Biography
Dr. Meixia Ding's research and teaching focus on elementary mathematics education, an interest she developed through five years of mathematics teaching in China. More specifically, she focuses on how the instructional environment (e.g., teacher knowledge, curriculum) can be better structured to develop students’ sophisticated understanding of fundamental mathematical ideas (e.g., basic properties, relationships, and structures), which may lay a foundation for students’ future learning of more advanced topics like algebra. Her work has been supported by the National Science Foundation through its prestigious CAREER award. With this support, she currently explores the necessary knowledge for teaching early algebra in elementary school from a crosscultural perspective.
Labs: Professional Site
Research Interests
 Curriculum
 Mathematics Education
 Teacher Knowledge
Courses Taught
Number 
Name 
Level 

ECED 3107 
Learning Mathematics for the Primary Grades: First through Fourth Grade 
Undergraduate 
ECED 3207 
Mathematics and Science Pedagogical Content Knowledge 
Undergraduate 
ECED 4207 
Mathematics and Science Pedagogical Content Knowledge 
Undergraduate 
Selected Publications

Ding, M., Li, X., Hassler, R., & Barnett, E. (2021). Understanding the properties of operations: a crosscultural analysis. International Journal of Mathematical Education in Science and Technology, 52(1), pp. 3964. doi: 10.1080/0020739X.2019.1657595

Ding, M., Hassler, R., & Li, X. (2021). Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations. International Journal of Mathematical Education in Science and Technology, 52(8), pp. 11951224. doi: 10.1080/0020739X.2020.1749319

Ding, M. (2021). Teaching early algebra through examplebased problem solving insights from chinese and u.S. elementary classrooms. (pp. 1204). doi: 10.4324/9781003001713

Ding, M., Chen, W., & Hassler, R.S. (2019). Linear quantity models in US and Chinese elementary mathematics classrooms. Mathematical Thinking and Learning, 21(2), pp. 105130. doi: 10.1080/10986065.2019.1570834

Barnett, E. & Ding, M. (2019). Teaching of the associative property: A natural classroom investigation. Investigations in Mathematics Learning, 11(2), pp. 148166. doi: 10.1080/19477503.2018.1425592

Chen, W. & Ding, M. (2018). Transition from Textbook to Classroom Instruction in Mathematics: The Case of an Expert Chinese Teacher. Frontiers of Education in China, 13(4), pp. 601632. doi: 10.1007/s115160180031z

Ding, M. & Heffernan, K. (2018). Transferring specialized content knowledge to elementary classrooms: preservice teachers’ learning to teach the associative property. International Journal of Mathematical Education in Science and Technology, 49(6), pp. 899921. doi: 10.1080/0020739X.2018.1426793

Ding, M. & Auxter, A.E. (2017). Children’s strategies to solving additive inverse problems: a preliminary analysis. Mathematics Education Research Journal, 29(1), pp. 7392. doi: 10.1007/s1339401701884

Cai, J. & Ding, M. (2017). On mathematical understanding: perspectives of experienced Chinese mathematics teachers. Journal of Mathematics Teacher Education, 20(1), pp. 529. doi: 10.1007/s1085701593258

Ding, M. (2016). Developing preservice elementary teachers’ specialized content knowledge: the case of associative property. International Journal of STEM Education, 3(1). doi: 10.1186/s4059401600414

Ding, M. (2016). Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks. Mathematical Thinking and Learning, 18(1), pp. 4568. doi: 10.1080/10986065.2016.1107819

Knoell, C.M., Strawhecker, J.E., Montgomery, D.J., & Ding, M. (2015). Perceptions of Elementary Preservice Teachers’ Mathematical Knowledge and Number Sense. Eastern Education Journal, 43(1), pp. 2641.

Ding, M., Li, Y., Li, X., & Gu, J. (2015). Specialized content knowledge for teaching beyond rule: The case of transforming equivalent fraction. In S. Li & Y. Li (Eds.), Curriculum, teacher, and classroom: Comparative analysis of the U.S. and Chinese curriculum reform (pp. 4360). Beijing Normal University Press.

Ding, M. & Li, X. (2014). Facilitating and direct guidance in studentcentered classrooms: Addressing "lines or pieces" difficulty. Mathematics Education Research Journal, 26(2), pp. 353376. doi: 10.1007/s1339401300952

Ding, M. & Li, X. (2014). Transition from concrete to abstract representations: The distributive property in a Chinese textbook series. Educational Studies in Mathematics, 87(1), pp. 103121. doi: 10.1007/s106490149558y

Cai, J., Ding, M., & Wang, T. (2014). How do exemplary Chinese and U.S. mathematics teachers view instructional coherence.? Educational Studies in Mathematics, 85(2), pp. 265280. doi: 10.1007/s1064901395133

Ding, M. & Carlson, M.A. (2013). Elementary teachers learning to construct highquality mathematics lesson plans: A use of the IES recommendations. Elementary School Journal, 113(3), pp. 359385. doi: 10.1086/668505

Ding, M., Li, X., & Capraro, M.M. (2013). Preservice elementary teachers' knowledge for teaching the associative property of multiplication: A preliminary analysis. Journal of Mathematical Behavior, 32(1), pp. 3652. doi: 10.1016/j.jmathb.2012.09.002

Ding, M., Li, X., Capraro, M.M., & Kulm, G. (2012). A Case Study of Teacher Responses to a Doubling Error and Difficulty in Learning Equivalent Fractions. Investigations in Mathematics Learning, 4(2), pp. 4273. doi: 10.1080/24727466.2012.11790312

Ding, M., Heaton, R., & Hartman, D. (2012). Teaching Middle Level Students to Generalize: From Implicit to Explicit. Investigations in Mathematics Learning, 5(2), pp. 1443. doi: 10.1080/24727466.2012.11790321

Ding, M., Li, Y., Li, X., & Gu, J. (2012). Knowing and understanding instructional mathematics content through intensive studies of textbooks. In How Chinese Teach Mathematics and Improve Teaching (pp. 6682). doi: 10.4324/9780203110119

Ding, M., Li, X., Capraro, M.M., & Capraro, R.M. (2012). Supporting meaningful initial learning of the associative property: crosscultural differences in textbook presentations. Jornal Internacional De Estudos Em Educação Matemática, 5(1), pp. 114130.

Matthews, M. & Ding, M. (2011). Common Mathematical Errors of PreService Elementary School Teachers in an Undergraduate Course. Mathematics and Computer Education, 45(3), pp. 186196. Mathematics and Computer Education. Retrieved from http://libproxy.temple.edu/

Ding, M., Li, Y., Li, X., & Kulm, G. (2010). Chinese teachers' attributions and coping strategies for student classroom misbehaviour. Asia Pacific Journal of Education, 30(3), pp. 321337. doi: 10.1080/02188791.2010.495832

Ding, M. & Li, X. (2010). A comparative analysis of the distributive property in U.S. and Chinese elementary mathematics textbooks. Cognition and Instruction, 28(1), pp. 146180. doi: 10.1080/07370001003638553

Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers' perceptions of students' classroom misbehaviour. Educational Psychology, 28(3), pp. 305324. doi: 10.1080/01443410701537866

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 the United States. Cognition and Instruction, 26(2), pp. 195217. doi: 10.1080/07370000801980845

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(3 I), pp. 784786. doi: 10.2466/PR0.101.3.784786

Capraro, M.M., Ding, M., Matteson, S., Capraro, R.M., & Li, X. (2007). Representational Implications for Understanding Equivalence. School Science and Mathematics, 107(3), p. 86. School Science and Mathematics. Retrieved from http://libproxy.temple.edu/

Ding, M., Li, X., Piccolo, D., & Kulm, G. (2007). Teacher interventions in cooperativelearning mathematics classes. Journal of Educational Research, 100(3), pp. 162175. doi: 10.3200/JOER.100.3.162175