Meet Sunghwan Byun ‘My Purpose Was to Lead to Fairness in Mathematics Training Further than the 4 Walls of My Classroom’

This is part of a collection of profiles about new school who have joined the School of Education and learning in the 2021-22 educational year. 

Title: Assistant Professor of Mathematics Education and learning

Schooling: Ph.D. in Mathematics Schooling from Michigan Condition College, M.S. in Statistics from Michigan Condition University, M.S. in Arithmetic Instruction from Oregon Condition University, B.S. in Arithmetic Education and learning from Kyungpook National University

Knowledge: Mathematics trainer, Phoenix Union Substantial School District Program Instructor, Mesa Local community Higher education Teacher of Document, Michigan State University

Why did you select a occupation in education?

I started my profession in education and learning as a secondary arithmetic instructor in Phoenix, Arizona. I fell in adore with the instructing career due to the fact of the remarkable, committed teachers through my K-12 schooling. I realized academics make a big difference in students’ life and I needed to do the identical as my lecturers did for me.

What drew you to your precise area?

Primarily based on my expertise as a student and teacher, I learned that teaching and finding out mathematics is difficult and advanced. It involves human-to-human interaction with loads of summary thoughts and processes communicated with symbols and languages. This complexity drew me to the area of arithmetic and studies schooling. I required to know much more about how folks converse and build relationships while training and learning arithmetic and figures.

Why did you make a decision to go after a doctoral degree?

Prior to my Ph.D., I taught students from a reduce-earnings group of colour for seven yrs. There have been numerous moments I felt insufficient and not nicely-prepared to engage my students with rigorous and suitable mathematics. I joined my Ph.D. system to understand about supporting the professional learning of arithmetic academics so that lecturers can far better provide learners of shade in urban college configurations. My intention was to contribute to fairness in arithmetic education and learning further than the four walls of my classroom. Pursuing a doctoral degree offered me options to get the job done with instructors and support their qualified understanding with insights from investigation.

What are your analysis interests?

My analysis focuses on social conversation in arithmetic and studies lecture rooms. I check out teaching and studying as a social endeavor in which the trainer and students impact each other. I examine how instructors facilitate classroom interaction to help their marginalized learners as understanding producers with computational applications. 

 What sparked your interest in those people subject areas?

Pursuing Nationwide Board Certification in 2013 as a working towards teacher sparked my analysis desire. I analyzed lots of of my videotaped lessons to give proof of my instructing that advanced my students’ thinking with engineering. I was intrigued by how my talk affected who participated and how during analyses. These thoughts continued in my investigation, and my inquiry became additional systematic and concept-knowledgeable with my teaching in discourse analytic ways.

What is a single exploration undertaking or instant in your academic job that you are significantly happy of?

I appreciate sharing my investigate work with colleagues and participating in dialogues. One particular unforgettable moment was when I presented my previously get the job done at the Psychology of Arithmetic Schooling convention in 2018. I don’t forget how the audiences enthusiastically engaged with my contemplating and confirmed their authentic desire. My dialogue with colleagues continued even just after my session. The scholarly dialogues brought me joy and strengthened my curiosity.

What is your instructing philosophy?

In my instructing, I emphasize understanding to educate in the context of a community of practitioners. I purposely arrange options for teacher candidates to collaborate on figuring out shared challenges in their discipline placements and acquiring strategies to tackle those people challenges jointly. I do so by facilitating actions with my teacher candidates to assemble details from their educating activities and look at how their training styles studying possibilities for their learners. Quite a few enjoyable and important issues emerge, these as how can I support “Student A” in collaborating in group operate, and these reliable difficulties of apply allow me to bridge concept and exercise in my instructing.

What do you hope your college students understand from you?

I want my teacher candidates to learn that the most important function of training is to serve college students and aid their learning in a way that will work for them. That means “good teaching” depends on the uniqueness of college students and teaching contexts. This viewpoint highlights the worth of continuing professional discovering as academics in different configurations. Certain teaching strategies that they acquired from the trainer preparing method could not operate very well in their new educating situation or with a new group of pupils. My purpose is to get ready my instructor candidates to face these new challenges confidently with a strong set of repertoires that can guide their steady progress.

What will make a person an “extraordinary educator?”

I think specifics in day to day, standard teaching make an educator “extraordinary.” Culture normally views instructing as a trivial undertaking, but instructing is a extremely sophisticated work orchestrating interactions with many college students at a single time. In my analysis, I identified that what appears to be normal at 1st glance are, in actuality, incredible aspects of instructing. Professional teachers purposefully coordinate each individual detail of classroom exercise, these as asking thoughts, picking who speaks throughout a dialogue, responding to unanticipated pupil contributions, and so on. These standard particulars of what academics do are vital elements that maintain incredible teaching together.