Ji-Won Son
Ji-Won Son
Associate Professor of Mathematics Education, University at Buffalo
Bestätigte E-Mail-Adresse bei buffalo.edu - Startseite
Titel
Zitiert von
Zitiert von
Jahr
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
1412010
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
1122013
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
1042009
Teachers’ selection and enactment of mathematical problems from textbooks
JW Son, OK Kim
Mathematics Education Research Journal 27 (4), 491-518, 2015
602015
How preservice teachers interpret and respond to student geometric errors
JW Son, N Sinclair
School Science and Mathematics 110 (1), 31-46, 2010
602010
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
442006
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
352012
What can we learn from textbook Analysis?
JW Son, J Diletti
What matters? Research trends in international comparative studies in …, 2017
312017
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
262016
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
232016
A global look at math instruction
JW Son
Teaching Children Mathematics 17 (6), 360-370, 2011
232011
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
202018
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
192016
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
182016
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
172016
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
142016
Elementary teachers' mathematics textbook use in terms of cognitive demands and influential factors: A mixed method study
JW Son
ProQuest, 2008
142008
Curriculum enactment patterns and associated factors from teachers’ perspectives
JW Son, OK Kim
Mathematics Education Research Journal 28 (4), 585-614, 2016
122016
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
122005
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
112014
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