National/Internationally Refereed Journal Articles

Xin, Y. P., Liu, J., Jones, S., Tzur, R., SI, L. (accepted). A Preliminary Discourse Analysis of Constructivist-Oriented Math Instruction for A Student with Learning Disabilities. The Journal of Educational Research.

 

Xin, Y. P. & Hord, C. (2013). Conceptual model based teaching to facilitate geometry learning of students who struggle in mathematics.  Journal of Scholastic Inquiry: Education, 1(1), 147-160.

​

Hord, C. & Xin, Y. P. (2013). Intervention Research for Helping Elementary School Students with Math Learning Difficulties Understand and Solve Word Problems: 1996-2010.  Learning Disabilities: A Multidisciplinary Journal, 19(1), 3-17.

 

Zhang, D, Xin, Y. P., & Si, L. (2013). Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Difficulties. The Journal of Special Education, 47(1), 50-64.

​

Tzur, R., Johnson, H. L., McClintock, E., Kenney, R. H., Xin, Y. P., Si, L., Woodward, J., Hord, C. T., & Jin, X. (2013). Distinguishing schemes and tasks in children's development of multiplicative reasoning. PNA, 7(3), 85-101.

​

Xin, Y. P., Si, L., Hord, C., Zhang, D., Cetintas, S., & Park. J. Y. (2012). The effects of computer-assisted instruction in teaching Conceptual Model-Based problem solving. Learning Disabilities: A Multidisciplinary Journal, Vol. 18(2), pp. 71-85. 

Xin, Y. P., Zhang, D., Park, J. Y., Tom, K., Whipple, A., & Si, L. (2011). A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness. The Journal of Educational Research, 104,381-395.

​

Cetintas, S, Si,  L., Xin, Y. P., Zhang, D., Park, J. Y. & Tzur, R. (2010). “A Joint Probabilistic Classification Model of Relevant and Irrelevant Sentences in Mathematical Word Problems”. Journal of Educational Data Mining, 2(1), 83-101. 

​

Cetintas, S., Si, L., Xin, Y. P., and Hord, C. (2010). Automatic Detection of Off-Task Behaviors in Intelligent Tutoring Systems with Machine Learning Techniques. IEEE Transactions on Learning Technologies, 3(3), 228-236.

​

Tzur, R. (2007). Fine grain assessment of students’ mathematical understanding: Participatory and anticipatory stages in learning a new mathematical conception. Educational Studies in Mathematics, 66(3), 273-291.

​

Tzur, R., & Simon, M. A. (2004). Distinguishing two stages of mathematics conceptual learning. International Journal of Science and Mathematics Education, 2, 287-304.

​

Xin, Y. P. & Zhang, D. (2009). Exploring a conceptual model-based approach to teaching situated word problems.  The Journal of Educational Research, 102(6), 427-441.

​

Xin, Y. P. (2008). The effect of schema-based instruction in solving word problems: An emphasis on pre-algebraic conceptualization of multiplicative relations. Journal for Research in Mathematics Education.  39, 526-551.

​

Xin, Y. P., Wiles, B., & Lin, Y. (2008). Teaching conceptual model-based word-problem story grammar to enhance mathematics problem solving. The Journal of Special Education, 42, 163-178.

​

Xin, Y. P., Zhang, D., Park, J. Y., Tom, K., Whipple, A., & Si, L. (in press). A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness. The Journal of Educational Research.

Peer Reviewed Proceedings

​

Cetintas, S., Si, L., Xin, Y. P. and Hord, C. (2009). Predicting correctness of problem solving from low-level log data in intelligent tutoring systems. In Proceedings of the 2nd International Conference on Educational Data Mining (EDM)

​

Cetintas, S., Si, L., Xin, Y. P., Hord, C. & Zhang, D. (2009). Learning to identify students’ off-task behavior in intelligent tutoring systems. In V.Dimitrova, R. Mizoguchi, B. du Boulay, A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education (pp. 701-­703). Amsterdam, Netherlands: IOS Press.

​

Cetintas, S., Si, Luo., Xin, Y. P., Zhang, D., Park, J. (2009). Automatic text classification of mathematical word problems. In Proceedings of the 22nd International FLAIRS Conference (pp. 27-32). AAAI Press.

​

Tzur, R., Xin, Y. P., Si, L., Woodward, J., & Jin, X. (2009, July). Promoting transition from participatory to anticipatory stage: Chad’s case of multiplicative mixed unit coordination (MMUC). In Proceedings of the Psychology of Mathematics Education Conference (PME33), Thessaloniki, Greece.

​

Tzur, R.; Xin, Y. P.; Si, L. Kenney, R., & Guebert, A. (2010). Students with Learning Disability in Math Are Left Behind in Multiplicative Reasoning? Number as Abstract Composite Unit Is a Likely "Culprit."  ERIC database and abstract journal, Resources in Education (RIE), ED510991.

​

Woodward, J., Kenney, R., Zhang, D., Guebert, A., Cetintas, S., Tzur, R., Xin, Y. P. (2009).Conceptually based task design: Megan’s progress to the anticipatory stage of multiplicative double counting (mDC). In Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.(pp.1378-1385). Atlanta, GA: Georgia State University. 

​

Xin, Y. P. (2009). The effect of Conceptual model-based problem solving on mathematics performance of elementary students with learning disabilities or difficulties.  In Proceedings of the 11th Biennial Conference of International Association of Special education (IASE).

​

Xin, Y. P., Tzur, R., Si, L., Zhang, D., Hord, C., Luo, W., & Cetintas, S. (2009). Interweaving tasks and conceptions to promote multiplicative reasoning in students with learning disabilities in mathematics.  (mDC).  In. Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.(pp. 354-362.) Atlanta, GA: Georgia State University.

​

Zhang, D., Xin, Y. P., Tzur, R., Hord, C., Luo, S., & Cetintas, S. (2009). How do changes happen? Transition from intuitive to advanced strategies in multiplicative reasoning for students with math learning disabilities. In. Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp.718-725). Atlanta, GA: Georgia State University.