Ji-Won Son
Ji-Won Son
Associate Professor of Mathematics Education, University at Buffalo
Bestätigte E-Mail-Adresse bei buffalo.edu - Startseite
Zitiert von
Zitiert von
How reform curricula in the USA and Korea present multiplication and division of fractions
JW Son, SL Senk
Educational Studies in Mathematics 74 (2), 117-142, 2010
How preservice teachers interpret and respond to student errors: ratio and proportion in similar rectangles
JW Son
Educational studies in mathematics 84 (1), 49-70, 2013
Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions
JW Son, S Crespo
Journal of Mathematics Teacher Education 12 (4), 235-261, 2009
Teachers’ selection and enactment of mathematical problems from textbooks
JW Son, OK Kim
Mathematics Education Research Journal 27 (4), 491-518, 2015
How preservice teachers interpret and respond to student geometric errors
JW Son, N Sinclair
School Science and Mathematics 110 (1), 31-46, 2010
Investigating Preservice Teachers' Understanding and Strategies on a Student's Errors of Reflective Symmetry
J Son
Proceedings of the 30th of the International Group for the Psychology of …, 2006
A cross-national comparison of reform curricula in Korea and the US in terms of cognitive complexity: the case of fraction addition and subtraction
JW Son
ZDM 44 (2), 161-174, 2012
What can we learn from textbook Analysis?
JW Son, J Diletti
What matters? Research trends in international comparative studies in …, 2017
Pre-service Teachers' Understanding of Fraction Multiplication, Representational Knowledge, and Computational Skills.
JW Son, JE Lee
Mathematics Teacher Education and Development 18 (2), 5-28, 2016
The initial treatment of the concept of function in the selected secondary school mathematics textbooks in the US and China
JW Son, Q Hu
International Journal of Mathematical Education in Science and Technology 47 …, 2016
A global look at math instruction
JW Son
Teaching Children Mathematics 17 (6), 360-370, 2011
Understanding Preservice Teacher Skills to Construct Lesson Plans
W Lim, JW Son, DJ Kim
International Journal of Science and Mathematics Education 61 (3), 519-538, 2018
Preservice teachers’ response and feedback type to correct and incorrect student-invented strategies for subtracting whole numbers
JW Son
The Journal of Mathematical Behavior 42, 49-68, 2016
Mothers' Attention‐getting Utterances During Shared Book Reading: Links to Low‐income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy
SHC Son, MF Tineo
Infant and Child Development 25 (4), 259-282, 2016
A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-efficacy, Student Background, and Mathematics Achievement in South Korea and the United States
JW Son, S Han, C Kang, ON Kwon
Eurasia Journal of Mathematics, Science & Technology Education 12 (7), 1755-1779, 2016
Moving beyond a traditional algorithm in whole number subtraction: Preservice teachers’ responses to a student’s invented strategy
JW Son
Educational Studies in Mathematics 93 (1), 105-129, 2016
Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study
JW Son
ProQuest, 2008
Curriculum enactment patterns and associated factors from teachers’ perspectives
JW Son, OK Kim
Mathematics Education Research Journal 28 (4), 585-614, 2016
A comparison of how textbooks teach multiplication of fractions and division of fractions in Korea and in the US
J Son
International Group for the Psychology of M athematics Education, 201, 2005
A Snapshot of Teacher Candidates' Readiness for Incorporating Academic Language in Lesson Plans.
W Lim, LJ Moseley, JW Son, J Seelke
Current Issues in Middle Level Education 19 (2), 1-8, 2014
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