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Meixia Ding, Ph.D. - Publications

Affiliations: 
2007 Texas A & M University, College Station, TX, United States 
Area:
Mathematics Education, Teacher Training Education
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21 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 Ding M, Hassler R, Li X. Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations International Journal of Mathematical Education in Science and Technology. 1-30. DOI: 10.1080/0020739X.2020.1749319  0.524
2019 Ding M, Li X, Hassler R, Barnett E. Understanding the properties of operations: a cross-cultural analysis International Journal of Mathematical Education in Science and Technology. 1-26. DOI: 10.1080/0020739X.2019.1657595  0.56
2018 Ding M. Modeling with Tape Diagrams Teaching Children Mathematics. 25: 158-165. DOI: 10.5951/TEACCHILMATH.25.3.0158  0.492
2018 Barnett E, Ding M. Teaching of the associative property: A natural classroom investigation Investigations in Mathematics Learning. 11: 148-166. DOI: 10.1080/19477503.2018.1425592  0.367
2018 Ding M, Heffernan K. Transferring specialized content knowledge to elementary classrooms: preservice teachers’ learning to teach the associative property International Journal of Mathematical Education in Science and Technology. 49: 899-921. DOI: 10.1080/0020739X.2018.1426793  0.356
2018 Chen W, Ding M. Transition from Textbook to Classroom Instruction in Mathematics: The Case of an Expert Chinese Teacher Frontiers of Education in China. 13: 601-632. DOI: 10.1007/S11516-018-0031-Z  0.469
2015 Cai J, Ding M. On mathematical understanding: perspectives of experienced Chinese mathematics teachers Journal of Mathematics Teacher Education. DOI: 10.1007/s10857-015-9325-8  0.453
2014 Ding M, Li X. Facilitating and direct guidance in student-centered classrooms: Addressing "lines or pieces" difficulty Mathematics Education Research Journal. 26: 353-376. DOI: 10.1007/s13394-013-0095-2  0.54
2014 Ding M, Li X. 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  0.52
2013 Ding M, Carlson MA. Elementary teachers learning to construct high-quality mathematics lesson plans: A use of the IES recommendations Elementary School Journal. 113: 359-385. DOI: 10.1086/668505  0.507
2013 Ding M, Li X, Capraro MM. Preservice elementary teachers' knowledge for teaching the associative property of multiplication: A preliminary analysis Journal of Mathematical Behavior. 32: 36-52. DOI: 10.1016/J.Jmathb.2012.09.002  0.566
2013 Cai J, Ding M, Wang T. How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? Educational Studies in Mathematics. 85: 265-280. DOI: 10.1007/S10649-013-9513-3  0.452
2012 Ding M, Heaton R, Hartman D. Teaching Middle Level Students to Generalize: From Implicit to Explicit Investigations in Mathematics Learning. 5: 14-43. DOI: 10.1080/24727466.2012.11790321  0.468
2012 Ding M, Li X, Capraro MM, Kulm G. A Case Study of Teacher Responses to a Doubling Error and Difficulty in Learning Equivalent Fractions Investigations in Mathematics Learning. 4: 42-73. DOI: 10.1080/24727466.2012.11790312  0.53
2010 Ding M, Li X. A comparative analysis of the distributive property in U.S. and Chinese elementary mathematics textbooks Cognition and Instruction. 28: 146-180. DOI: 10.1080/07370001003638553  0.45
2010 Ding M, Li Y, Li X, Kulm G. Chinese teachers' attributions and coping strategies for student classroom misbehaviour Asia Pacific Journal of Education. 30: 321-337. DOI: 10.1080/02188791.2010.495832  0.714
2008 Li X, Ding M, Capraro MM, Capraro RM. Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and the United States Cognition and Instruction. 26: 195-217. DOI: 10.1080/07370000801980845  0.664
2008 Ding M, Li Y, Li X, Kulm G. Chinese teachers' perceptions of students' classroom misbehaviour Educational Psychology. 28: 305-324. DOI: 10.1080/01443410701537866  0.709
2007 Capraro RM, Capraro MM, Ding M, Li X. Thirty years of research: interpretations of the equal sign in China and the USA. Psychological Reports. 101: 784-6. PMID 18232434 DOI: 10.2466/Pr0.101.3.784-786  0.633
2007 Ding M, Li X, Piccolo D, Kulm G. Teacher interventions in cooperative-learning mathematics classes Journal of Educational Research. 100: 162-175. DOI: 10.3200/Joer.100.3.162-175  0.697
2007 Capraro MM, Ding M, Matteson S, Capraro RM, Li X. Representational Implications for Understanding Equivalence School Science and Mathematics. 107: 86-88. DOI: 10.1111/J.1949-8594.2007.Tb17773.X  0.417
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