Result **1** to **15** of **15** total

Developing preservice elementary teachers’ specialized content knowledge: the case of associative property. (English)

Int. J. STEM Educ. 3, No. 1, Paper No. 9, 19 p., electronic only (2016).

1

Opportunities to learn: inverse relations in U.S. and Chinese textbooks. (English)

Math. Think. Learn. 18, No. 1, 45-68 (2016).

2

Transition from concrete to abstract representations: the distributive property in a Chinese textbook series. (English)

Educ. Stud. Math. 87, No. 1, 103-121 (2014).

3

Facilitating and direct guidance in student-centered classrooms: addressing “lines or pieces" difficulty. (English)

Math. Educ. Res. J. 26, No. 2, 353-376 (2014).

4

How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? (English)

Educ. Stud. Math. 85, No. 2, 265-280 (2014).

5

Knowing and understanding instructional mathematics content through intensive studies of textbooks. (English)

Li, Yeping (ed.) et al., How Chinese teach mathematics and improve teaching. London: Routledge (ISBN 978-0-415-89500-2/hbk; 978-0-415-89601-6/pbk; 978-0-203-11011-9/ebook). Studies in Mathematical Thinking and Learning Series, 66-82 (2013).

6

Preservice elementary teachers’ knowledge for teaching the associative property of multiplication: a preliminary analysis. (English)

J. Math. Behav. 32, No. 1, 36-52 (2013).

7

Teaching middle level students to generalize: from implicit to explicit. (English)

Investig. Math. Learn. 5, No. 2, 14-43 (2012).

8

A case study of teacher responses to a doubling error and difficulty in learning equivalent fractions. (English)

Investig. Math. Learn. 4, No. 2, 42-73 (2011).

9

Common mathematical errors of pre-service elementary school teachers in an undergraduate course. (English)

Math. Comput. Educ. 45, No. 3, 186-196 (2011).

10

A comparative analysis of the distributive property in U.S. and Chinese elementary mathematics textbooks. (English)

Cogn. Instr. 28, No. 2, 146-180 (2010).

11

Communications: Does class size reduction necessarily lead to improvement in student achievement? (English)

Learn. Math. 29, No. 1, 26-27 (2009).

12

Sources of differences in children’s understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and the United States. (English)

Cogn. Instr. 26, No. 2, 195-217 (2008).

13

Investigations and research on Xinjiang Yili Area Kazakh and Uighur’ experimental classes in math teaching. (Chinese. English summary)

J. Math. Educ. (Tianjin) 16, No. 1, 58-62 (2007).

14

Representational implications for understanding equivalence. (English)

Sch. Sci. Math. 107, No. 3, 86 (2007).

15

Result **1** to **15** of **15** total