Meixia Ding

发表

SUPPORTING MEANINGFUL INITIAL LEARNING OF THE ASSOCIATIVE PROPERTY: CROSS-CULTURAL DIFFERENCES IN TEXTBOOK PRESENTATIONS

Robert M. Capraro, Mary Margaret Capraro, Meixia Ding, 2015 .

Linear quantity models in US and Chinese elementary mathematics classrooms

Wei Chen, Meixia Ding, Ryan Scott Hassler, 2019 .

Transferring specialized content knowledge to elementary classrooms: preservice teachers’ learning to teach the associative property

Meixia Ding, Kayla Heffernan, 2018 .

Modeling with Tape Diagrams.

Meixia Ding, 2018 .

Developing preservice elementary teachers’ specialized content knowledge: the case of associative property

Meixia Ding, Meixia Ding, 2016, International Journal of STEM Education.

Teaching of the associative property: A natural classroom investigation

Meixia Ding, Eli Barnett, 2019 .

Inverse Relations between Addition and Subtraction

Meixia Ding, 2021 .

Teaching Early Algebra through Example-Based Problem Solving

Meixia Ding, 2021 .

Inverse Relations between Multiplication and Division

Meixia Ding, 2021 .

Properties of Multiplication

Meixia Ding, 2021 .

Transition from concrete to abstract representations: the distributive property in a Chinese textbook series

Meixia Ding, Xiaobao Li, Meixia Ding, 2014 .

Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks

Meixia Ding, Meixia Ding, 2016 .

Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States

Robert M. Capraro, Mary Margaret Capraro, Meixia Ding, 2008 .

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

Tao Wang, Meixia Ding, Jinfa Cai, 2014 .

Teacher Interventions in Cooperative-Learning Mathematics Classes

Meixia Ding, Gerald Kulm, Gerald Kulm, 2007 .

On mathematical understanding: perspectives of experienced Chinese mathematics teachers

Meixia Ding, Jinfa Cai, Jinfa Cai, 2017 .