Presentations

G indicates graduate student author; U indicates undergraduate student author

NSF Video Showcases

Ding, M., & Barnett, E., &  U Manfredonia, M. (2018, May 14-21). Videos as a tool to support cross-cultural teacher learning. Video presented at 2018 NSF Video Showcase. http://stemforall2018.videohall.com/presentations/1143

Ding, M., & G Hassler, R. (2016, May 17-24). Algebraic knowledge for teaching: The case with inverse relations. Video presented at the 2016 NSF Video showcase. http://stemforall2016.videohall.com/presentations/653

Ding, M., & G Hassler, R. (2015, May 11-15). CAREER: Algebraic knowledge for teaching in elementary school: A cross-cultural perspective. Video presented at the 2015 NSF Video showcase. http://resourcecenters2015.videohall.com/presentations/553

National Presentations

Ding, M (symposium organizer, 2019, April). Enhancing elementary mathematics instruction: A U.S.-China collaboration. Papers presented at NCTM research conference (Discussant: Jinfa Cai). (The following three action research papers were written by my NSF project teachers under my guidance). 

  • Milewski Moskal, M., & Varano, A. (2019). The teaching of worked examples: Chinese approaches in U.S. classrooms. Paper 
  • Larese, T., Milewski Moskal, M., Ottinger, M., & Varano, A., (2019). Introducing Investigations math games in China: Successes and surprises. Paper 
  • Murray, D., Seidman, J., Blackmon, E., Maimon, G., & Domsky, A. (2019). Mathematic instruction across two cultures: A teacher perspective. Paper 

Ding, M., & Yu, Y. (2018, June). CAREER: Algebraic knowledge for teaching: A cross-cultural perspective. Poster presentation at the National Science Foundation (NSF) PI meeting, Washington, DC.   Poster

Ding, M., Brynes, J., G Barnett, E., & Hassler, R. (2018, April). When classroom instruction predicts students’ learning of early algebra: A cross-cultural opportunity-propensity analysis. Paper presented at 2018 AERA conference. New York, NY.  Paper

Ding, M., Li, X., Manfredonia, M., & Luo, W. (2018, April). Video as a tool to support teacher learning: A Cross-cultural analysis. Paper presented at 2018 NCTM conference. Washington, DC.   PPT

GBarnett, E., & Ding, M. (2018, April). Teaching the basic properties of arithmetic: A natural classroom investigation of associativity. Poster presentation at 2018AERA conference, New York, NY.  Poster

Hassler, R., & Ding, M. (2018, April). The role of deep questions in promoting elementary students’ mathematical comprehension. Poster presentation at 2018AERA conference, New York, NY.

Ding, M., G Chen, W., G Hassler, R., Li, X., & G Barnett, E. (April, 2017). Comparisons in the US and Chinese elementary mathematics classrooms. Poster presentation at AERA 2017 conference (In the session of “Advancing Mathematics Education Through NSF’s DRK-12 Program”). San Antonio, TX.  Poster

Ding, M., Li, X., G Hassler, R., & G Barnett, E. (April, 2017). Understanding the basic properties of operations in US and Chinese elementary School. Paper presented at AERA 2017 conference. San Antonio, TX.  Paper

Ding, M., G Chen, W., & G Hassler, R. (April, 2017). Tape diagrams in the US and Chinese elementary mathematics classrooms. Paper presented at NCTM 2017 conference. San Antonio, TX.  Paper

Ding, M., & G Hassler, R. (2016, June). CAREER: Algebraic knowledge for teaching in elementary school: A cross-cultural perspective. Poster presentation at the NSF PI meeting, Washington, DC.   Poster

Ding, M. (symposium organizer, 2016, April). Early algebraic in elementary school: A cross-cultural perspective. Proposals presented at 2016 AERA conference, Washington, DC.

  • Ding, M. (2016, April). A comparative analysis of inverse operations in U.S. and Chinese elementary mathematics textbooks. Paper 
  • G Hassler, R. (2016, April). Elementary Textbooks to Classroom Teaching: A Situation Model Perspective.  Paper

  • G Chen, W., & Ding, M. (2016, April). Transitioning textbooks into classroom teaching: An action research on Chinese elementary mathematics lessons. Paper
  • Li, X., G Hassler, R., & Ding, M. (2016, April). Elementary students’ understanding of inverse relations in the U.S. and China.  Paper
  • Stull, J., Ding, M., G Hassler, R., Li, X., & U George, C. (2016, April). The impact of algebraic knowledge for teaching on student learning: A Preliminary analysis. Paper

Ding, M., G Hassler, R., Li., X., & G Chen, W. (2016, April). Algebraic knowledge for teaching: An analysis of US experts’ lessons on inverse relations. Paper presented at 2016 NCTM conference, San Francisco, CA.  Paper

G Hassler. R., & Ding, M. (2016, April). Situation model perspective on mathematics classroom teaching: A case study on inverse relations. Paper presented at 2016 NCTM conference, San Francisco, CA.  Paper

Ding, M., & G Copeland, K. (2015, April). Transforming specialized content knowledge: Preservice elementary teachers’ learning to teach the associative property of multiplication. Paper presented at AERA 2015 conference, Chicago, IL.  Paper   PPT

Ding, M., & G Auxter, A. (2015, April). Children’s strategies to solving additive inverse problems: A preliminary analysis. Paper presented at AERA 2015 conference, Chicago, IL.  Paper

Local Presentations/Invited Talks

Ding, M., & Manfredonia, M. (2019, April). Video as a tool to support teacher learning: A cross-cultural analysis. Poster presentation at Temple’s Global conference, Temple University.  Poster

Ding, M. (2019, January). Learning from cross-cultural educational experiences. Talk provided to the Chinese delegation composed of 20 Chinese school leaders and senior faculty members from primary, middle, and high schools in Ningxia province, China. Invited by Office of Executive Leadership Education at Temple.  PPT

Ding, M. (2018, November). Creating a supportive learning environment to enhance elementary pre-service teachers’ algebraic knowledge for teaching (E3-AKT). Grant proposal presented at the Faculty Brown Bags, Temple University.

Ding, M., & Barnett, E. (2016, November). Comparisons in the US and Chinese elementary mathematics classrooms. Paper to be presented at Education Research Lecture Series, Temple University.

Ding, M. (2015, December). Algebraic knowledge for teaching in elementary school: A cross-cultural perspective. Talk provided to mathematicians, mathematics educators, and graduate students at the mathematics education meeting, department of Mathematics, Saint Joseph’s University, PA.

Ding, M., & G Hassler, R. (2015, March). CAREER: Algebraic knowledge for teaching in elementary school: A cross-cultural perspective. Poster presentation at School District of Philadelphia Research, Policy and Practice (R2P) conference, Philadelphia, PA.