@article{byun_herbel-eisenmann_2024, title={"Guess what they would make you do on this one": The discourse of a high-stakes exam in an AP Calculus classroom}, volume={73}, ISSN={["1873-8028"]}, DOI={10.1016/j.jmathb.2024.101127}, abstractNote={Signified by a familiar phrase, teaching to the test, the effect of high-stakes exams on mathematics instruction is widely accepted. It is, however, largely unknown how the discourse of a high-stakes exam is brought into everyday classroom interaction and shapes ways of doing mathematics in situ. This study examines details of social interaction in one Advanced Placement (AP) Calculus classroom, in which preparing for a high-stakes exam—the AP Calculus Exam—is highly relevant. By applying positioning theory and conversation analysis, the analysis shows that the discourse of the AP Exam shapes a hierarchical authority relation on the basis of what is believed to be on the AP Exam at the cost of the diminished authority of students. This study suggests further examination of the role of high-stakes exams in classroom settings and alternative perspectives on instructional supports for AP Calculus teachers and students.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Byun, Sunghwan and Herbel-Eisenmann, Beth}, year={2024}, month={Mar} }
 @article{byun_2024, title={Correction to: Interactional practices of inviting minoritized students to whole‑class mathematics discussions}, url={https://doi.org/10.1007/s10649-024-10305-9}, DOI={10.1007/s10649-024-10305-9}, journal={Educational Studies in Mathematics}, author={Byun, Sunghwan}, year={2024}, month={Mar} }
 @article{byun_2024, title={Interactional practices of inviting minoritized students to whole-class mathematics discussions}, volume={1}, ISSN={["1573-0816"]}, url={https://doi.org/10.1007/s10649-023-10292-3}, DOI={10.1007/s10649-023-10292-3}, journal={EDUCATIONAL STUDIES IN MATHEMATICS}, author={Byun, Sunghwan}, year={2024}, month={Jan} }
 @article{yeo_son_hwang_han_byun_2024, title={Race/ethnicity in mathematics education: what topics appear and how do they change over time?}, volume={1}, ISSN={["1464-5211"]}, DOI={10.1080/0020739X.2023.2295889}, abstractNote={Research on equity has received a great amount of attention in the field of mathematics education. Although various review studies have focused on race/ethnicity issues in mathematics education, they rarely examined how the studies on race/ethnicity issues in mathematics education have evolved over time. This study examined research topics and trends of race/ethnicity studies in mathematics education while drawing on a social-ecological model. We collected 920 articles in the field of mathematics education that are relevant to the issue of race/ethnicity during the last 2 decades and implemented a topic modelling method. Findings include 11 latent topics, which were classified into 4 levels of the social-ecological model: individual (Growth, Identity), interpersonal (Immigrants, English language learners), community (Kindergarten, Course taking and college, Culturally responsive teaching, Intervention, School programme and instructional practices), and societal (Stereotype threat, Segregation). Among the topics, Identity and Stereotype threat were getting more attention as hot topics, while Course taking and college and School programme and instructional practices are becoming gradually less popular. The implications were discussed related to equity issues in the field of mathematics education.}, journal={INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY}, author={Yeo, Sheunghyun and Son, Taekwon and Hwang, Sunghwan and Han, Jaepil and Byun, Sunghwan}, year={2024}, month={Jan} }
 @article{osibodu_byun_hand_lopezleiva_2023, title={A Participatory Turn in Mathematics Education Research: Possibilities and Tensions}, volume={54}, ISSN={["1945-2306"]}, url={http://dx.doi.org/10.5951/jresematheduc-2021-0147}, DOI={10.5951/jresematheduc-2021-0147}, abstractNote={Mathematics education researchers concerned with justice and rehumanizing mathematics education are increasingly calling for research that takes seriously the values, commitments, and voices of the communities for which the research is most consequential. Exclusion of or superficial engagement with these perspectives and experiences in research and design processes have perpetuated deficit perspectives of minoritized communities, rendering them simply the object of reform efforts. Consequently, this Research Commentary conceptualizes a participatory turn in mathematics education research, offering a set of commitments that guide and examine the possibilities and tensions of such a turn.}, number={3}, journal={JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION}, publisher={National Council of Teachers of Mathematics}, author={Osibodu, Oyemolade and Byun, Sunghwan and Hand, Victoria and LopezLeiva, Carlos}, year={2023}, month={May}, pages={225–232} }
 @article{byun_shah_reinholz_2023, title={When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation}, volume={11}, url={http://dx.doi.org/10.5951/mte.2022-0018}, DOI={10.5951/mte.2022-0018}, abstractNote={We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.}, number={3}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Byun, Sunghwan and Shah, Niral and Reinholz, Daniel}, year={2023}, month={Jun}, pages={155–168} }
 @article{willison_christensen_byun_stroupe_caballero_2022, title={How do you eat an elephant? How problem solving informs computational instruction in high school physics}, ISSN={["2377-2379"]}, DOI={10.1119/perc.2022.pr.Willison}, abstractNote={Science educators agree that computation is a growing necessity for curricula at many levels. One program looking to bring computation into high school classes is an NSF-funded program at Michigan State University called Integrating Computation in Science Across Michigan (ICSAM). ICSAM is a year-round program that brings a community of teachers together to help them equitably add computation into their physics curricula. While in the ICSAM program, data is collected from participating teachers through interviews, surveys, classroom videos, and more. In this paper, we examine a case study of an active participant who fits the mold of a typical high school physics teacher in the United States. We utilize the lenses of critical pedagogical discourses and contextual discourses to explore the decision-making behind the adoption of various resources by this teacher during their time with ICSAM. The ways in which this teacher integrated computation in their classroom, along with the nuanced challenges that they faced, might be able to help inform other teachers, professional development providers, and curriculum development of the nature of implementing computation into high school curricula. This work was supported by the National Science Foundation (DRL-1741575) and Michigan State University’s Lappan-Philips Foundation.}, journal={2022 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC)}, author={Willison, Julia and Christensen, Julie and Byun, Sunghwan and Stroupe, David and Caballero, Marcos D.}, year={2022}, pages={494–499} }
 @phdthesis{byun_2021, title={Interactional Work of Advanced Placement Mathematics Teachers: Toward Productive and Equitable Mathematics Discussions}, url={https://www.proquest.com/pqdtglobal/docview/2567949693}, note={Order No. 28646153). Available from ProQuest Dissertations & Theses Global. (2567949693).}, author={Byun, S.}, year={2021}, month={Jul} }
 @article{byun_2021, title={Interactional production of deficit talk in a professional development for mathematics teachers}, volume={10}, ISSN={["1573-1820"]}, url={https://doi.org/10.1007/s10857-021-09519-y}, DOI={10.1007/s10857-021-09519-y}, journal={JOURNAL OF MATHEMATICS TEACHER EDUCATION}, author={Byun, Sunghwan}, year={2021}, month={Oct} }
 @inbook{tensions and failures in an analysis of whiteness among a racially and socially diverse group of mathematics teacher educators_2021, url={http://dx.doi.org/10.1163/9789004465800_006}, DOI={10.1163/9789004465800_006}, abstractNote={AbstractIn this chapter, we describe and critically examine the tensions and failures that emerged around a study of Whiteness among a racially diverse research team and the harm this caused to colleagues of Colour. Following , Whiteness is examined as a series of discursive moves that frame and guide activity among interlocutors. Analysis of the mechanisms through which the White researchers instantiated an institutional space of Whiteness on the research project unearthed significant discomfort among the authors along the lines of race and status. We draw on the concept of tensions and Pais’s notion of failure to discuss the difficulty of balancing discussions of ideologies versus individuals, racialisation versus intersectionality, agency and power, and academic versus practical change.}, booktitle={Applying Critical Mathematics Education}, publisher={BRILL}, year={2021}, month={Jun}, pages={123–143} }
 @article{shah_christensen_ortiz_nguyen_byun_stroupe_reinholz_2020, title={Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms}, volume={30}, url={https://doi.org/10.1080/08993408.2020.1805285}, DOI={10.1080/08993408.2020.1805285}, abstractNote={ABSTRACT Background and Context Computing is being integrated into a range of STEM disciplines. Still, computing remains inaccessible to many minoritized groups, especially girls and certain people of color. In this mixed methods study, we investigated racial and gendered patterns of equity and inequity in high school physics classrooms incorporating computational modeling, with an emphasis on group work. Objective The objectives of this study were: 1) to document equity patterns in student participation and how they vary based on group composition by race and gender; and 2) to understand how discourses of race and gender influence group interactions. Method We used the EQUIP web app (https://www.equip.ninja) to analyze quantitative patterns in student participation. We then identified video of three group sessions and analyzed how discourses of race and gender mediated classroom interactions. Findings Data show that racial hierarchies were prominent, with White students dominating group interaction and Black and Latinx students experiencing substantial marginalization. While there was evidence of gender equity in many groups – particularly those with greater proportions of girls – we show how computing and physics were still maintained as masculine spaces. Implications Teachers of computing should intentionally structure learning environments to attenuate the impact of White supremacy and patriarchy. More research is also needed on how power operates in computing education at the level of classroom interaction.}, number={3}, journal={Computer Science Education}, publisher={Informa UK Limited}, author={Shah, Niral and Christensen, Julie A. and Ortiz, Nickolaus A. and Nguyen, Ai-Khanh and Byun, Sunghwan and Stroupe, David and Reinholz, Daniel L.}, year={2020}, month={Jul}, pages={254–278} }