Faculty Profiles

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/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).

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.

Hwang, S., Cai, J., Shih, J., Moyer, J. C., Wang, N., & Nie, B. (2015). Longitudinally investigating the impact of curricula and classroom emphases on the algebra learning of students of different ethnicities. In Large-scale studies in mathematics education (pp. 45–60). Springer.

Cai, J., Nie, B., & Xu, S. (2015). Teachers as researchers. Beijing, China: Beijing Normal University Publishing Group.

Cai, J., Nie, B., Moyer, J. C., & Wang, N. (2014). Teaching mathematics using Standards-based and traditional curricula: A case of variable ideas. In Mathematics curriculum in school education (pp. 391–415). Springer.

Cai, J., Silber, S., Hwang, S., Nie, B., Moyer, J. C., & Wang, N. (2014). Problem-solving strategies as a measure of longitudinal curricular effects on student learning. In Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 2, pp. 233–240). PME.

Nie, B., Freedman, T., Hwang, S., Wang, N., Moyer, J. C., & Cai, J. (2013). An investigation of teachers’ intentions and reflections about using standards-based and traditional textbooks in the classroom. Zentralblatt Fuer Didaktik Der Mathematik (International Journal on Mathematics Education), (45), 699–711.

Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garber, T. (2013). Mathematical problem posing as a measure of curricular effect on students’ learning. Educational Studies in Mathematics, 83(1), 57–69.

Hwang, S., Cai, J., Shih, J., Moyer, J. C., Wang, N., & Nie, B. (2012). Longitudinally investigating the impact of curricula and classroom emphases on equity in algebra learning. In Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 49–56). Western Michigan University.

Cai, J., Wang, N., Moyer, J. C., Wang, C., & Nie, B. (2011). Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United State. International Journal of Educational Research, 50(2), 117–136.

Moyer, J. C., Cai, J., Nie, B., & Wang, N. (2011). Impact of curriculum reform: Evidence of change in classroom instruction in the United States. International Journal of Educational Research, 50(2), 87–99.

Cai, J., Moyer, J. C., Wang, N., & Nie, B. (2011). Examining students’ algebraic thinking in a curricular context; A longitudinal study. In Early algebraization: A global dialogue from multiple perspectives (pp. 161–186). Springer.

Cai, J., Nie, B., & Moyer, J. C. (2010). The teaching of equation solving: Approaches in Standards-based and traditional curricula in the United States. Pedagogies: An International Journal, 5(3), 170–186.

Nie, B., Zheng, T., Sun, W., & Cai, J. (2010). Current mathematics education reform in the United States of America. Beijing， China, China: People’s Education Press.

Nie, B., Cai, J., & Moyer, J. C. (2009). How does a Standards-based curriculum differ from a traditional curriculum? Zentralblatt Für Didaktik Der Mathematik (The International Journal on Mathematics Education), 41(6), 777–792.

cai, J., Moyer, J. C., Nie, B., & Wang, N. (2009). Learning mathematics from classroom instruction using Standards-based and traditional curricula: An analysis of instructional tasks. In Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 692–699). Georgia State University.

Cai, J., & Nie, B. (2008). roblem solving in Chinese mathematics education: Research and practice. Zentralblatt Für Didaktik Der Mathematik (The International Journal on Mathematics Education), 39(5–6), 459–473.