Publications

Journal Articles:

G indicates graduate student author; U indicates undergraduate student author

Articles in English

Ding, M., G Chen, W., & G Hassler, R. (in press). Linear quantity models in the US and Chinese elementary mathematics classrooms. Mathematical Thinking and Learning. doi: 10.1080/10986065.2019.1570834

Ding, M., & G Heffernan, K. (2018). Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property. International Journal of Mathematics Educational in Science and Technology, 49, 899-921.doi: 10.1080/0020739X.2018.1426793

Ding, M. (2018). Modeling with tape diagrams. Teaching Children Mathematics, 25, 158-165. doi: 10.5951/teacchilmath.25.3.0158

G Chen, W., & Ding, M.* (2018). Transitioning from mathematics textbook to classroom instruction: The case of a Chinese expert teacher. Frontiers of Education in China, 13, 601-632. doi: 10.1007/s11516-018-0031-z (*Both authors contributed equally).

GBarnett, E., & Ding, M. (2018). Teaching of the associative property: A natural classroom investigation. Investigations of Mathematics Learning. doi: 10.1080/19477503.2018.1425592

Ding, M., & G Auxter, A. (2017). Children’s strategies to solving additive inverse problems: A preliminary analysis. Mathematics Education Research Journal, 29, 73-92. doi:10.1007/s13394-017-0188-4

Ding, M. (2016).  Developing preservice elementary teachers’ specialized content knowledge for teaching fundamental mathematical ideas: The case of associative property. International Journal of STEM Education, 3(9), 1-19. doi: 10.1186/s40594-016-0041-4

Ding, M. (2016). Opportunities to learn: Inverse operations in U.S. and Chinese elementary mathematics textbooks. Mathematical Thinking and Learning, 18, 45-68. doi: 10.1080/10986065.2016.1107819

Articles in Chinese:

(Note: The Chinese journals Educational Research and Evaluation (Elementary Education and Instruction教育研究与评论 (小学教育教学and Curriculum and Instructional Methods (课程教材教法) are both official, core journals in mathematics education field in China.

  • Chen, W. (accept). Strategies to deal with mathematical representations – an analysis of expert’s classroom instruction. Curriculum and Instructional Methods. 数学教学的表征理策略——基于家教堂教学分析. 课程教材教法.
  • Ma, F. ( 2018) – Necessary algebraic knowledge for elementary teachers- an ongoing cross-cultural study. Educational Research and Evaluation (Elementary Education and Instruction), 2, 5-7.  小学教师必备的代数学科知识-跨文化研究进行时。教育研究与评论 (小学教育教学)2 5-7.
  • Chen, J. (2018) Infusion and development of children’s early algebraic thinking – a comparative study of the US and Chinese elementary mathematics teaching. Educational Research and Evaluation (Elementary Education and Instruction), 2,8-13.  儿童早期代数思维的渗透与培养-中美小学数学教学比较研究。教育研究与评论(小学教育教学)2 8-13.
  • Zong, L. (2018). A comparative study on the infusion of inverse relations in the US and Chinese classroom teaching. Educational Research and Evaluation (Elementary Education and Instruction), 2, 14-19.  中美逆运算渗透教学对比研究。教育研究与评论(小学教育教学),2, 14-19.
  • Wu, X. (2018). Mathematical representations and development of children’s mathematical thinking: A perspective of US-Chinese comparison. Educational Research and Evaluation (Elementary Education and Instruction), 2, 20-24.  数学表征与儿童数学思维发展-基于中美比较视角。教育研究与评论(小学教育教学),2, 20-24.

Dissertations: 

Hassler, R. (2016). Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school. Dissertation defensed in September, 2016. Temple University, Philadelphia, PA. (Chair: Dr. Meixia Ding)

Chen, W. (2018). Elementary mathematics teachers’ professional growth: A perspectives of TPACK (TPACK 视角下小学数学教师专业发展的研究). Unpublished Dissertation Nanjing Normal University. Nanjing, China.

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

Conference Presentations:

G indicates graduate student author; U indicates undergraduate student author

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

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

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

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

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 to be presented at 2018 AERA conference. New York, NY.

GBarnett, E., & Ding, M. (2018, April). Teaching the basic properties of arithmetic: A natural classroom investigation of associativity. Poster presentation at 2008AERA conference, New York, NY.

Hassler, R., & Ding, M. (2018, April). The role of deep questions in promoting elementary students’ mathematical comprehension. Poster presentation at 2008AERA conference, New York, NY.

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

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

G Hassler, R.  (2017, April). Textbook to instruction: The effect of coherency on the transition of elementary mathematical connection-making opportunities. Paper presented at AERA 2017 conference. San Antonio, TX.

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

Ding, M. (symposium organizer, 2016, April). Early algebraic in elementary school: A cross-cultural perspective. Papers presented at 2016 AERA conference, Washington, DC (Chair: Dr. Kristie Newton; Discussant: Dr. Yeping Li).

  • Ding, M. (2016 April). A comparative analysis of inverse operations in U.S. and Chinese elementary mathematics textbooks.
  • Hassler, R. (2016 April). From elementary textbooks to classroom teaching: A situation model perspective on US mathematics lessons.
  • Chen, W., & Ding, M. (2016, April). Transitioning textbooks into classroom teaching: An action research on Chinese elementary mathematics lessons.
  • Li, X., G Hassler, R., & Ding, M. (2016, April).  Elementary students’ understanding of inverse relations in the U.S. and China.
  • 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.

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.

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.

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

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 conference, Chicago, IL.

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.

Relevant Prior Research:

Ding, M. (2015). Early algebra in Chinese elementary mathematics textbooks: The case of inverse relations. In B. Sriraman, J. Cai, K. Lee, L. Fan, Y. Shimuzu, L. C. Sam, & K. Subramanium (Eds.), The first sourcebook on Asian research in mathematics education: China, Korea, Singapore, Japan, Malaysia, & India (pp.337-363). Charlotte, NC: Information Age Publishing.

Ding, M., & Li, X. (2014). Transition from concrete to abstract representations: The distributive property in a Chinese textbook series. Educational Studies in Mathematics, 87, 103–121. doi: 10.1007/s10649-014-9558-y

Ding, M., &  Carlson, M. A. (2013). Elementary teachers’ learning to construct high quality mathematics lesson plans: A use of IES recommendations. The Elementary School Journal, 113, 359–385. doi:10.1086/668505

Ding, M., Li, X., & Capraro, M. (2013). Preservice elementary teachers’ knowledge for teaching the associative property: A preliminary analysis. Journal of Mathematical Behavior, 32, 36–52. http://dx.doi.org/10.1016/j.jmathb.2012.09.002

Ding, M., Li, X., Capraro, M. M., & Capraro, R. M. (2012). Supporting meaningful initial learning of the associative property: Cross-cultural differences in textbook presentations. International Journal for Studies in Mathematics Education, 5(1), 114–130.

Ding, M., & Li, X. (2010). A comparative analysis of the distributive property in the U.S. and Chinese elementary mathematics textbooks. Cognition and Instruction, 28, 146–180. doi: 10.1080/07370001003638553

Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children’s understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and in the United States. Cognition and Instruction, 26, 195–217. doi:10.1080/07370000801980845

Capraro, M. M., Ding, M., Matteson, S., Li, X., & Capraro, R. M. (2007). Representational implications for understanding equivalence. School Science and Mathematics, 107, 86–88. doi: 10.1111/j.1949-8594.2007.tb17773.x 

Capraro, R. M., Capraro, M. M., Ding, M., & Li, X. (2007). Thirty years of research: Interpretations of the equal sign in China and the USA. Psychological Reports, 101, 784–786. doi: 10.2466/pr0.101.3.784-786

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