Faculty Bio

Bona Kang

Assistant Professor in the Department of Education

Education

• B.A. Cognitive Science, University of California Berkeley
• M.A., Ph.D. Education (Development in Mathematics and Science), University of California Berkeley

About

Bona Kang teaches mathematics teaching methods for preservice elementary teachers, Psychological Foundations in Education, and Teaching for Equity and Social Justice, and supervises teaching candidates in field experiences. Her elementary school classroom experience includes teaching-research partnerships with a college-affiliated lab school in western Massachusetts and multi-classroom case studies and efficacy studies in diverse public schools in the San Francisco Bay Area. 

Her research primarily focuses on elementary school children's cognition and development in linear measurement and operations with rational numbers, and teaching and learning as a mathematics teacher educator to preservice elementary teachers. Of particular interest is developing community norms and teaching practices that, given the limited time in elementary teacher candidates' mathematics preparation, effectively support teaching candidates to deepen their mathematical content knowledge, build positive mathematical identities, strengthen their mathematical agency, and learn to teach equitable and ambitious mathematics to their future students. 

Peer-Reviewed Publications

• Corven, J., DiNapoli, J., Johnson, K., Long, V., Olanoff, D., Tobias, J., An, T., Clark, D., Velasco, R., Clark, D., Litster, K., & Kang, B. (2023). Working group on mathematics curriculum recommendations for elementary teacher preparation: Second report. In T. Lamberg, & D. Moss (Eds.), Proceedings of the 45th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 649-658). University of Nevada, Reno.
• Murata, A., Siker, J., Kang, B., Baldinger, E., Kim, H-J., Scott, M., & Lanouette, K. (2017). Math talk and student strategy trajectories: The case of two first grade classrooms. Cognition and Instruction, 35(4), 290-316. https://doi.org/10.1080/07370008.2017.1362408
• Saxe, G. B., de Kirby, K., Kang, B., Le, M., & Schneider, A. (2015). Studying cognition through time in a classroom community: The interplay between "everyday" and "scientific concepts." Human Development, 58(1), 5-44. https://doi.org/10.1159/000371560
• Saxe, G. B., de Kirby, K., Le, M., Sitabkhan, Y., & Kang, B. (2015). Understanding learning across lessons in classroom communities: A multi-leveled analytic approach. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 253-318). Springer. https://doi.org/10.1007/978-94-017-9181-6_11

Peer-Reviewed Presentations

• Kang, B. (Accepted). Using Show-Me Narratives and monitoring charts to support U.S. prospective elementary teachers' integrated content and pedagogical knowledge in a methods course. Paper to be presented at 15th meeting of the International Congress on Mathematical Education, Sydney, Australia.

• Kang, B., & Kirschner, S. (Accepted). "Tensions and opportunities for integrating mathematics content in two methods courses: A collective self-study." Roundtable session to be presented in "Self-studies across disciplines" at the 2024 annual meeting of the American Educational Research Association, Philadelphia, PA.

• Kang, B., & Kirschner, S. (Accepted). "There isn't enough time!": Tensions and opportunities for integrating mathematics content in methods courses. Discussion session to be facilitated at the 2024 annual meeting of the Association of Mathematics Teacher Educators, Orlando, FL.

• Kaka, S. J., Nobel, M. M., Lisy, J. G., & Kang, B. (2022). Building antiracist educators: One program's revolution. Case story session presented at the American Association of Colleges for Teacher Education Annual Meeting, New Orleans, LA.
• Kang, B. (2018, April). Evaluating children's developing tool and measurement target unit coordinations on number line problems. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
• Kang, B. (2017, June). Are children more precise when they transform tools to mediate linear measurement problem solving?: 2nd and 4th graders' use of rulers and paper strips to locate numbers on number lines. Paper presented at the annual meeting of the Jean Piaget Society, San Francisco, CA.
• Kang, B., & Murata, A. (2014, May). Learning with and from each other: Kindergarten and first grade number talks lesson study. In H-J. Kim (Chair), Mathematics teacher learning and development in different contexts: Investigating teachers' communication of their practice. Symposium conducted at the annual meeting of the Jean Piaget Society, San Francisco, CA.
• Murata, A., Siker, J., Kang, B., Baldinger, E., Kim, H., Scott, M., & Lanouette, K. (2014, April). Classroom group learning and individual student learning: The case of two first grade number talks lessons. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
• Saxe, G. B., Gearhart, M., Diakow, R., Leveille Buchanan, N., Collett, J., Kang, B., De Kirby, K., & Le, M. (2013, April). Engagement in mathematical discussion: Linking practices and outcomes. Symposium presented at the 2013 Research Presession meeting of the National Council of Teachers of Mathematics, Denver, CO.
• Kang, B. (2012, July). Social and cognitive processes in students' developing informal tool use in measurement. Paper presented at 12th meeting of the International Congress on Mathematical Education, Seoul, Republic of Korea.
• Kang, B. (2011, June). Children' s development of informal tools: The role of sociomathematical norms in shifting strategies for linear measurement. Poster session presented at the annual meeting of the Jean Piaget Society, Berkeley, CA.
• Saxe, G. B., Gearhart, M., Earnest, D., Haldar, L. C., Kang, B., Lewis, K., McKerracher, A., Sitabkhan, Y., Zheng, Y., & Shaughnessy, M. (2010, May). Learning Mathematics through Representations: Development of a research-based curriculum on integers and fractions. Poster symposium presented at the annual meeting of the American Education Research Association, Denver, CO.

Professional Organizations

• TODOS: Mathematics for All

• American Association of Colleges for Teacher Education

• American Educational Research Association 

• Association of Mathematics Teacher Educators

• National Council of Teachers of Mathematics