This project will develop a cross-platform mathematics tutoring program that addresses the problem-solving skill difficulties of second- and third-grade students with learning disabilities in mathematics (LDM). COMPS-A is a computer-generated instructional program focusing on additive word problem solving; it will provide tutoring specifically tailored to each individual student's learning profile in real time.

**National/Internationally Refereed Journal Articles**

Xin, Y. P., Kim, S. J., Lei, Q., Wei, S., Liu, B., Wang, W., Kastberg, S., Chen, Y., Yang, X., Ma, X., Richardson, S. E. (2020). The impact of a conceptual model-based intervention program on math problem-solving performance of at-risk English learners. *Reading and Writing Quarterly, 36*(2), 104-123. https://www.tandfonline.com/doi/full/10.1080/10573569.2019.1702909

Xin, Y. P., Park, J., Tzur, R., & Si, L. (2020). The impact of a conceptual model-based mathematics computer tutor on multiplicative reasoning and problem-solving of students with learning disabilities. *The* *Journal of Mathematical Behavior, 58. available online Feb 27, 2020. *https://doi.org/10.1016/j.jmathb.2020.100762

Xin, Y. P. (2019). The effect of a conceptual model-based approach on “additive” word problem solving of elementary students who are struggling in mathematics. *ZDM**: Mathematics Education, 51*(1), 139-150. DOI: 10.1007/s11858-018-1002-9

Xin, Y. P.,Chiu, M. M., Tzur, R. Ma, X., Park, J., Yang, X. (2019). Discourse-oriented instruction: How does a teacher’s talk affect math problem solving and reasoning of students with Learning disabilities. *Learning Disability Quarterly, 43*, 43-56 doi.org/10.1177/0731948719858707".

Xin, Y. P., Tzur, Si, L. Hord, C., Liu, J., Park, J. Y. (2017). An intelligent tutor-assisted math problem-solving intervention program for students with learning difficulties. *Learning Disability Quarterly, 40(1), 4-16*.

Xin, Y. P., Liu, J., Jones, S., Tzur, R., SI, L. (2016). A preliminary discourse analysis of constructivist-oriented math instruction for a student with learning disabilities. *The Journal of Educational Research, 109*(4), 436-447. DOI:10.1080/00220671.2014.979910

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.

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, 18*(2), 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.

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.

**Peer-Reviewed Proceedings**

Kim, S., Kastberg, S. Xin, Y. P. Chen Y. & Wei, S. (2018). Development of the composite unit in additive problem solving of student with mathematics difficulty in a computer based-learning environment. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). (2018). *Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (*p.1280*). Greenville, SC: University of South Carolina & Clemson University.

Lei, Q., Xin, Y., P., Morita-Mullaney, T., & Tzur, R. (2018). Analyzing a discourse of scaffolds for mathematics instruction for an ELL with learning disabilities. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). (2018). *Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 460-467). Greenville, SC: University of South Carolina & Clemson University.

Wei, S., Xin,Y.P., & Chen,Y. (2020). Visualizing Students' Eye Movement to Understand Their Problem-Solving Process". Accepted by *the Proceedings of the 22nd International Conference on Human Computer Interaction,* Copenhagen, Denmark.

Wei, S., Lei, Q., Chen, Y., Xin, Y. P., Kastberg, S., & Kim, S. (2018). Evaluating the effects of highlighting text animations on the attention distribution of students with math learning difficulties. *Proceedings of the *2018 American Society for Engineering Education (ASEE) Conference.

Wei, S., Chen, Y., Xin, Y. P., Kastberg, S. (2018). An exploratory approach to analyzing students’ eye movements when solving math problems. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). (2018). *Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 1259-1262). Greenville, SC: University of South Carolina & Clemson University.

Xin, Y. P., Kim; S., Kastberg, S., Chen, Y., Liu, B., Lei, Q., Wang, W., Richardson, S. E., Wei, S. (2018). The effect of a computer-assisted model-based problem-solving program for students with learning difficulties in mathematics. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). (2018). *pp.1267-1270*). Greenville, SC: University of South Carolina & Clemson University.

Xin, Y. P., Kastberg, Si., & V. Chen. (2017). *Conceptual Model-based Problem Solving: A response to intervention program for students with LDM.* In E. Galindo & J. Newton (Eds.) *Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators, pp. 326.

Xin, Y. P., Yang, X., Tzur, R. Park J., Ma. X (2016). PGBM-COMPS math problem-solving program: promote independent problem solving of students with LD. *Proceedings of **13th International Congress on Mathematical Education* (ICME), Hamburg Germany.