{"id":50,"date":"2015-04-19T21:57:57","date_gmt":"2015-04-19T21:57:57","guid":{"rendered":"https:\/\/sites.temple.edu\/nsfcareerakt\/?page_id=50"},"modified":"2026-03-27T10:56:59","modified_gmt":"2026-03-27T10:56:59","slug":"publications-and-presentations","status":"publish","type":"page","link":"https:\/\/sites.temple.edu\/nsfcareerakt\/publications-and-presentations\/","title":{"rendered":"Publications"},"content":{"rendered":"

G<\/sup><\/em> indicates graduate student author; U<\/sup> indicates undergraduate student author<\/em><\/p>\n

Book<\/strong><\/p>\n

Ding, M.<\/strong> (2026). Teaching through example-<\/em>based problem solving (TEPS) in early algebra: Contrasting cases in elementary math<\/em>. Routledge.\u00a0<\/a> (ISBN: HB \u2013 9781032957470; EB \u2013 9781003586333; PB \u2013 9781032957463)<\/p>\n

<\/p>\n

Ding, M.<\/strong> (2021). Teaching early algebra through example-based problem solving: Insights from Chinese and U.S. elementary classrooms<\/em>. New York, NY: Routledge. (<\/a>This book is reviewed by:\u00a0<\/strong> \u00a0Jiang, C., & Cai, J. (2022). Book Review: Seeing algebra in arithmetic in cross-cultural contexts. <\/span>Education Studies in Mathematics<\/i>. https:\/\/doi.org\/10.1007\/s10649-021-10132-2\u00a0 <\/span>Jiang & Cai (2022)_BookReview_ESM)<\/a><\/p>\n

\"https:\/\/www.routledge.com\/Teaching-Early-Algebra-through-Example-Based-Problem-Solving-Insights-from\/Ding\/p\/book\/9780367431785\"<\/a><\/strong><\/p>\n

Journal Articles in English<\/strong><\/p>\n

Ding, M., <\/strong>G<\/sup><\/em> Goran, R. F., G <\/sup><\/em>Xu, X., & G<\/sup><\/em> Chen, W. (2026). Chinese expert teachers\u2019 implementation of U.S. mathematics textbook lessons. Journal of Mathematics Teacher Education. <\/em>https:\/\/doi.org\/10.1007\/s10857-026-09752-3<\/a> (OR one click: https:\/\/rdcu.be\/falMK<\/a>)<\/p>\n

Ding, M., G<\/sup><\/em> Mochaourab, R, & G<\/sup><\/em> Spiro, B. (2024). Promoting changes in elementary mathematics teaching: A case with inverse relations. Asian Journal for Mathematics Education<\/em>. https:\/\/doi.org\/10.1177\/27527263241256678<\/a><\/p>\n

G <\/sup><\/em>Meng, R., Yeo, A., Ding, M. & Alibali, M.W (2023). Linking representations of mathematical equivalence in first-grade lessons in China. Educational Research for Policy and Practice<\/em>. doi: 10.1007\/s10671-023-09334-7<\/p>\n

Ding, M., Byrnes, J., & G<\/sup> Ke, X. (2023). Rethinking the role of \u201cquality instruction\u201d in predicting algebraic learning within an opportunity-propensity framework: An exploratory cross-cultural study. Journal of Educational Psychology, 115(<\/em>2), 241\u2013266. <\/em>https:\/\/doi.org\/10.1037\/edu0000767<\/p>\n

Ding, M., Li, X., U <\/sup><\/em>Manfredonia, , & U <\/sup><\/em>Luo, W. (2023). US and Chinese elementary teachers\u2019 noticing of cross-cultural mathematics videos. Journal of Mathematics Teacher Education, 26, 211\u2013239. <\/em>doi: 10.1007\/s10857-021-09526-z\u00a0 PDF<\/a><\/p>\n

Ding, M., G<\/sup><\/em> Hassler, R. & Li., X., (2021). Cognitive instructional principles in elementary mathematics classrooms: A case of teaching inverse relations. International <\/em>Journal of Mathematical Education in Science and Technology, 52<\/em>(8), 1195-1224.\u00a0 doi: 10.1080\/0020739X.2020.1749319. PDF<\/a><\/p>\n

Ding, M., Li, X., G<\/sup><\/em> Hassler, R., & G<\/sup><\/em> Barnett, E. (2021). Understanding of the properties of operations: A cross-cultural analysis. International <\/em>Journal of Mathematical Education in Science and Technology, 52<\/em>(1), 39-64. doi:\u00a010.1080\/0020739X.2019.1657595. PDF<\/a><\/p>\n

Ding, M., G<\/sup><\/em> Chen, W., & G<\/sup><\/em> Hassler, R. (2019). Linear quantity models in the US and Chinese elementary mathematics classrooms. Mathematical Thinking and Learning, 21, <\/em>105-130.\u00a0<\/em> doi: 10.1080\/10986065.2019.1570834 .\u00a0PDF<\/a><\/p>\n

G <\/sup><\/em>Barnett, E., & Ding, M. (2019).\u00a0<\/em>Teaching of the associative property: A natural classroom investigation.\u00a0Investigations of Mathematics Learning, 11, <\/em>148-166. doi: 10.1080\/19477503.2018.1425592 \u00a0PDF<\/a><\/p>\n

Ding, M., & G<\/sup><\/em> Heffernan, K. (2018). Transferring specialized content knowledge to elementary classrooms: Preservice teachers\u2019 learning to teach the associative property. International <\/em>Journal of Mathematics Educational in Science and Technology, 49, <\/em>899-921.doi: 10.1080\/0020739X.2018.1426793 PDF<\/a><\/p>\n

Ding, M. (2018). Modeling with tape diagrams. Teaching Children Mathematics<\/em>, 25<\/em>, 158-165. doi: 10.5951\/teacchilmath.25.3.0158\u00a0 PDF<\/a><\/p>\n

G<\/sup><\/em> Chen, W., & Ding, M.* (2018). Transitioning from mathematics textbook to classroom instruction: The case of a Chinese expert teacher. Frontiers of Education in China,\u00a013, <\/em>601-632. doi: 10.1007\/s11516-018-0031-z (*Both authors contributed equally). PDF<\/a><\/p>\n

Ding, M., & G<\/sup><\/em> Auxter, A. (2017). Children\u2019s strategies to solving additive inverse problems: A preliminary analysis. <\/em>Mathematics Education Research Journal, 29,\u00a0<\/em>73-92. doi:10.1007\/s13394-017-0188-4\u00a0 PDF<\/a><\/p>\n

Ding, M. (2016).\u00a0 Developing preservice elementary teachers\u2019 specialized content knowledge for teaching fundamental mathematical ideas: The case of associative property. International Journal of STEM Education, 3<\/em>(9), 1-19. <\/em>doi: 10.1186\/s40594-016-0041-4\u00a0 PDF<\/a><\/p>\n

Ding, M. (2016). Opportunities to learn: Inverse operations in U.S. and Chinese elementary mathematics textbooks.\u00a0Mathematical Thinking and Learning,\u00a018, <\/em>45-68. doi: 10.1080\/10986065.2016.1107819\u00a0 PDF<\/a><\/p>\n

Journal Articles in Chinese<\/strong><\/p>\n

(Note: <\/em>Educational Research and Evaluation (Elementary Education and Instruction<\/em>)\u00a0\u6559\u80b2\u7814\u7a76\u4e0e<\/em>\u8bc4\u8bba<\/em>\u00a0(<\/em>\u5c0f\u5b66\u6559\u80b2\u6559\u5b66<\/em>)\u00a0<\/em>and Curriculum and Instructional Methods (\u8bfe\u7a0b\u6559\u6750\u6559\u6cd5)<\/em>\u00a0are both official, core journals in mathematics education field in China.<\/p>\n