Dr. Bona Kang
Education Department, Ohio Wesleyan University, Delaware, Ohio, USA
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Academic Career Length
13Years (2014-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications15 September 2017 in Cognition and Instruction
Journal Article
AMAki Murata
Aki MurataJSJody Siker
Jody SikerBona KangEBEvra M. Baldinger
Evra M. BaldingerHKHee-jeong Kim
Hee-jeong KimKLKathryn Lanouette
Kathryn Lanouette +1
This study investigated different math-talk facilitations, and conceptualized the teachers' talk moves for productive student mathematics discussions. Our findings suggest that students' strategy development is supported by talk moves coordinating a wide range of student strategies, representations and discussions that are at a process-level and maintain student ownership of ideas, and transitional strategies that connect students' beginning ideas with target strategies.
1 April 2015 in Human Development
Journal Article
GSGeoffrey B. Saxe
Geoffrey B. Saxe
KKKenton de Kirby
Kenton de Kirby
Bona KangMLMarie Le
Marie Le
ASAlyse Schneider
Alyse Schneider
This paper presents an analytic approach for understanding the interplay through time between “scientific” and “everyday concepts” in a mathematics classroom community. To illustrate the approach, we focus on an elementary classroom implementing an integers and fractions lesson sequence that makes use of the number line as a principal representational context. In our analysis of the community's emerging collective practices (recurring structures of joint activity), we trace the interplay between children's sensorimotor actions (displacing, counting, and splitting) and the mathematical definitions supported in the classroom, like definitions of unit interval or equivalent fractions. In our illustrative analysis, we find that the teacher orchestrated collective practices to support the use of actions to make sense of the formal definitions, and the use of definitions to regulate actions. Though we illustrate the analytic approach for a particular classroom community, the approach illuminates teaching-learning dynamics that transcend any particular classroom or subject matter domain.
5 September 2014
Book Chapter
GSGeoffrey B. Saxe
Geoffrey B. SaxeKKKenton de Kirby
Kenton de KirbyMLMarie Le
Marie LeYSYasmin Sitabkhan
Yasmin SitabkhanBona Kang27 June 2025 in Journal of Mathematics Education at Teachers College
Journal Article
NFNicole Fletcher
Nicole FletcherJHJosé Martínez Hinestroza
José Martínez HinestrozaASAnita Sundrani
Anita Sundrani
LKLybrya Kebreab
Lybrya Kebreab
Bona KangRVRichard Velasco
Richard Velasco
+2
Early career mathematics education scholars face several challenges as they navigate academia. Some of these challenges relate to disparities in access to information and encouragement to apply to certain opportunities. In this paper, a diverse group of early career mathematics education scholars presents programs that have supported their work. The purpose of the paper is to serve as a repository of some of these programs for advisors, mentors, and scholars. Based on their experience securing these opportunities, the authors also offer advice and encouragement for future applicants. Ultimately, the paper contributes to demystifying academia and facilitating the search for opportunities for those joining the field.
About Me
Bona Kang is an Assistant Professor at Ohio Wesleyan University (OWU). She earned her B.A. in Cognitive Science and Ph.D. in Cognition and Development in Mathematics Education at University of California Berkeley. Her research focuses on elementary school children's numerical cognition and development, strategies and models for operations with fractions, preservice teacher mathematics education, and teaching and learning as a mathematics teacher educator. Prior to her position at OWU, she was a lecturer in the Education and Child Study department at Smith College. 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. She is a member of the American Educational Research Association (AERA), the Association of Mathematics Teacher Educators (AMTE, current Associate Vice President of the Membership Committee, STaR Fellows Program 2023 cohort), the National Council of Teachers of Mathematics (NCTM), the Ohio Council of Teachers of Mathematics (OCTM, current member of the DEI Professional Learning Community), and TODOS: Mathematics for All.