## Meixia Ding, Ph.D.

Ritter Hall 436

1301 Cecil B. Moore Ave.

Philadelphia, PA 19122

phone: (215) 204-6139

meixia.ding@temple.edu

- Ph.D., Texas A&M University, Mathematics Education
- M.S., Nanjing University, China, Studies of Chinese Classical Documents

- Early algebra
- Textbook analysis
- Effective teaching and teacher knowledge
- Cross-cultural studies
- Mathematics Education

**Current Funded Project:**

2014 - 2019 (Project Investigator).* CAREER: Algebraic knowledge for teaching in elementary school: A cross-cultural perspective.* National Science Foundation (NSF), Faculty Early Career Development (CAREER). $588,865. http://www.nsf.gov/awardsearch/showAward?AWD_ID=1350068

Project website: http://sites.temple.edu/nsfcareerakt/author/tue87002/

**Peer Reviewed Journal Articles:**

**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* (1), 45-68. doi: 10.1080/10986065.2016.1107819

Cai, J., & **Ding, M.** (2015). On mathematical understanding: Perspectives of Chinese expert teachers.* Journal of Mathematics Teacher Education*. doI: 10.1007/s10857-015-9325-8

Knoell, C., & Strawhecker, J., Montgomery, D., & **Ding, M.** (Winter 2014-2015). Perceptions of elementary preservice teachers’ mathematical knowledge and number sense. *Eastern Education Journal, 43*(1), 26-41.

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

**Ding, M**., & Li, X. (2014). Facilitating and direct guidance in student-centered classrooms: Addressing “lines or pieces” difficulty.

*Mathematics Education Research Journal.*doi: 10.1007/s13394-013-0095-2.

Cai, J., **Ding, M, **& Wang, T. (2014). Teaching effectively and coherently: How do Chinese and U.S. teachers view and achieve instructional coherence in the mathematics classroom? *Educational Studies in Mathematics*, *85, 265-280. *doi:10.1007/s10649-013-9513-3

**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.

**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*(3), 359–385

**Ding, M**., Heaton, R., & * ^{G}*Hartman, D. (2012). Teaching middle level students to generalize: From implicit to explicit.

*Investigations in Mathematics Learning,*5

*(2), 14*–

*43.*

**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., Capraro, M. M., & Kulm, G. (2011). A case study of teacher responses to a doubling error and difficulty in learning equivalent fractions.Investigations in Mathematics Learning, 4(2), 42-73.

Mathews, M., & **Ding, M.** (2011).Common mathematical errors of preservice elementary teachers in an undergraduate mathematics course for Teachers. Mathematics and Computer Education, 45(3), 186-196.

**Ding, M.**, & Li, X. (2010). A comparative analysis of the distributive property in the US and Chinese elementary mathematics textbooks. Cognition and Instruction, 28, 146-180.

**Ding, M.**, Li, Y., Li, X., & Kulm, G. (2010). Chinese teachers’ attributions and management strategies for student classroom misbehaviors. Asia Pacific Journal of Education, 30, 321-337.

Li, Y., Li., X., & **Ding, M.** (2009). Does class size reduction necessarily lead to student achievement improvement? For the Learning of Mathematics, 29(1), 26-27.

**Ding, M.**, Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers' perceptions of students' classroom misbehaviors. Educational Psychology, 28, 305-324.

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.

**Ding, M.**, Li, X., Piccolo, D., & Kulm, G. (2007). Teacher interventions in cooperative-learning mathematics classes. Journal of Educational Research, 100,162-175.

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.

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.

Book Chapters/Proceedings:

**Ding, M**., Li, Y., Li, X., & Gu, J. (in press).* *Specialized content knowledge for teaching beyond rule: The case of transforming equivalent fractions*. *In Y. Li & S. Li (Eds.)* Mathematics teaching & teachers’ knowledge in the context of curriculum reform *(in Chinese).* *Beijing Normal University Press.

**Ding, M**. (in press).Teaching fundamental mathematical ideas to special needs students. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), *Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals *(4^{th} ed.). Hoboken, NJ: John Wiley and Sons.

**Ding, M**. (2014). 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. *Charlotte, NC: Information Age Publishing.

**Ding, M.,** Li, Y., Li., X, & Gu, J. (2013).* *Knowing and understanding instructional mathematics content through intensive studies of textbooks. In Y. Li, & R. Huang (Eds.), *How Chinese teach mathematics and improve teaching *(pp. 66–82). New York: Routledge.

Cai, J., **Ding, M.,** & Wang, T. (2012). Instructional coherence in the mathematics classroom: A cross-national study. In Van Zoest, L. R., Lo, J.-J., & Kratky, J. L. (Eds.), *Proceedings of the 34 ^{th} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education *(PME-NA, pp. 861–864). Kalamazoo, MI: Western Michigan University.

Li., Y., Kulm, G., Huang, R., & **Ding, M.** (2009). On the quality of mathematics lesson: Do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, R. Perry, & N. Wong (Eds.), *Effective mathematics teaching from teachers’ perspectives: National and international studies *(pp. 219–236). Rotterdam, The Netherlands: Sense.

**Ding, M.** (2008). Teacher knowledge necessary to address student errors and difficulties about equivalent fractions. In G. Kulm (Ed.), *Teacher knowledge and practice in middle grades mathematics *(pp. 147–171). Rotterdam, The Netherlands: Sense.