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Dr. Bikai Nie

  • Professor of Instruction - Mathematics
Portrait of Dr. Bikai Nie

Biography and expertise

Dr. Bikai Nie received his Ph.D. in Mathematics Education from East China Normal University in 2004. He received a Master’s Degree in Statistics from the University of Delaware in 2013. As a Research Associate at the University of Delaware, he worked on a series of mathematics education research projects, in which his research focused on investigating the impact of mathematics curricula on 6th -12th graders’ math studying and teachers’ teaching. His research interests include the preparation for pre-service math teachers, professional development for in-service mathematics teachers, mathematics curricula for K-16, problem solving, problem posing, and quantitative methods in mathematics education research. His teaching interests include Mathematics for K-12 Teachers, Quantitative Methods in Education Research, Statistics, Pre-Calculus, and Calculus.

Education

Doctorate Degree

EDD in Curriculum and Pedagogy

East China Normal University, 2004

Master's Degree

MS in Statistics

University of Delaware, 2013

Master's Degree

MED in Curriculum and Pedagogy

Guizhou Normal University, 2001

Teaching Interests

Research Interests

  • Nie, Bikai (Co-Principal). Implementing Techtivities to Promote Covariational Reasoning and Instructional Transformation in College Algebra (ITsCRITiCAL), NSF, Federal, $1599774. (Submitted: December 3, 2019). Grant.
  • Cai, J., Moyer, J. C., Wang, C., Wang, N., & Nie, B. (2024). Student learning and instructional tasks in different curricular contexts: A longitudinal study. International Journal of Educational Research, 125, 1–15. https://doi.org/10.1016/j.ijer.2024.102329
  • Obara, S., & Nie, B. (2023). Mathematics Teachers’ Geometric Thinking: A Case Study of In-service Teachers’ Constructing, Conjecturing, and Exploring with Dynamic Geometry Software. European Journal of Mathematics and Science Education4, 4(1), 65–78.
  • Obara, S., & Nie, B. (2019). Promoting Math Teacher Active Learning with the Lesson Study Approach: A Case Study of In-service Teachers’ Perspectives. International Journal for Lesson and Learning Studies, 8(2), 135–148.
  • Obara, S., Nie, B., & Simmons, J. (2018). Teachers’ Conceptions of Technology, School Policy and Teacher’s Roles When Using Technology. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1337–1349. https://doi.org/10.29333/ejmste/83569
  • Peng, A., Li, J., Nie, B., & Li, Y. (2017). Characteristics of Teaching Mathematical Problem Solving in China: Analysis of a Lesson from the Perspective of Variation. In Teaching and Learning Mathematics through Variation: Confucian Heritage Meets Western Theories (pp. 111–125).
View all scholarly/creative works
  • Award / Honor Nominee: Presidential Award for Teaching Excellence at the College Level, College of Science and Engineering. February 2, 2023 - Present
  • Award / Honor Recipient: Teaching Excellence, Department of Mathematics. December 2, 2022
  1. Organizer

    Math 1311/1315 Teaching Forum

  2. Organizer

    Math 1315/1311 Teaching Forum

  3. Other

    Math Department

  4. Reviewer / Referee

    Journal for Research in Mathematics Education

  5. Participant

    Texas State University Fall Commencements

  6. Member

    Math 1315 Common Final Exam Committee

  7. View all activities