Hyun (Hannah) Kang, Ph.D.

Contact Information

Education

• Doctor of Philosophy. Arizona State University, Tempe, Arizona. 
  Curriculum and Instruction, Elementary Mathematics Education.                        
• Master of Education. Arizona State University, Tempe, Arizona.
  Curriculum and Instruction, Elementary Mathematics Education
• Bachelor of Arts. Duksung Women’s University, Seoul, Korea.
  French Language and Literature

Professional/Academic Experience

Dr. Kang is also interested in international education program. She is associated with Korean community and students at UNC campus and also involved with global internship of K~12 teachers between Korea and the United States.

Other Experience

This is the content region for other experience.

Research/Areas of Interest

Dr. Kang has conducted and published research in the area of elementary preservice teachers’ learning focusing on identity development, field experience, elementary students’ mathematical thinking, and elementary mathematics curriculum analysis.

Dr. Kang teaches mathematics methods classes for elementary and early childhood levels and also teaches mathematics practicum. She works with teacher candidates and local schools to practice mathematics instruction that meet the needs of students with diverse backgrounds. Her teaching philosophy emphasizes teaching mathematics with understanding and utilizing children’s mathematical thinking in instruction.

Publications/Creative Works

• Kang, H. J. (2014). A Cross-National Comparative Study of First and Fourth Grade Math Textbooks Between Korea and the United States.
• Guerra Lombardi, P., Kang, H. J. & Lim, W. (2014). Equal Sign Understanding in Four Countries. Proceedings of the 38^th Conference of the International Group for Psychology of Mathematics Education (PME International) and the 36^th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA): Vancouver, Canada
• Kim, S.H. & Kang, H. J. (2014) A Case Study of the Field Experience of a Korean Mathematics Pre-Service Teacher in the U.S. International Journal of Humanities and Social Science, 4, (14), 52-62
• Battey, D., Llamas-Flores, S., Burke, M., Guerra, P., Kang, H. J., & Kim, S. H., (2013). ELL policy and mathematics professional development colliding: Placing teacher experimentation within a social, historical, and political context. Teachers College Record, 115 (7).