| Teacher interventions in cooperative-learning mathematics classes M Ding, X Li, D Piccolo, G Kulm The journal of educational research 100 (3), 162-175, 2007 | 250 | 2007 |
| Chinese teachers' perceptions of students' classroom misbehaviour M Ding, Y Li, X Li, G Kulm Educational Psychology 28 (3), 305-324, 2008 | 195 | 2008 |
| Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and the United States X Li, M Ding, MM Capraro, RM Capraro Cognition and Instruction 26 (2), 195-217, 2008 | 187 | 2008 |
| A comparative analysis of the distributive property in US and Chinese elementary mathematics textbooks M Ding, X Li Cognition and instruction 28 (2), 146-180, 2010 | 99 | 2010 |
| On mathematical understanding: perspectives of experienced Chinese mathematics teachers J Cai, M Ding Journal of Mathematics Teacher Education 20, 5-29, 2017 | 92 | 2017 |
| Transition from concrete to abstract representations: The distributive property in a Chinese textbook series M Ding, X Li Educational Studies in Mathematics 87, 103-121, 2014 | 83 | 2014 |
| How do exemplary Chinese and US mathematics teachers view instructional coherence? J Cai, M Ding, T Wang Educational Studies in Mathematics 85, 265-280, 2014 | 74 | 2014 |
| Chinese teachers' attributions and coping strategies for student classroom misbehaviour M Ding, Y Li, X Li, G Kulm Asia Pacific Journal of Education 30 (3), 321-337, 2010 | 70 | 2010 |
| Elementary teachers' learning to construct high-quality mathematics lesson plans: A use of the IES recommendations M Ding, MA Carlson The Elementary School Journal 113 (3), 359-385, 2013 | 69 | 2013 |
| Opportunities to learn: Inverse relations in US and Chinese textbooks M Ding Mathematical Thinking and Learning 18 (1), 45-68, 2016 | 45 | 2016 |
| Preservice elementary teachers’ knowledge for teaching the associative property of multiplication: A preliminary analysis M Ding, X Li, MM Capraro The Journal of Mathematical Behavior 32 (1), 36-52, 2013 | 45 | 2013 |
| Representational implications for understanding equivalence MM Capraro, M Ding, S Matteson, RM Capraro, X Li School Science and Mathematics 107 (3), 86-88, 2007 | 41 | 2007 |
| Linear quantity models in US and Chinese elementary mathematics classrooms M Ding, W Chen, RS Hassler Mathematical Thinking and Learning 21 (2), 105-130, 2019 | 18 | 2019 |
| Knowing and understanding instructional mathematics content through intensive studies of textbooks M Ding, Y Li, X Li, J Gu How Chinese teach mathematics and improve teaching, 66-82, 2012 | 16 | 2012 |
| Teacher knowledge necessary to address student errors and difficulties about equivalent fractions M Ding Teacher knowledge and practice in middle grades mathematics, 147-171, 2008 | 16 | 2008 |
| Thirty years of research: Interpretations of the equal sign in China and the USA RM Capraro, MM Capraro, M Ding, X Li Psychological Reports 101 (3), 784-786, 2007 | 16 | 2007 |
| Knowing mathematics for teaching: A case study of teacher responses to students' errors and difficulties in teaching equivalent fractions M Ding Texas A&M University, 2007 | 16 | 2007 |
| Developing preservice elementary teachers’ specialized content knowledge: the case of associative property M Ding International Journal of STEM Education 3, 1-19, 2016 | 14 | 2016 |
| Teaching early algebra through example-based problem solving: Insights from Chinese and US elementary classrooms M Ding Routledge, 2021 | 13 | 2021 |
| Children’s strategies to solving additive inverse problems: a preliminary analysis M Ding, AE Auxter Mathematics Education Research Journal 29, 73-92, 2017 | 12 | 2017 |
