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2. US and Chinese Elementary Teachers' Noticing of Cross-Cultural Mathematics Videos

3. Rethinking the Role of 'Quality Instruction' in Predicting Algebraic Learning within an Opportunity-Propensity Framework: An Exploratory Cross-Cultural Study

5. Mathematics Learning in Chinese Contexts

6. Teacher Learning about Collaborative Learning: A Case Study

9. A decade of research contributions and emerging trends in the International Journal of STEM Education.

10. Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations

11. Understanding the Properties of Operations: A Cross-Cultural Analysis

13. Teaching of the Associative Property: A Natural Classroom Investigation

14. Linear Quantity Models in US and Chinese Elementary Mathematics Classrooms

15. Transition from Textbook to Classroom Instruction in Mathematics: The Case of an Expert Chinese Teacher

16. Modeling with Tape Diagrams

23. Transferring Specialized Content Knowledge to Elementary Classrooms: Preservice Teachers' Learning to Teach the Associative Property

24. Children's Strategies to Solving Additive Inverse Problems: A Preliminary Analysis

25. On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers

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

28. Developing Preservice Elementary Teachers' Specialized Content Knowledge: The Case of Associative Property

29. Transition from Concrete to Abstract Representations: The Distributive Property in a Chinese Textbook Series

30. Facilitating and Direct Guidance in Student-Centered Classrooms: Addressing 'Lines or Pieces' Difficulty

32. A scoping review of mathematics teachers' learning and professional growth through lesson studies.

33. Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans: A Use of the IES Recommendations

34. Preservice Elementary Teachers' Knowledge for Teaching the Associative Property of Multiplication: A Preliminary Analysis

35. A Case Study of Teacher Responses to a Doubling Error and Difficulty in Learning Equivalent Fractions

36. Teaching Middle Level Students to Generalize: From Implicit to Explicit

37. Common Mathematical Errors of Pre-Service Elementary School Teachers in an Undergraduate Course

38. Chinese Teachers' Attributions and Coping Strategies for Student Classroom Misbehaviour

39. A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks

40. Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

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

43. Teacher Interventions in Cooperative-Learning Mathematics Classes

49. Representational Implications for Understanding Equivalence

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