1. Li, Y., Chen, X., & An, S. (in press) Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and U.S. mathematics textbooks: The case of fraction division. ZDM-The International Journal on Mathematics Education. doi: 10.1007/s11858-009-0177-5

2. Fuson, K., & Li, Y. (in press). Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. ZDM-The International Journal on Mathematics Education.

3. Li, Y. & Kulm, Gerald (eds.) (in press). Curriculum research to improve mathematics teaching and learning. ZDM – The International Journal on Mathematics Education

4. Huang, R., & Li, Y. (in press). Evaluating mathematics lessons by master teachers in China. In J. Cai, G. Kaiser, R. Perry, & N. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and international studies. Rotterdam, The Netherlands: Sense. ^*

5. Li, Y. & Kaiser, G. (Under contract). Expertise in mathematics instruction: An international perspective. New York: Springer.

6. Chen, X., & Li, Y. (in press). Instructional coherence in Chinese mathematics classroom – a case study of lessons on fraction division. International Journal of Science and Mathematics Education

7. Liu, J. & Li, Y. (in press). Mathematics curriculum reform in the Chinese mainland: Changes and challenges. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Pursuing excellence in mathematics curriculum and teacher education. Rotterdam, The Netherlands: Sense Publishers

8. Li, Y., Chen, X., & Kulm, G. (in press). Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. ZDM-The International Journal on Mathematics Education. doi: 10.1007/s11858-009-0174-8

9. Li., Y., Kulm, G., Huang, R., & Ding, M. (in press). On the quality of mathematics lesson: Do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, R. Perry, & N. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and international studies. Rotterdam, The Netherlands: Sense. ^*

10. Li, Y. & Leung, F. (in press). Practices and changes in mathematics curriculum and teacher education in selected education systems in East Asia: What might we learn? In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Pursuing excellence in mathematics curriculum and teacher education. Rotterdam, The Netherlands: Sense Publishers

Show All

1. Li, Y., Chen, X., & An, S. (in press) Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and U.S. mathematics textbooks: The case of fraction division. ZDM-The International Journal on Mathematics Education. doi: 10.1007/s11858-009-0177-5

2. Fuson, K., & Li, Y. (in press). Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. ZDM-The International Journal on Mathematics Education.

3. Li, Y. & Kulm, Gerald (eds.) (in press). Curriculum research to improve mathematics teaching and learning. ZDM – The International Journal on Mathematics Education

4. Huang, R., & Li, Y. (in press). Evaluating mathematics lessons by master teachers in China. In J. Cai, G. Kaiser, R. Perry, & N. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and international studies. Rotterdam, The Netherlands: Sense. ^*

5. Li, Y. & Kaiser, G. (Under contract). Expertise in mathematics instruction: An international perspective. New York: Springer.

6. Chen, X., & Li, Y. (in press). Instructional coherence in Chinese mathematics classroom – a case study of lessons on fraction division. International Journal of Science and Mathematics Education

7. Ma, Y., Zhao, D., & Li, Y. (in press). Mathematics curriculum reform in nine-year compulsory education in the Chinese Mainland: Progress and issues. Mathematics Bulletin

8. Liu, J. & Li, Y. (in press). Mathematics curriculum reform in the Chinese mainland: Changes and challenges. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Pursuing excellence in mathematics curriculum and teacher education. Rotterdam, The Netherlands: Sense Publishers

9. Li, Y., Chen, X., & Kulm, G. (in press). Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. ZDM-The International Journal on Mathematics Education. doi: 10.1007/s11858-009-0174-8

10. Li., Y., Kulm, G., Huang, R., & Ding, M. (in press). On the quality of mathematics lesson: Do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, R. Perry, & N. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and international studies. Rotterdam, The Netherlands: Sense. ^*

11. Li, Y. & Leung, F. (in press). Practices and changes in mathematics curriculum and teacher education in selected education systems in East Asia: What might we learn? In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Pursuing excellence in mathematics curriculum and teacher education. Rotterdam, The Netherlands: Sense Publishers

12. Leung, F. K. S. & Li, Y. (Under contract). Reforms and issues in school mathematics in East Asia. Rotterdam, The Netherlands: Sense Publishers.

13. Huang, R., Peng, S., Wang, L., & Li, Y. (in press). Secondary mathematics teacher professional development in China: From imitation to creation. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Pursuing excellence in mathematics curriculum and teacher education. Rotterdam, The Netherlands: Sense Publishers.

14. Leung, F. & Li, Y. (in press). Sharing and understanding mathematics education practices in East Asia: An introduction. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Pursuing excellence in mathematics curriculum and teacher education. Rotterdam, The Netherlands: Sense Publishers

15. Li, Y., Huang, R., Bao, J., & Fan, Y. (in press). Facilitating mathematics teachers’ professional development through ranking and promotion practices in mainland China. In N. Bednarz, D. Fiorentini, & R. Huang (Eds.). The professional development of mathematics teachers: Experiences and approaches developed in different countries. Canada: Ottawa University Press.

16. Li, Y., Zhang, J., & Ma, T. (2009). Approaches and practices in developing mathematics textbooks in China. ZDM-The International Journal on Mathematics Education, 41, 733-748. DOI: 10.1007/s11858-009-0216-2

17. Kulm, G., & Li, Y. (2009). Curriculum research to improve teaching and learning: national and cross-national studies. ZDM-The International Journal on Mathematics Education, 41, 709-715. DOI: 10.1007/s11858-009-0217-1

18. Li, Y., Li, X., & Ding, M. (2009). Does class size reduction necessarily lead to student achievement improvement? For the Learning of Mathematics: An international journal of mathematics education, 29(1), 26-27

19. Li, Y., & Huang, R. (2009). Examining and understanding prospective mathematics teacher preparation in China from an international perspective. Journal of Zhejiang Education Institute, 2009(1), 37-44

20. Huang, R., & Li, Y. (2009). Examining the nature of effective teaching through master teachers' lesson evaluation in China. In J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), Effective mathematics teaching from teachers' perspectives: National and cross-national studies. (pp. 163-181). Rotterdam, The Netherlands: Sense Publishers.

21. Li, Y., & Shimizu, Y. (eds.). (2009). Exemplary mathematics instruction and its development in East Asia. ZDM-The International Journal on Mathematics Education, 41(3), 257-395.

22. Li, Y., & Shimizu, Y. (2009). Exemplary mathematics instruction and its development in selected education systems in East Asia. ZDM-The International Journal on Mathematics Education, 41, 257-262. DOI: 10.1007/s11858-009-0179-3

23. Huang, R., & Li, Y. (2009). Learning from LPS studies on video-taped mathematics classroom instruction. Journal of Zhejiang Education Institute, 2009(1), 45-52

24. Li, Y., & Li, J. (2009). Mathematics classroom instruction excellence through the platform of teaching contests. ZDM-The International Journal on Mathematics Education, 41, 263-277. doi: 10.1007/s11858-009-0168-6

25. Li., Y., Kulm, G., Huang, R., & Ding, M. (2009). On the quality of mathematics lesson: Do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and cross-national studies. (pp. 217-234). Rotterdam, The Netherlands: Sense Publishers.

26. Huang, R., & Li, Y. (2009). Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: A case study. ZDM-The International Journal on Mathematics Education, 41, 297-309. doi: 10.1007/s11858-008-0165-1

27. Lin, P., & Li, Y. (2009). Searching for good mathematics instruction at primary school level valued in Taiwan. ZDM-The International Journal on Mathematics Education, 41, 363-378. doi: 10.1007/s11858-009-0175-7

28. Li, Y. (2009). U.S. and Chinese teachers' practices and thinking in constructing curriculum for teaching. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 911-919). Athens, GA: Georgia State University

29. Ma, T., Huang, R., & Li, Y. (2008). A guide to mathematics education based on “the best available scientific research”. Curriculum, Teaching Material and Method, 28(8), 81-86.

30. Pang, J. & Li, Y. (2008). An analysis on the prospective elementary teachers’ knowledge in the case of division of fractions. Mathematical Education (Journal of the Korea Society of Mathematical Education, Series A). 47, 299-320

31. Li, Y., & Huang, R. (2008). Chinese elementary mathematics teachers’ knowledge in mathematics and pedagogy for teaching: The case of fraction division. ZDM - The International Journal on Mathematics Education, 40, 845-859

32. Huang, R., & Li, Y. (2008). Challenges and opportunities for in-service mathematics teacher professional development in China. Journal of Mathematics Education, 17(3), 1-7.

33. Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers’ perceptions of students’ classroom misbehavior. Educational Psychology, 28, 305-324. ^*

34. Li, Y., & Kulm, G. (2008). Knowledge and confidence of pre-service mathematics teacher: The case of fraction division. ZDM - The International Journal on Mathematics Education, 40, 833-843

35. Chen, X., & Li, Y. (2008). Language proficiency and mathematics learning. School Science and Mathematics, 108, 90-93.

36. Li, Y. (2008). Mathematical preparation of elementary school teachers: Generalists versus content specialists. School Science and Mathematics, 108, 169-172.

37. Li, Y., Ma, Y., & Pang, J. (2008). Mathematical preparation of prospective elementary teachers. In P. Sullivan & T. Wood (Eds.), International handbook of mathematics teacher education: Knowledge and beliefs in mathematics teaching and teaching development. (pp. 37-62). Rotterdam, The Netherlands: Sense.

38. Li, Y., Zhao, D., Huang, R., & Ma, Y. (2008). Mathematical preparation of elementary teachers in China: Changes and issues. Journal of Mathematics Teacher Education, 11, 417-430.

39. Ma, Y., Xie, S., Zhao, D., & Li, Y. (2008). Research on elementary teacher preparation model in four-year undergraduate programs. Journal of Higher Education, 29(4), 73-78.

40. Li, X., & Li, Y. (2008). Research on students’ misconceptions to improve teaching and learning in school mathematics and science. School Science and Mathematics Journal, 108, 4-7. ^*

41. Li, Y. (2008) Transforming curriculum from intended to implemented: What teachers need to do and what they learned in the U.S. and China. In Z. Usiskin, & E. Willmore (Eds.), Mathematics curriculum in Pacific Rim countries: China, Japan, Korea, and Singapore (pp. 183-195). Charlotte, NC: Information Age Publishing.

42. Li, Y. (2008). What do students need to learn about division of fractions? Mathematics Teaching in the Middle School, 13, 546-552.

43. Li, Y. (2007). Curriculum & cognition: A study on math problems. Academic Exchange Quarterly, 11(2), 86-91.

44. Li, Y. (2007). Curriculum and culture: An exploratory examination of mathematics curriculum materials in their system and cultural contexts. The Mathematics Educator, 10(1), 21-38.

45. Li, Y. (2007). Curriculum research to improve teaching and learning. School Science and Mathematics Journal, 107(5), 166-168.

46. Li, Y. (2007). Examining and understanding mathematics classroom instruction and possible contributing factors through a cross-national lens. School Science and Mathematics Journal, 107(8), 308-310.

47. Li, Y., Pang, J., & Huang, R. (2007). Master teachers in different system contexts. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1. Seoul, The Republic of Korea: PME. ^*

48. Li, Y., & Smith, D. (2007). Prospective middle school teachers’ knowledge in mathematics and pedagogy for teaching – The case of fraction division. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 185-192. Seoul, The Republic of Korea: PME.

49. Li, Y., & Ginsburg, M (2006). Classification and framing of mathematical knowledge in Hong Kong, Mainland China, Singapore, and the United States: An analysis of textbooks in socio-cultural contexts. In F. K. S. Leung, K. D. Graf, & F. Lopez-Real (Eds.), Mathematics education in different cultural traditions – A comparative study of East Asia and the West, The 13th ICMI Study. New York, NY: Springer.

50. Li, Y. & Lappan, G. (2003). Developing and improving mathematics teachers' competence: Practices and approaches across educational systems. International Journal of Educational Research, 37(1).

51. Li, Y. (2002). A comparison of integer addition and subtraction problem presented in American and Chinese mathematics textbooks. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research (pp. 151-154). Reston, VA: National Council of Teachers of Mathematics.

52. Li, Y. (2002). Knowing, understanding and exploring the content and formation of curriculum materials: A Chinese approach to empower prospective elementary school teachers pedagogically. International Journal of Edcuational Research, 37(2).

53. Li, Y. (2001). Does the acquisition of mathematical knowledge make students better problem solvers?. In R. Speiser, C. A. Maher, & C. N. Walter (Eds.), Proceedings of the Twenty-Third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 1, pp. 501-508). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environment Education.

54. Li, Y. & Wang, J. (2001). Exploring relationships between mathematics education and student career aspirations. Research in Middle Level Education Annual, 24, 99-119.

55. Li, Y. (2000). A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. Journal for Research in Mathematics Education, 31(2), 234-241.

56. Li, Y. & Silver, E.A. (2000). Can younger students succeed where older students fail? An examination of third graders' solutions of a division-with-remainder (DWR) problem. Journal of Mathematical Behavior, 19(2), 233-246.

57. Graham, K.J., Li, Y., & Buck, J.C. (2000). Characteristics of mathematics teacher preparation programs in the United States: An exploratory study. The Mathematics Educator, 5(1/2), 1-4.

58. Li, Y. (2000). Purpose, function, and types of mathematics assessment in China: A historical perspective. ZDM- Zentrallblatt fur Didaktik der Mathematik (International Reviews on Mathematical Education), 2000(6), 192-200.

59. Li, Y. (2000). Understanding professional preparation and development of mathematics teachers in different education systems. The Mathematics Educator, 5(1/2).

60. Silver, E.A. & Li, Y. (2000). Understanding professional preparation and development of mathematics teachers in different education systems: An introduction. The Mathematics Educator, 5(1/2), 1-4.

61. Li, Y. (1998). Exploring the nature of understanding in mathematics: A review of Understanding in Mathematics, by Anna Sierpinska. The Mathematics Educator, 3(2), 100-107.

62. Li, Y. (1998). The role and use of word problems in school mathematics. EduMath, 6, 49-60.
Show Top 10

Investigating US and Chinese Mathematics Teacher Planning, Teaching Performance, and Student Achievement: The Case of Division of Fractions.
Spencer Foundation (Private)
2005/12/01 - 2007/11/30
Total Funding: 39,965.