Representational Implications for Understanding Equivalence.
- Published in:
- School Science & Mathematics, 2007, v. 107, n. 3, p. 86, doi. 10.1111/j.1949-8594.2007.tb17773.x
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- Publication type:
- Article
Works by Ding, Meixia
Results: 25
1
2
COMMON MATHEMATICAL ERRORS OF PRE-SERVICE ELEMENTARY SCHOOL TEACHERS IN AN UNDERGRADUATE COURSE.
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- Mathematics & Computer Education, 2011, v. 45, n. 3, p. 186
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- Publication type:
- Article
3
Chinese teachers' attributions and coping strategies for student classroom misbehaviour.
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- Asia Pacific Journal of Education, 2010, v. 30, n. 3, p. 321, doi. 10.1080/02188791.2010.495832
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- Publication type:
- Article
4
Linear quantity models in US and Chinese elementary mathematics classrooms.
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- Mathematical Thinking & Learning, 2019, v. 21, n. 2, p. 105, doi. 10.1080/10986065.2019.1570834
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- Publication type:
- Article
5
Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks.
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- Mathematical Thinking & Learning, 2016, v. 18, n. 1, p. 45, doi. 10.1080/10986065.2016.1107819
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- Publication type:
- Article
6
A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks.
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- Cognition & Instruction, 2010, v. 28, n. 2, p. 146, doi. 10.1080/07370001003638553
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- Publication type:
- Article
7
Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States.
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- Cognition & Instruction, 2008, v. 26, n. 2, p. 195, doi. 10.1080/07370000801980845
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- Publication type:
- Article
8
Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations.
- Published in:
- International Journal of Mathematical Education in Science & Technology, 2021, v. 52, n. 8, p. 1195, doi. 10.1080/0020739X.2020.1749319
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- Publication type:
- Article
9
Understanding the properties of operations: a cross-cultural analysis.
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- International Journal of Mathematical Education in Science & Technology, 2021, v. 52, n. 1, p. 39, doi. 10.1080/0020739X.2019.1657595
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- Publication type:
- Article
10
Transferring specialized content knowledge to elementary classrooms: preservice teachers’ learning to teach the associative property.
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- International Journal of Mathematical Education in Science & Technology, 2018, v. 49, n. 6, p. 899, doi. 10.1080/0020739X.2018.1426793
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- Publication type:
- Article
11
Developing preservice elementary teachers' specialized content knowledge: the case of associative property.
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- International Journal of STEM Education, 2016, v. 3, n. 1, p. 1, doi. 10.1186/s40594-016-0041-4
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- Publication type:
- Article
12
Teaching of the associative property: A natural classroom investigation.
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- Investigations in Mathematics Learning, 2019, v. 11, n. 2, p. 148, doi. 10.1080/19477503.2018.1425592
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- Publication type:
- Article
13
TEACHING MIDDLE LEVEL STUDENTS TO GENERALIZE: FROM IMPLICIT TO EXPLICIT.
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- Investigations in Mathematics Learning, 2012, v. 5, n. 2, p. 14, doi. 10.1080/24727466.2012.11790321
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- Publication type:
- Article
14
A CASE STUDY OF TEACHER RESPONSES TO A DOUBLING ERROR AND DIFFICULTY IN LEARNING EQUIVALENT FRACTIONS.
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- 2011
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- Publication type:
- Case Study
15
Teacher Interventions in Cooperative-Learning Mathematics Classes.
- Published in:
- Journal of Educational Research, 2007, v. 100, n. 3, p. 162, doi. 10.3200/JOER.100.3.162-175
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- Publication type:
- Article
16
Promoting teaching improvement in elementary mathematics: A case with inverse relations.
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- Asian Journal for Mathematics Education, 2024, v. 3, n. 2, p. 143, doi. 10.1177/27527263241256678
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- Publication type:
- Article
17
A scoping review of mathematics teachers' learning and professional growth through lesson studies.
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- Asian Journal for Mathematics Education, 2023, v. 2, n. 4, p. 492, doi. 10.1177/27527263231213406
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- Publication type:
- Article
18
A decade of research contributions and emerging trends in the International Journal of STEM Education.
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- International Journal of STEM Education, 2025, v. 12, n. 1, p. 1, doi. 10.1186/s40594-025-00533-7
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- Publication type:
- Article
19
Transition from concrete to abstract representations: the distributive property in a Chinese textbook series.
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- Educational Studies in Mathematics, 2014, v. 87, n. 1, p. 103, doi. 10.1007/s10649-014-9558-y
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- Publication type:
- Article
20
How do exemplary Chinese and U.S. mathematics teachers view instructional coherence?
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- Educational Studies in Mathematics, 2014, v. 85, n. 2, p. 265, doi. 10.1007/s10649-013-9513-3
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- Publication type:
- Article
21
Chinese teachers' perceptions of students' classroom misbehaviour.
- Published in:
- Educational Psychology, 2008, v. 28, n. 3, p. 305, doi. 10.1080/01443410701537866
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- Publication type:
- Article
22
Transition from Textbook to Classroom Instruction in Mathematics: The Case of an Expert Chinese Teacher.
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- Frontiers of Education in China, 2018, v. 13, n. 4, p. 601, doi. 10.1007/s11516-018-0031-z
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- Publication type:
- Article
23
Does class size reduction necessarily lead to improvement in student achievement?
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- For the Learning of Mathematics, 2009, v. 29, n. 1, p. 26
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- Publication type:
- Article
24
US and Chinese elementary teachers' noticing of cross-cultural mathematics videos.
- Published in:
- Journal of Mathematics Teacher Education, 2023, v. 26, n. 2, p. 211, doi. 10.1007/s10857-021-09526-z
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- Publication type:
- Article
25
On mathematical understanding: perspectives of experienced Chinese mathematics teachers.
- Published in:
- Journal of Mathematics Teacher Education, 2017, v. 20, n. 1, p. 5, doi. 10.1007/s10857-015-9325-8
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- Publication type:
- Article