HR job title
- Professor
- Contact Info
- 1 979 845 8384
- Websites
Li, Yeping Professor
Positions
My research focuses on curriculum studies in school mathematics, international education, STEM education, and teacher education.
- Overview
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- Research
- Teaching
- Works By Students
- Background
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Overview
Publications
selected publications
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academic article
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Li, Y., Wang, K. e., Xiao, Y. u., & Wilson, S. M.
(2022).
Trends in Highly Cited Empirical Research in STEM Education: a Literature Review. 5(3), 303-321.
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Huang, X., Xiao, Y. u., Webster, J. S., Howe, R. E., & Li, Y.
(2022).
Exploring Shanghai students' mathematics learning as related to content presentation in textbooks: the case of the commutative property of addition. ZDM.
54(3), 595-609.
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Li, Y.
(2021).
Seven years of development as building a foundation for the journals leadership in promoting STEM education internationally. International Journal of STEM Education.
8(1), 58.
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Wang, K. e., Wang, X., Li, Y., & Rugh, M. S.
(2018).
A framework for integrating the history of mathematics into teaching in Shanghai. Educational Studies in Mathematics.
98(2), 135-155.
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Wang, K. e., Chen, Z., Luo, W., Li, Y., & Waxman, H.
(2018).
Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions. Eurasia Journal of Mathematics, Science and Technology Education.
14(6), 2329-2341.
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Kuo, L., Li, Y., Sadoski, M., & Kim, T.
(2014).
Acquisition of Chinese characters: the effects of character properties and individual differences among learners. Contemporary Educational Psychology.
39(4), 287-300.
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Li, Y.
(2012).
Mathematics teacher preparation examined in an international context: learning from the Teacher Education and Development Study in Mathematics (TEDS-M) and beyond. ZDM.
44(3), 367-370.
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Li, Y., & Even, R.
(2011).
Approaches and practices in developing teachers expertise in mathematics instruction: an introduction. 43(6-7), 759-762.
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Li, Y., Tang, C., & Gong, Z.
(2011).
Improving teacher expertise through master teacher work stations: a case study. 43(6-7), 763-776.
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Huang, R., Li, Y., Zhang, J., & Li, X.
(2011).
Improving teachers expertise in mathematics instruction through exemplary lesson development. 43(6-7), 805-817.
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Li, Y., & Qi, C.
(2011).
Online study collaboration to improve teachers expertise in instructional design in mathematics. 43(6-7), 833-845.
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Li, Y.
(2011).
ELEMENTARY TEACHERS THINKING ABOUT A GOOD MATHEMATICS LESSON. 9(4), 949-973.
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Chen, X. i., & Li, Y.
(2010).
INSTRUCTIONAL COHERENCE IN CHINESE MATHEMATICS CLASSROOM-A CASE STUDY OF LESSONS ON FRACTION DIVISION. 8(4), 711-735.
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Ding, M., Li, Y., Li, X., & Kulm, G.
(2010).
Chinese teachers' attributions and coping strategies for student classroom misbehaviour. Asia Pacific Journal of Education.
30(3), 321-337.
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Huang, R., Li, Y., & He, X.
(2010).
What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers Views. Canadian Journal of Science, Mathematics and Technology Education.
10(4), 293-306.
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Li, Y., Zhang, J., & Ma, T.
(2009).
Approaches and practices in developing school mathematics textbooks in China. 41(6), 733-748.
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Li, Y., Chen, X. i., & An, S.
(2009).
Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division. 41(6), 809-826.
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Fuson, K. C., & Li, Y.
(2009).
Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. 41(6), 793-808.
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Kulm, G., & Li, Y.
(2009).
Curriculum research to improve teaching and learning: national and cross-national studies. 41(6), 709-715.
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Li, Y., Chen, X. i., & Kulm, G.
(2009).
Mathematics teachers' practices and thinking in lesson plan development: a case of teaching fraction division. 41(6), 717-731.
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Li, Y., & Shimizu, Y.
(2009).
Exemplary mathematics instruction and its development in selected education systems in East Asia. 41(3), 257-262.
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Li, Y., & Li, J.
(2009).
Mathematics classroom instruction excellence through the platform of teaching contests. 41(3), 263-277.
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Huang, R., & Li, Y.
(2009).
Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: a case study. 41(3), 297-309.
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Lin, P., & Li, Y.
(2009).
Searching for good mathematics instruction at primary school level valued in Taiwan. 41(3), 363-378.
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Li, Y., & Huang, R.
(2008).
Chinese elementary mathematics teachers knowledge in mathematics and pedagogy for teaching: the case of fraction division. 40(5), 845-859.
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Li, Y., & Kulm, G.
(2008).
Knowledge and confidence of pre-service mathematics teachers: the case of fraction division. 40(5), 833-843.
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Li, Y., Zhao, D., Huang, R., & Ma, Y.
(2008).
Mathematical preparation of elementary teachers in China: changes and issues. 11(5), 417-430.
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Ding, M., Li, Y., Li, X., & Kulm, G.
(2008).
Chinese teachers' perceptions of students' classroom misbehaviour. 28(3), 305-324.
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Li, Y., & Lindner, J. R.
(2007).
Faculty adoption behaviour about web-based distance education: a case study from China Agricultural University. British Journal of Educational Technology.
38(1), 83-94.
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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 Educational Research.
37(2), 179-193.
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Lappan, G., & Li, Y.
(2002).
Reflections and recommendations. International Journal of Educational Research.
37(2), 227-232.
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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), 239-241.
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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. The Journal of Mathematical Behavior.
19(2), 233-246.
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Li, Y.
(2000).
Purpose, function and types of mathematics assessment in China. ZDM.
32(6), 192-200.
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Li, Y., Wang, K. e., Xiao, Y. u., & Wilson, S. M.
(2022).
Trends in Highly Cited Empirical Research in STEM Education: a Literature Review. 5(3), 303-321.
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book
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Li, Y., & Hammer, J.
(2015).
Teaching at Work. SensePublishers.
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Li, Y., & Kaiser, G.
(2011).
Expertise in Mathematics Instruction. Springer US.
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Li, Y., & Hammer, J.
(2015).
Teaching at Work. SensePublishers.
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chapter
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Li, Y.
(2022).
Developing Expertise and Professional Friendship Through Collaborations. Initiationen mathematikdidaktischer Forschung.
(pp. 591-594).
Springer Nature.
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Li, Y., Howe, R. E., Lewis, W. J., & Madden, J. J.
(2021).
Developing Mathematical Proficiency for Elementary Instruction: An Introduction. Developing Mathematical Proficiency for Elementary Instruction.
(pp. 3-9).
Springer Nature.
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Li, Y., & Howe, R. E.
(2021).
Toward a Thinking-Oriented Training in Mathematics for Elementary School Teachers. Developing Mathematical Proficiency for Elementary Instruction.
(pp. 13-49).
Springer Nature.
-
Li, Y., & Hammer, J.
(2015).
Teaching at Work. Teaching at Work.
(pp. 3-8).
Springer Nature.
-
Huang, R., & Li, Y.
(2014).
Algebra Teaching around the World. Leung, F., Park, K., Holton, D., & Clarke, D. (Eds.),
Algebra Teaching around the World.
(pp. 213-232).
SensePublishers.
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Li, Y., & Moschkovich, J. N.
(2013).
Proficiency and Beliefs in Learning and Teaching Mathematics. Li, Y., & Moschkovich, J. N. (Eds.),
Proficiency and Beliefs in Learning and Teaching Mathematics: Learning from Alan Schoenfeld and Gnter Trner.
(pp. 1-317).
SensePublishers.
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Ding, M., Li, Y., Li, X., & Gu, J.
(2012).
How Chinese Teach Mathematics and Improve Teaching. Li, Y., & Huang, R. (Eds.),
How Chinese Teach Mathematics and Improve Teaching.
(pp. 66-82).
Routledge.
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Li, Y., Huang, R., & Yang, Y.
(2011).
Characterizing Expert Teaching in School Mathematics in China A Prototype of Expertise in Teaching Mathematics. Expertise in Mathematics Instruction.
(pp. 167-195).
Springer Nature.
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Li, Y., & Kaiser, G.
(2011).
Expertise in Mathematics Instruction: Advancing Research and Practice from an International Perspective. Expertise in Mathematics Instruction.
(pp. 3-15).
Springer Nature.
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Lin, P., & Li, Y.
(2011).
Expertise of Mathematics Teaching Valued in Taiwanese Classrooms. Expertise in Mathematics Instruction.
(pp. 263-291).
Springer Nature.
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Kaiser, G., & Li, Y.
(2011).
Reflections and Future Prospects. Expertise in Mathematics Instruction.
(pp. 343-353).
Springer Nature.
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Li, Y., & Ginsburg, M. B.
(2006).
Classification and Framing of Mathematical Knowledge in Hong Kong, Mainland China, Singapore, and the United States. New Icmi Studies Series.
Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West.
(pp. 195-211).
Springer Nature.
-
Li, Y.
(2022).
Developing Expertise and Professional Friendship Through Collaborations. Initiationen mathematikdidaktischer Forschung.
(pp. 591-594).
Springer Nature.
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conference paper
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Inventado, P. S., Inventado, S., Matsuda, N., Li, Y., Scupelli, P., Ostrow, K., ... McGuire, P.
(2018).
Using Design Patterns for Math Preservice Teacher Education. 1-8.
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Inventado, P. S., Inventado, S., Matsuda, N., Li, Y., Scupelli, P., Ostrow, K., ... McGuire, P.
(2018).
Using Design Patterns for Math Preservice Teacher Education. 1-8.
Research
principal investigator on
Teaching
teaching activities
- EDCI617 Early Child Math & Sci Instructor
- EDCI622 Theor Learn Teach Math Instructor
- EDCI627 T&l Data Anyls & Unt Cnp Instructor
- EDCI628 Anlzg&rptg Fld-bsd Resch Instructor
- EDCI685 Directed Studies Instructor
- EDCI691 Research Instructor
- EDCI691 Research Instructor
- EDCI692 Professional Study Instructor
- MASC351 Problem Solving In Math Instructor
Works By Students
chaired theses and dissertations
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Chen, Xi (2011-08). A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.
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Ding, Meixia (2009-05). Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions.
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El-Saleh, Ilham Kamel (2011-10). Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.
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Huang, Rongjin (2012-02). Prospective Mathematics Teachers' Knowledge for Teaching Algebra in China and the U.S.
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Lee, Jin Hee (2012-10). Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students.
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Li, Xiaobao (2009-05). Cognitive analysis of students' errors and misconceptions in variables, equations, and functions.
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Ma, Tingting (2012-11). Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.
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Merrill, Julie (2015-05). The Flipped Classroom: An Examination of Veteran Teachers' Practices When Flipping Their Classrooms for the First Time.
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Sokolowski, Andrzej (2013-07). The Effects of Exploratory Learning Environments on Students' Mathematics Achievements.
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Yetkiner, Zeynep 1978- (2010-12). Achievement and Opportunity Gaps in Mathematics Education in Turkey Compared to European Union Countries.
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You, Zhixia (2009-05). Preservice teachers' knowledge of linear functions within multiple representation modes.
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Younes, Rayya (2013-03). The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007..
Background
education and training
- Ph.D. in Cognitive Studies in Education, University of Pittsburgh - (Pittsburgh, Pennsylvania, United States) 1999
Contact
first name
- Yeping
has last name
- Li
mailing address
-
Texas A&M University
Teaching, Learning And Culture (Tlac)
4232 TAMU
College Station, TX 77843-4232
USA
Other
- yepingli@tamu.edu