**Journal Articles:**

^{G}* indicates graduate student author; ^{U} indicates undergraduate student author*

**Articles in English**

Ding, M., * ^{G}* Chen, W., &

*Hassler, R. (in press). Linear quantity models in the US and Chinese elementary mathematics classrooms.*

^{G}*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. Te*aching 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).

* ^{G}*Barnett, 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).^{G }*Curriculum and Instructional Methods.***数学教学的表征****处****理策略****——****基于****专****家教****师****的****课****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., & * ^{G }*Barnett, E., &

*Manfredonia, M. (2018, May 14-21).*

^{U}*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., &

*Luo, W. (2018, April).*

^{U}*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.

* ^{G}*Barnett, 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.,

*Hassler, R., Li, X., &*

^{G}*Barnett, E. (2017, April).*

^{G}*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., &

*Barnett, E. (2017, April).*

^{G}*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., &

*Hassler, R. (2017, April).*

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

Ding, M., * ^{G}* Hassler, R., Li., X., &

*Chen, W. (2016, April).*

^{G}*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., & * ^{ G }*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