Meixia Ding, Ph.D.
Assistant Professor of Mathematics Education
Dept. of Teaching & Learning

Ritter Hall 444
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122

phone: (215) 204-6139
meixia.ding@temple.edu

Education

Ph.D., Texas A&M University, Mathematics Education

M.S., Nanjing University, China, Ancient Chinese Bibliography

Areas of Professional Interest

Early algebra
Textbook analysis
Effective teaching and teacher knowledge
Integrated perspective of mathematics education, educational psychology, and international comparison

Recent Scholarship

Peer Review Journal Articles

Ding, M., Li. X., & Capraro, M. (in press). Preservice elementary teachers’ knowledge for teaching the associative property: A preliminary analysis. Journal of Mathematical Behavior.

Ding, M., & Carlson, M. A. (in press, 2013).Elementary teachers’ learning to construct high quality mathematics lesson plans: A use of IES recommendations. The Elementary School Journal, 113, (3).

Ding, M., Heaton, R., & Hartman, D. (Accept). Teaching middle level students to generalize: From implicit to explicit. Investigations in Mathematics Learning.

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

Cai, J., Ding, M., & Wang, T. (Accepted). Instructional coherence in the mathematics classroom: A cross-national study. Proceeding of 2012 PME-NA conference.

Ding, M. (2012). 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. (2012).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.

Ding, M. (2012).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 (4th ed.). Hoboken, NJ: John Wiley and Sons.

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.