & Kim, J. (in press). An examination of high school students’ on-line engagement in mathematics problems. International Journal of Web-Based Learning and Teaching Technologies.

Lim, W., Son, J., & Kim, D. (in press). Understanding preservice teacher skills to construct lesson plans. International Journal of Science and Mathematics Education.

Son, J., & Kim, O. (2016). Curriculum enactment patterns and associated factors from teachers' perspectives, Mathematics Education Research Journal, 28(4), 585-614

Wolbert, R., Moore-Russo, D., & Son, J. (2016). Identifying students' transitional conceptions regarding bell curves, MathAMATYC Educator, 8(1), 15-23.

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.

Son, J. (2016). Preservice teachers' response and feedback type to correct and incorrect student-invented strategies for subtracting whole numbers, The Journal of Mathematical Behavior, 42, 49-68.

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., Han, S., Kang, C., & Kwon, O. (2016). A comparative study of the relationship among quality instruction, teachers’ self-efficacy, student backgrounds, and student mathematics achievement between South Korea and the US. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1755-1779.

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), 503-530.

Son, J., & Kim, O. (2015). Teachers' selection and enactment of mathematical problems from textbooks, Mathematics Education Research Journal, 27(4), 491-518.

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, 3(1), 47-62.

Lim, W., Kim, H., Stallings, L., & Son, J. (2015). Celebrating diversity by sharing multiple methods, Mathematics Teacher, 109(4), 290-297.

Son, J., & Hu, Q*. (2014). Preservice teachers’ conception of website quality and the potential usage of Internet-based resources in mathematics teaching. Research Journal of Mathematics and Technology, 3(2), 51-76.

Lim, W., Moseley, L. J., Son, J., & Seelke, J. (2014) A snapshot of teacher candidates’ readiness for incorporating academic language in lesson plans. Current Issues in Middle Level Education, 19(2), 1–8.

Son, J., & Hu, Q*. (2014). Elementary preservice teachers and the Internet: Perceptions and concerns. The Electronic Journal of Mathematics & Technology (eJMT), 8(4), 26-51.

Son, J. (2013). How preservice teachers interpret and respond to student errors: Ratio and proportion in similar rectangles, Educational Studies in Mathematics, 84(1), 49-70.

Lim, W., & Son, J. (2013). A case of cultivating a global community of STEM teachers. New Waves - Educational Research and Development Journal. 16(2), 40-54.

Lucas, K*. & Son, J. (2012/2013). Integrating measurement and computational estimation. Mathematics Teaching in the Middle School, 5(18), 308-309.

Son, J. (2012). A cross-national comparison of reform curricula in Korea and the US in terms of cognitive complexity: The case of fraction addition and subtraction, ZDM, The International Journal of Mathematics Education, 44(2), 161-174.

Son, J. (2012). Fraction multiplication from a Korean perspective. Mathematics Teaching in the Middle School, 17(7), 388-393.

Son, J. (2011). A global look at math instruction. Teaching Children Mathematics, 17(6), 360-370.

Son, J., & Choi, J. (2010). Korean elementary teachers’ enacted curriculum and influential factors: Focusing on cognitive demands for mathematical task and questioning. The Journal of Curriculum and Evaluation, 13(2), 29-58.

Son, J., & Senk, S (2010). How reform curricula in the USA and Korea present multiplication and division of fractions, Educational Studies in Mathematics, 74(2), 117-142.

Son, J., & Sinclaire, N. (2010). How preservice teachers interpret and respond to student geometric errors, School Science and Mathematics, 110(1), 31-46.

Son, J., & Crespo, S. (2009). Prospective teachers’ reasoning about students’ non-traditional strategies when dividing fractions, Journal of Mathematics Teacher Education, 12(4), 236-261.

Son, J., & Choi, J. (2008). Elementary teachers’ use of mathematics textbooks in Korea: Cognitive demands and influential factors, Journal of Curriculum Studies, 26(3), 155-189.

Kim, K., Kim, M., & Son, J. (2001). An analysis of the mathematics textbooks for elementary school on reform curriculum, Journal of Elementary Mathematics Education, 5(1), 55-75.

Book Chapters

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.

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.

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 .

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.

Pepin, B., & Son, J. (2015). Motivation, beliefs, and attitudes towards mathematics and its teaching. In S. J. Cho. (Ed.). The Proceedings of the 12th International Congress on Mathematics Education: Intellectual and Attitudinal Challenges (PP. 523-527). New York: Springer.

Choi, K., Lee, K., Park, K., & 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.

Son, J., & Senk, S. (2014). Teachers' knowledge and the enacted mathematics curriculum. In D. R. Thompson & Z. Usiskin (Eds.), Enacted Mathematics Curriculum (pp. 75-96). Charlotte, NC: Information Age Publishing, Inc.

Selected Articles in Referred Proceedings

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. To appear in Proceedings of the 36th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, Michigan State University.

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?. To appear in Proceedings of 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., Radosta, M.,* & Lim, W. (2014). Elementary preservice teachers’ identification and modification of educative features of mathematics curricula materials. Proceedings of the Joint Meeting of the 27th Annual Meeting of the International Group for the Psychology of Mathematics Education and the 33rd Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Vancouver, Canada.

Son, J., Moseley, J.,* & Cady, J. (2013). How pre-service teachers respond to student-invented strategies on whole number multiplication. Proceedings of the 35rd Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL, University OF Illinois at Chicago.

Son, J., & Hu, Q. (2013). Computational estimation skill of preservice teachers. Proceedings of the 35rd Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL, University OF Illinois at Chicago.

Son, J. (2012). Elementary teachers’ mathematics textbook transformation patterns in terms of cognitive demands and influential factors: A mixed method study. Proceedings of the 12th International Congress on Mathematics Education (ICMI), Seoul, Korea.

Son, J., Hu, Q*., & Long, V. (2012). Preservice teachers and the internet: Perceptions and concerns. Proceedings of the 12th International Congress on Mathematics Education (ICMI), Seoul, Korea.

Arnold, L.*, & Son, J. (2012). What does content and problem analysis reveal about learning opportunities related to linear relationships in U.S. textbooks? Proceedings of the 12th International Congress on Mathematics Education (ICMI), Seoul, Korea.
Hu, Q* & Son, J. (2012). A Comparative study of the initial treatment of the concept of function in selected math textbooks in the US and China. Proceedings of the 12th International Congress on Mathematics Education (ICMI), Seoul, Korea.

Son, J. (2011). Moving beyond the traditional algorithm: Preservice teachers’ responses to students’ correct and incorrect strategies in whole number subtraction. Proceedings of the 33rd Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV, University of Nevada.

Arnold, L.*, & Son, J. (2011). Opportunities to conceptualize linear relationships in United States mathematics textbooks: Beyond Y=MX+B. Proceedings of the 33rd Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV, University of Nevada.

Son, J. & Matheny, E. B*. (2011). Preservice teachers’ responses to students’ strategies in whole number subtraction. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey.

Son, J. (2010). Ratio and proportion: How preservice teachers respond to student errors involving similar rectangles. Proceedings of the 32nd Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH, Ohio State Univ.

Son, J. (2010). Preservice teachers’ pedagogical strategies to student errors: Ratio and proportion in similar rectangles. Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 281–288). Belo Horizonte, Brazil.

Son, J. (2009). Two fourth-grade teachers’ different use of mathematics textbooks: Cognitive demands, In S. L. Swars, D. W. Stinson & S. Lemons-Smith (Eds.), Proceedings of the Thirty-First Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 947-955). Atlanta, GA: Georgia State University.

Son, J. (2007). How U.S. elementary teachers transform mathematics textbooks in terms of cognitive demands. In J.-H. Woo, H.-C. Lew, K.-S. Park & D.-Y. Seo (Eds.), Proceedings of the 31st Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol.1, pp. 285). Seoul, Korea.

Son, J. (2007). Elementary teachers’ mathematics textbook transformation patterns in terms of cognitive demand of problems, In T. Lamberg (Ed.). Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV: University of Nevada.

Son, J. (2006). Investigating prospective teachers’ understanding and strategies on Emily’s errors of reflective symmetry. In J. Novotna, H. Morova, M. Kratka, and N. Stehlikova (Eds.), Proceedings of the 30th Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol.2, pp. 145-152). Prague, Czech Republic: Charles University in Prague.

Related Links
Ji-Won Son Research Gate
Ji-Won Son Google Scholar