Faculty Profile for Dr. Bikai Nie
Biography and EducationDr. 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.
Teaching InterestsMathematics for K-12 Teachers, Quantitative Methods in Education Research, Statistics, Pre-Calculus, and Calculus.
Research InterestsMy research interests include:
1)the preparation for pre-service math teachers,
2)professional development for in-service mathematics teachers,
3) mathematics curricula for K-16,
4) problem solving and problem posing, and
5) quantitative methods in mathematics education research.
Selected Scholarly/Creative Work
- 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).
- Cai, J., Jiang, C., Hwang, S., Nie, B., & Hu, D. (2016). Does textbook support the implementation of mathematical problem posing in classrooms? In Problem solving in mathematics education: New advances and perspectives (pp. 3–22). Springer.
Selected Service Activities
Math 1311/1315 Teaching Forum
Reviewer / Referee
Journal for Research in Mathematics Education
June 1, 2017-Present
Texas State University Fall Commencements
December 16, 2016-December 10, 2022
Math 1315 Common Final Exam Committee
September 2021-May 2022
Teaching Forum for Math 2311/2312
September 1, 2020-May 2021