| Successful minority pedagogy in mathematics: US and Japanese case studies R Ahn, P Catbagan, K Tamayo, JY I, M Lopez, P Walker Teachers and Teaching 21 (1), 87-102, 2015 | 15 | 2015 |
| Teaching mathematics to English language learners using Moses’ Five-Step Approach R Ahn, JY I, R Wilson Teaching for Excellence and Equity in Mathematics 3 (1), 20-28, 2011 | 15 | 2011 |
| Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners Z de Araujo, E Smith, JY I ZDM–Mathematics Education 53 (2), 419-433, 2021 | 8 | 2021 |
| Preservice teachers’ strategies for teaching mathematics with English learners Z de Araujo, E Smith, JY I, M Sakow Toward equity and social justice in mathematics education, 217–240, 2018 | 7 | 2018 |
| Preservice teachers’ strategies to support English learners Z de Araujo, JY I, E Smith, M Sakow the International Group for the Psychology of Mathematics Education, 648-655, 2015 | 6 | 2015 |
| Impact on Teacher Beliefs about Emergent Bilinguals’ Mathematical Learning JY I, CD Jackson, R Martinez Mathematics Teacher Education and Development 22 (1), 68, 2020 | 5* | 2020 |
| Preservice teachers’ mathematics task modification for emergent bilinguals I Ji-Yeong School science and mathematics 119 (3), 127-141, 2019 | 5 | 2019 |
| Student-Centered Pedagogy: Using Moses’ Five-Step Approach as a Scaffolding Framework to Teach Diverse Learners R Ahn, JY I, J White, L Monroy, N Tronske Transformative Dialogues: Teaching & Learning Journal 11 (2), 1, 2018 | 5 | 2018 |
| Linking multiplication models to conceptual understanding in measurement approach JY I, B Dougherty 11th Hawaii International Conference of Education. Honolulu, Hawaii, 2013 | 5* | 2013 |
| Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals JY I, J Stanford Mathematics Teacher Educator 7 (1), 8-33, 2018 | 4* | 2018 |
| Misconceptions on part-part-whole proportional relationships using proportional division problems JY I, R Martinez, B Dougherty Investigations in Mathematics Learning, 2018 | 4* | 2018 |
| Teaching math for emergent bilinguals: Building on culture, language, and identity I Ji-Yeong, R Martinez Iowa State University, 2020 | 3 | 2020 |
| Rethinking the Teaching Mathematics for Emergent Bilinguals: Korean Teacher Perspectives and Practices in Culture, Language, and Mathematics JY I, H Chang, JW Son Springer Nature, 2019 | 3* | 2019 |
| Units matter JY I, BJ Dougherty, Z Berkaliev Teaching Children Mathematics 22 (3), 170-177, 2015 | 3* | 2015 |
| Teaching mathematics for Korean language learners based on ELL education models JY I, H Chang ZDM 46 (6), 939-951, 2014 | 3* | 2014 |
| Four Ways to Determine Equivalent Ratios R Martinez, JY I Mathematics Teaching in the Middle School 24 (1), 48-52, 2018 | 2 | 2018 |
| Do Social Justice Contexts Matter in Mathematical Modeling?: Modeling Problem Analysis JY I, JW Son, H Jung New England Mathematics Journal 51 (1), 0-61, 2018 | 2* | 2018 |
| Preservice teacher learning for supporting English language learners to make sense of mathematics JY I University of Missouri--Columbia, 2015 | 2* | 2015 |
| Exploring Data from Lived Experiences: A Pandemic Case H Jung, JW Son, I Ji-Yeong Mathematics Teacher: Learning and Teaching PK-12 115 (2), 122-129, 2022 | 1 | 2022 |
| Connecting Learned Mathematics to Emergent Bilingual Families and Community R Martinez, I Ji-Yeong Teaching Math for Emergent Bilinguals: Building on Culture, Language, and …, 2020 | 1 | 2020 |
Ji-Won SonAssociate Professor of Mathematics Education, University at BuffaloBestätigte E-Mail-Adresse bei buffalo.edu
