Ji Yeong I | Iowa State University (original) (raw)

Papers by Ji Yeong I

Mathematics Teacher: Learning and Teaching PK–12, Feb 1, 2023

Ear to the Ground features voices from serveral corners of the mathematics education world.

Research in mathematics education, 2021

Mathematics Teacher Education and Development, 2020

We investigated how an online course designed for teachers to learn how to teach mathematics for ... more We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals influenced teachers' beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre-and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers' responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and inservice teachers began to shift their beliefs from deficit to asset-based views.

Research in Mathematics Education, May 4, 2019

Implementing challenging mathematics tasks with multilingual students who are not yet fluent in t... more Implementing challenging mathematics tasks with multilingual students who are not yet fluent in the instructional language is difficult for monolingual teachers because of the linguistic and cultural differences between the teacher and students. In this study, we examined how monolingual preservice teachers set up cognitively demanding mathematics tasks with emergent bilingual/multilingual students (a.k.a. English language learners). Drawing on a situated and socio-cultural perspective, we analysed the strategies enacted by two preservice teachers, who consistently maintained the cognitive demand of tasks with emergent bilinguals in a one-on-one setting, during the setup phase of problem-solving activities. We found common aspects of their setup including assessing student's holistic understanding, building a common experience, and empowering students. Our findings help articulate strategies that aid monolingual teachers in effectively enacting cognitively demanding tasks and improving emergent bilinguals' access to and engagement with high-quality mathematics.

Mathematics Teacher Education and Development, Oct 5, 2020

We investigated how an online course designed for teachers to learn how to teach mathematics for ... more We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals can change teachers’ beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre- and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers’ responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and in-service teachers tended to shift their beliefs from deficit to asset-based views.

Research in mathematics education, 2018

Although English learners (ELs) are one of the fastest growing groups of students in the United S... more Although English learners (ELs) are one of the fastest growing groups of students in the United States, many teacher preparation programs have yet to require preservice teachers (PSTs) to receive training in effective practices for teaching ELs. We examined four elementary PSTs’ instructional practices when implementing cognitively demanding mathematics tasks with ELs during a 4-week field experience. Through interviews, observations, and written reflections, we found that the PSTs tried to support the ELs, with varying degrees of success, by allowing for multiple modes of communication, including visual supports, pressing for explanations, and checking for understanding. The PSTs’ use of these strategies during the field experience was largely in response to the ELs’ use of language rather than mathematics. Furthermore, although the PSTs’ attention to linguistic supports was well intentioned, it often resulted in the PSTs taking on much of the mathematical thinking or failing to consider different student mathematical conceptions. We conclude that explicit instruction in and reflection on effective instructional strategies with ELs, set in authentic experiences, could help PSTs to more effectively develop the knowledge and skills necessary to meet the needs of ELs in the mathematics classroom.

Since the Common Core State Standards for Mathematics (CCSSM; NGA Center for Best Practices & CCS... more Since the Common Core State Standards for Mathematics (CCSSM; NGA Center for Best Practices & CCSSO, 2010) include modeling as one of the eight Standards for Mathematical Practices for all grades but also as important conceptual category in high school mathematics, there have been a spotlight on mathematical modeling and demand for teachers to deliberately integrate modeling tasks in mathematics classrooms. One of the efforts to integrate modeling in mathematical curricula is including modeling problems in textbooks. It is necessary to examine if these attempts are adequately made in mathematical curricula (Meyer, 2015).

Despite the importance of teachers' conception of mathematical modeling, limited attention is giv... more Despite the importance of teachers' conception of mathematical modeling, limited attention is given to this area in the current literature. In this study we examined 78 preservice teachers' (PSTs) views of mathematical modeling and how their conceptions are reflected in their performance of mathematical modeling problems. Analyses of survey responses revealed that our PSTs seem to develop narrow views of mathematical modeling. In addition, although a large portion of PSTs mistook mathematical modeling with mathematical models or with traditional word problems, we found a positive association between PSTs' conceptions of mathematical modeling and their mathematical modeling abilities.

Proportions are an important mathematics concept taught during middle school. In fact, proportion... more Proportions are an important mathematics concept taught during middle school. In fact, proportional reasoning is “a milestone in student’s cognitive development” (Lobato & Ellis, 2010, p. 48) and plays a critical role in developing algebraic thinking and function sense (National Council of Teachers of Mathematics, 2013; National Mathematics Advisory Panel, 2008). However, ratios and proportions are traditionally difficult concepts as Lamon (2007) stated: “the most difficult to teach, the most mathematically complex, the most cognitively challenging” (p. 629).

Despite the interest in modeling and the importance of social justice, there has not been much at... more Despite the interest in modeling and the importance of social justice, there has not been much attention to connecting modeling with social justice. To fill this gap, we developed criteria for mathematical modeling problems that embrace the characteristics of problems and social justice through three phases: literature analysis, thematic categories, and piloting. The criteria will help teacher educators when selecting modeling problems to be used in teacher preparation programs and assessing the modeling problems posed by PSTs

The Beginning-The Beginning-During my first year at Iowa State University in 2015, I had a chance... more The Beginning-The Beginning-During my first year at Iowa State University in 2015, I had a chance to apply for an internal grant, which was designated for developing an innovative new course. My dear colleague, Dr. Christa Jackson, suggested for me to create an online course on teaching mathematics to Emergent Bilinguals, given my research expertise. Prior to this, there was no such course in the field that integrated the following three crucial components: teaching, mathematics, and Emergent Bilinguals. With Dr. Jackson's encouragement, I started to do research on developing an effective online course for teachers and met with Dr. Katy Swalwell, who had successfully launched a new online course in social studies education, Teaching and Learning Iowa History. Dr. Swalwell's online course was developed and delivered via the learning management platform Canvas.net in a multifaceted structure for preservice teachers, in-service teachers, and others with interest in Iowa's history. For preservice teachers who are enrolled in a university-based teacher preparation program or graduate students who are interested in this topic, this course provides graduate-level credits for completing all modules. In-service teachers who are current or former classroom teachers, or district leaders, can choose to take this course for one, two, or three credits for renewing their teaching license in Iowa. In addition, any Canvas users who are interested in teaching mathematics for Emergent Bilinguals can come and explore the materials, although they are not mandated to submit assignments. This flexible structure appealed to me and I was eager to apply the same structure to the online course to my proposed mathematics education course. Thankfully, Dr. Swalwell also introduced me to Clyciane Michelini, an EdTech & Distance Education Coordinator, who turned out to be a great addition to my course development and management team. With Ms. Michelini and Dr. Jackson's help, I formed a team to develop this online course. My doctoral advisee, Ricardo Martinez, also joined this team and co-authored this ebook (he has now become Dr. Martinez, a faculty member at the University of Nebraska-Lincoln). Our idea was to design an innovative and interactive online course aiming to provide concrete and applicable content about teaching mathematics for culturally and linguistically diverse students. This vision of creating an equitable math education course enabled us to secure the College Human Science Innovative Teaching Initiatives grant. Preface | v We observed how the initial course design worked for four semesters through the pre-and post-survey responses from participants. Overall, their feedback was positive in terms of learning and gaining knowledge. However, we also found some limitations in the initial vi | Preface 1. Identify the various needs and capabilities of EBs in learning mathematics. 2. Use EBs' own languages as a resource, not a deficit, and learn to use multiple modes of communication. 3. Implement research-based strategies to teach EBs in order to maximize their learning through cognitively demanding mathematical activities and differentiate your teaching practice correspondingly to your EBs. 4. Support EBs' participation in mathematical discussions as meaningful community members while they learn English. 5. Look beyond the school and connect to EBs' parents and community to expand mathematical learning in and outside the classroom.

The New Educator, Nov 13, 2019

Despite their increasing population, many teacher preparation programs have yet to provide adequa... more Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, we investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs' funds of knowledge and academic language support. Are we preparing future teachers to teach current student populations? The demand for effective teaching for students whose primary language is not English is higher than ever. Although these bilingual (or multilingual) students are generally called English language learners (ELLs) in the U.S., researchers have recently proposed an alternate term, Emergent Bilinguals (EBs). While older terms like ELL focus on these students' linguistic deficits (i.e. that they cannot speak English well), Emergent Bilinguals conveys an asset view of bilingualism that emphasizes the skills that students do have. Particularly, García and Kleifgen (2010) suggested using EBs because the educational goal for these students should include both helping them to be fluent English speakers and supporting them in becoming proficient bilinguals/multilinguals. According to recent research, nonwhite students comprise more than 50% of the U.S. school students, and 10% of all US public school students are EBs (National Center for Education Statistics, 2017b, 2017a). Although the rapid growth of EB populations means all classrooms have some EBs, many states (more than 30 as of 2014) do not require teacher preparation programs to provide all classroom teachers with EB-related courses (Education Commission of the State, 2014). In addition, a national survey showed that approximately 70% of teachers felt, at best, moderately prepared to articulate the needs of culturally and linguistically diverse learners, with little or no CONTACT Ji Yeong I

Zdm – Mathematics Education, Feb 13, 2021

In this study we examined three preservice elementary teachers’ (PSTs) use of mathematics tasks w... more In this study we examined three preservice elementary teachers’ (PSTs) use of mathematics tasks with English learners (ELs) during a field experience. For each of the first three weeks of the field experience, the PSTs were provided tasks for which to plan a lesson for a one-on-one session with an EL. Drawing on Brown’s (2009) notion of Pedagogical Design Capacity, we analyzed the PSTs’ lesson plans, weekly interviews, and written reflections to identify the ways in which the PSTs’ beliefs about, goals for, and experiences with the ELs impacted their use of the tasks. We were particularly interested in how the PSTs attended to the linguistic aspects of the tasks. We found that the PSTs’ overarching beliefs about teaching drove their desire to remove potential barriers and that they attempted to reduce students’ struggles by modifying the tasks that they were provided. The PSTs utilized a range of modifications, including replacing potentially unfamiliar words, changing contexts, and increasing the white space in the tasks. Though some of these strategies were successful in removing barriers, they did not always facilitate students’ linguistic development. Implications include the need for teacher educators to disrupt PSTs’ notions of effective teaching in the hopes their goals transition from removing barriers to providing scaffolds.

Iowa State University Digital Press, 2020

Mathematics Education – An Asian Perspective, 2019

In this chapter, we introduce Uri (pseudonym) elementary school in South Korea, which has a high ... more In this chapter, we introduce Uri (pseudonym) elementary school in South Korea, which has a high population of multicultural students and runs various programs to support various multicultural students, including those from immigrant families and those from international marriage families. The available classes for KLLs, as well as the various language support programs in this school are described in detail, followed by a description of one first-grade mathematics class and one fourthgrade mathematics class, both led by experienced teachers who had not received any content-specific KLL-related training. A brief sketch of the mathematics classrooms and instructions is described first, then an in-depth teacher interview that is followed by our interpretation and analysis based on the conceptual framework described in Chap. 3.

Mathematics Teacher: Learning and Teaching PK–12, Feb 1, 2023

Ear to the Ground features voices from serveral corners of the mathematics education world.

Research in mathematics education, 2021

Mathematics Teacher Education and Development, 2020

We investigated how an online course designed for teachers to learn how to teach mathematics for ... more We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals influenced teachers' beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre-and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers' responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and inservice teachers began to shift their beliefs from deficit to asset-based views.

Research in Mathematics Education, May 4, 2019

Implementing challenging mathematics tasks with multilingual students who are not yet fluent in t... more Implementing challenging mathematics tasks with multilingual students who are not yet fluent in the instructional language is difficult for monolingual teachers because of the linguistic and cultural differences between the teacher and students. In this study, we examined how monolingual preservice teachers set up cognitively demanding mathematics tasks with emergent bilingual/multilingual students (a.k.a. English language learners). Drawing on a situated and socio-cultural perspective, we analysed the strategies enacted by two preservice teachers, who consistently maintained the cognitive demand of tasks with emergent bilinguals in a one-on-one setting, during the setup phase of problem-solving activities. We found common aspects of their setup including assessing student's holistic understanding, building a common experience, and empowering students. Our findings help articulate strategies that aid monolingual teachers in effectively enacting cognitively demanding tasks and improving emergent bilinguals' access to and engagement with high-quality mathematics.

Mathematics Teacher Education and Development, Oct 5, 2020

We investigated how an online course designed for teachers to learn how to teach mathematics for ... more We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals can change teachers’ beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre- and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers’ responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and in-service teachers tended to shift their beliefs from deficit to asset-based views.

Research in mathematics education, 2018

Although English learners (ELs) are one of the fastest growing groups of students in the United S... more Although English learners (ELs) are one of the fastest growing groups of students in the United States, many teacher preparation programs have yet to require preservice teachers (PSTs) to receive training in effective practices for teaching ELs. We examined four elementary PSTs’ instructional practices when implementing cognitively demanding mathematics tasks with ELs during a 4-week field experience. Through interviews, observations, and written reflections, we found that the PSTs tried to support the ELs, with varying degrees of success, by allowing for multiple modes of communication, including visual supports, pressing for explanations, and checking for understanding. The PSTs’ use of these strategies during the field experience was largely in response to the ELs’ use of language rather than mathematics. Furthermore, although the PSTs’ attention to linguistic supports was well intentioned, it often resulted in the PSTs taking on much of the mathematical thinking or failing to consider different student mathematical conceptions. We conclude that explicit instruction in and reflection on effective instructional strategies with ELs, set in authentic experiences, could help PSTs to more effectively develop the knowledge and skills necessary to meet the needs of ELs in the mathematics classroom.

Since the Common Core State Standards for Mathematics (CCSSM; NGA Center for Best Practices & CCS... more Since the Common Core State Standards for Mathematics (CCSSM; NGA Center for Best Practices & CCSSO, 2010) include modeling as one of the eight Standards for Mathematical Practices for all grades but also as important conceptual category in high school mathematics, there have been a spotlight on mathematical modeling and demand for teachers to deliberately integrate modeling tasks in mathematics classrooms. One of the efforts to integrate modeling in mathematical curricula is including modeling problems in textbooks. It is necessary to examine if these attempts are adequately made in mathematical curricula (Meyer, 2015).

Despite the importance of teachers' conception of mathematical modeling, limited attention is giv... more Despite the importance of teachers' conception of mathematical modeling, limited attention is given to this area in the current literature. In this study we examined 78 preservice teachers' (PSTs) views of mathematical modeling and how their conceptions are reflected in their performance of mathematical modeling problems. Analyses of survey responses revealed that our PSTs seem to develop narrow views of mathematical modeling. In addition, although a large portion of PSTs mistook mathematical modeling with mathematical models or with traditional word problems, we found a positive association between PSTs' conceptions of mathematical modeling and their mathematical modeling abilities.

Proportions are an important mathematics concept taught during middle school. In fact, proportion... more Proportions are an important mathematics concept taught during middle school. In fact, proportional reasoning is “a milestone in student’s cognitive development” (Lobato & Ellis, 2010, p. 48) and plays a critical role in developing algebraic thinking and function sense (National Council of Teachers of Mathematics, 2013; National Mathematics Advisory Panel, 2008). However, ratios and proportions are traditionally difficult concepts as Lamon (2007) stated: “the most difficult to teach, the most mathematically complex, the most cognitively challenging” (p. 629).

Despite the interest in modeling and the importance of social justice, there has not been much at... more Despite the interest in modeling and the importance of social justice, there has not been much attention to connecting modeling with social justice. To fill this gap, we developed criteria for mathematical modeling problems that embrace the characteristics of problems and social justice through three phases: literature analysis, thematic categories, and piloting. The criteria will help teacher educators when selecting modeling problems to be used in teacher preparation programs and assessing the modeling problems posed by PSTs

The Beginning-The Beginning-During my first year at Iowa State University in 2015, I had a chance... more The Beginning-The Beginning-During my first year at Iowa State University in 2015, I had a chance to apply for an internal grant, which was designated for developing an innovative new course. My dear colleague, Dr. Christa Jackson, suggested for me to create an online course on teaching mathematics to Emergent Bilinguals, given my research expertise. Prior to this, there was no such course in the field that integrated the following three crucial components: teaching, mathematics, and Emergent Bilinguals. With Dr. Jackson's encouragement, I started to do research on developing an effective online course for teachers and met with Dr. Katy Swalwell, who had successfully launched a new online course in social studies education, Teaching and Learning Iowa History. Dr. Swalwell's online course was developed and delivered via the learning management platform Canvas.net in a multifaceted structure for preservice teachers, in-service teachers, and others with interest in Iowa's history. For preservice teachers who are enrolled in a university-based teacher preparation program or graduate students who are interested in this topic, this course provides graduate-level credits for completing all modules. In-service teachers who are current or former classroom teachers, or district leaders, can choose to take this course for one, two, or three credits for renewing their teaching license in Iowa. In addition, any Canvas users who are interested in teaching mathematics for Emergent Bilinguals can come and explore the materials, although they are not mandated to submit assignments. This flexible structure appealed to me and I was eager to apply the same structure to the online course to my proposed mathematics education course. Thankfully, Dr. Swalwell also introduced me to Clyciane Michelini, an EdTech & Distance Education Coordinator, who turned out to be a great addition to my course development and management team. With Ms. Michelini and Dr. Jackson's help, I formed a team to develop this online course. My doctoral advisee, Ricardo Martinez, also joined this team and co-authored this ebook (he has now become Dr. Martinez, a faculty member at the University of Nebraska-Lincoln). Our idea was to design an innovative and interactive online course aiming to provide concrete and applicable content about teaching mathematics for culturally and linguistically diverse students. This vision of creating an equitable math education course enabled us to secure the College Human Science Innovative Teaching Initiatives grant. Preface | v We observed how the initial course design worked for four semesters through the pre-and post-survey responses from participants. Overall, their feedback was positive in terms of learning and gaining knowledge. However, we also found some limitations in the initial vi | Preface 1. Identify the various needs and capabilities of EBs in learning mathematics. 2. Use EBs' own languages as a resource, not a deficit, and learn to use multiple modes of communication. 3. Implement research-based strategies to teach EBs in order to maximize their learning through cognitively demanding mathematical activities and differentiate your teaching practice correspondingly to your EBs. 4. Support EBs' participation in mathematical discussions as meaningful community members while they learn English. 5. Look beyond the school and connect to EBs' parents and community to expand mathematical learning in and outside the classroom.

The New Educator, Nov 13, 2019

Despite their increasing population, many teacher preparation programs have yet to provide adequa... more Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, we investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs' funds of knowledge and academic language support. Are we preparing future teachers to teach current student populations? The demand for effective teaching for students whose primary language is not English is higher than ever. Although these bilingual (or multilingual) students are generally called English language learners (ELLs) in the U.S., researchers have recently proposed an alternate term, Emergent Bilinguals (EBs). While older terms like ELL focus on these students' linguistic deficits (i.e. that they cannot speak English well), Emergent Bilinguals conveys an asset view of bilingualism that emphasizes the skills that students do have. Particularly, García and Kleifgen (2010) suggested using EBs because the educational goal for these students should include both helping them to be fluent English speakers and supporting them in becoming proficient bilinguals/multilinguals. According to recent research, nonwhite students comprise more than 50% of the U.S. school students, and 10% of all US public school students are EBs (National Center for Education Statistics, 2017b, 2017a). Although the rapid growth of EB populations means all classrooms have some EBs, many states (more than 30 as of 2014) do not require teacher preparation programs to provide all classroom teachers with EB-related courses (Education Commission of the State, 2014). In addition, a national survey showed that approximately 70% of teachers felt, at best, moderately prepared to articulate the needs of culturally and linguistically diverse learners, with little or no CONTACT Ji Yeong I

Zdm – Mathematics Education, Feb 13, 2021

In this study we examined three preservice elementary teachers’ (PSTs) use of mathematics tasks w... more In this study we examined three preservice elementary teachers’ (PSTs) use of mathematics tasks with English learners (ELs) during a field experience. For each of the first three weeks of the field experience, the PSTs were provided tasks for which to plan a lesson for a one-on-one session with an EL. Drawing on Brown’s (2009) notion of Pedagogical Design Capacity, we analyzed the PSTs’ lesson plans, weekly interviews, and written reflections to identify the ways in which the PSTs’ beliefs about, goals for, and experiences with the ELs impacted their use of the tasks. We were particularly interested in how the PSTs attended to the linguistic aspects of the tasks. We found that the PSTs’ overarching beliefs about teaching drove their desire to remove potential barriers and that they attempted to reduce students’ struggles by modifying the tasks that they were provided. The PSTs utilized a range of modifications, including replacing potentially unfamiliar words, changing contexts, and increasing the white space in the tasks. Though some of these strategies were successful in removing barriers, they did not always facilitate students’ linguistic development. Implications include the need for teacher educators to disrupt PSTs’ notions of effective teaching in the hopes their goals transition from removing barriers to providing scaffolds.

Iowa State University Digital Press, 2020

Mathematics Education – An Asian Perspective, 2019

In this chapter, we introduce Uri (pseudonym) elementary school in South Korea, which has a high ... more In this chapter, we introduce Uri (pseudonym) elementary school in South Korea, which has a high population of multicultural students and runs various programs to support various multicultural students, including those from immigrant families and those from international marriage families. The available classes for KLLs, as well as the various language support programs in this school are described in detail, followed by a description of one first-grade mathematics class and one fourthgrade mathematics class, both led by experienced teachers who had not received any content-specific KLL-related training. A brief sketch of the mathematics classrooms and instructions is described first, then an in-depth teacher interview that is followed by our interpretation and analysis based on the conceptual framework described in Chap. 3.