Hannah Kang
Faculty
Associate Professor
Education
- Ph.D. Arizona State University (2012) | Curriculum and Instruction, Specializing in K-6
- M.Ed. Arizona State University (2006) | Curriculum and Instruction, Specializing in K-6
- B.A. Duksung Women’s University (1997) | French Language and Literature
Professional Experience & Affiliations
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.
- Associate Professor, University of Northern Colorado (2018 – Present)
- Assistant Professor, University of Northern Colorado. (2012 – Present)
Research Expertise & Interests
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
- Mahovsky, K. A., Kang, H. J., Harding, J. L. (2024). Productive Struggle: Preservice Teachers’ Misguided Perception. Curriculum and Teaching Dialogue, 26(1 & 2), 331- 335. 501 20th Street
- Kang, H. J. (2022). Preservice Elementary Teachers’ Understanding of Fraction Multiplication and Division in Multiple Contexts. International Electronic Journal of Elementary Education, 15(2), 190-121. https://www.iejee.com/index.php/IEJEE/article/view/1918/609
- Kang, H. J., Farber, M., Mahovsky, K. (2021). Teachers’ Self-Reported Pedagogical Changes: Are We Preparing Teachers for Online STEM Education? Journal of Higher Education Theory and Practice, 21(10), 263-276. https://articlegateway.com/index.php/JHETP/article/view/4640. DOI: https://doi.org/10.33423/jhetp.v21i10.4640