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Why do U.S. and Chinese students think differently in mathematical problem solving?Impact of early algebra learning and teachersʼ beliefs

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2021Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project88 cited

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2005

Solution representations and pedagogical representations in Chinese and U.S. classrooms

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2009Effective Mathematics Teaching from Teachers' Perspectives60 cited

2010A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks56 cited

2014Transition from concrete to abstract representations: the distributive property in a Chinese textbook series55 cited

2019An elementary mathematics teacher learning to teach using problem posing: A case of the distributive property of multiplication over addition55 cited

2011Impact of curriculum reform: Evidence of change in classroom practice in mainland China53 cited

2020Teachers’ Beliefs about Mathematics, Learning, Teaching, Students, and Teachers: Perspectives from Chinese High School In-Service Mathematics Teachers49 cited

2005U.S. and Chinese Teachers' Conceptions and Constructions of Representations: A Case of Teaching Ratio Concept47 cited

2011Developing Students’ Algebraic Thinking in Earlier Grades: Lessons from China and Singapore46 cited

2013Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans43 cited

2015Knowledge and knowing in mathematics and pedagogy: a case study of mathematics student teachers’ epistemological beliefs23 cited