- Ding, M. (2020, under contract). Teaching early algebra through example-based problem solving: Insights from Chinese and U.S. elementary classrooms. Routledge.*
- Ding, M., G Chen, W., & G Hassler, R. (2019). Linear quantity models in the US and Chinese elementary mathematics classrooms. Mathematical Thinking and Learning, 21, 105-130. doi: 10.1080/10986065.2019.1570834*
- Ding, M. (2016). Opportunities to learn: Inverse operations in U.S. and Chinese elementary mathematics textbooks. Mathematical Thinking and Learning, 18(1), 45-68. doi: 10.1080/10986065.2016.1107819*
- Ding, M., & G Carlson, M. A. (2013). Elementary teachers’ learning to construct high quality mathematics lesson plans: A use of IES recommendations. The Elementary School Journal, 113, 359–385. doi:10.1086/668505*
- Ding, M., & Li, X. (2010). A comparative analysis of the distributive property in the U.S. and Chinese elementary mathematics textbooks. Cognition and Instruction, 28, 146–180. doi: 10.1080/07370001003638553*
The goal of this CAREER program of research is to identify, from a cross-cultural perspective, essential Algebraic Knowledge for Teaching (AKT) that will enable elementary teachers to better develop students' algebraic thinking. This study explores AKT based on integrated insights of the U.S. and Chinese expert teachers' classroom performance.