| Year |
Citation |
Score |
| 2020 |
Ding M, Hassler R, Li X. Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations International Journal of Mathematical Education in Science and Technology. 1-30. DOI: 10.1080/0020739X.2020.1749319 |
0.585 |
|
| 2019 |
Ding M, Li X, Hassler R, Barnett E. Understanding the properties of operations: a cross-cultural analysis International Journal of Mathematical Education in Science and Technology. 1-26. DOI: 10.1080/0020739X.2019.1657595 |
0.618 |
|
| 2015 |
Li X. Application of cooperative teaching method in engineering education Metallurgical and Mining Industry. 7: 160-165. |
0.321 |
|
| 2014 |
Ding M, Li X. Transition from concrete to abstract representations: The distributive property in a Chinese textbook series Educational Studies in Mathematics. 87: 103-121. DOI: 10.1007/S10649-014-9558-Y |
0.589 |
|
| 2013 |
Ding M, Li X, Capraro MM. Preservice elementary teachers' knowledge for teaching the associative property of multiplication: A preliminary analysis Journal of Mathematical Behavior. 32: 36-52. DOI: 10.1016/J.Jmathb.2012.09.002 |
0.619 |
|
| 2013 |
Li X. Are interpreting strategies teachable? Correlating trainees' strategy use with trainers' training in the consecutive interpreting classroom Interpreters Newsletter. 18: 105-128. |
0.406 |
|
| 2012 |
Ding M, Li X, Capraro MM, Kulm G. A Case Study of Teacher Responses to a Doubling Error and Difficulty in Learning Equivalent Fractions Investigations in Mathematics Learning. 4: 42-73. DOI: 10.1080/24727466.2012.11790312 |
0.551 |
|
| 2010 |
Ding M, Li X. A comparative analysis of the distributive property in U.S. and Chinese elementary mathematics textbooks Cognition and Instruction. 28: 146-180. DOI: 10.1080/07370001003638553 |
0.495 |
|
| 2010 |
Ding M, Li Y, Li X, Kulm G. Chinese teachers' attributions and coping strategies for student classroom misbehaviour Asia Pacific Journal of Education. 30: 321-337. DOI: 10.1080/02188791.2010.495832 |
0.736 |
|
| 2008 |
Li X, Li Y. Research on Students' Misconceptions to Improve Teaching and Learning in School Mathematics and Science School Science and Mathematics. 108: 4-7. DOI: 10.1111/J.1949-8594.2008.Tb17934.X |
0.498 |
|
| 2008 |
Li X, Ding M, Capraro MM, Capraro RM. 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: 195-217. DOI: 10.1080/07370000801980845 |
0.692 |
|
| 2008 |
Ding M, Li Y, Li X, Kulm G. Chinese teachers' perceptions of students' classroom misbehaviour Educational Psychology. 28: 305-324. DOI: 10.1080/01443410701537866 |
0.731 |
|
| 2007 |
Capraro RM, Capraro MM, Ding M, Li X. Thirty years of research: interpretations of the equal sign in China and the USA. Psychological Reports. 101: 784-6. PMID 18232434 DOI: 10.2466/Pr0.101.3.784-786 |
0.67 |
|
| 2007 |
Ding M, Li X, Piccolo D, Kulm G. Teacher interventions in cooperative-learning mathematics classes Journal of Educational Research. 100: 162-175. DOI: 10.3200/Joer.100.3.162-175 |
0.721 |
|
| 2007 |
Capraro MM, Ding M, Matteson S, Capraro RM, Li X. Representational Implications for Understanding Equivalence School Science and Mathematics. 107: 86-88. DOI: 10.1111/J.1949-8594.2007.Tb17773.X |
0.511 |
|
| 2006 |
Li X. Course building and implementation of information literacy instruction for Chongqing University library Library Management. 27: 362-369. DOI: 10.1108/01435120610702350 |
0.339 |
|
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