1. Li, Y., & Lewis, W. J. (2018). About Roger E. Howe and his contributions to mathematics education. In Y. Li, W. J. Lewis, & J. Madden (Eds.). Mathematics Matters in Education [48]13 Essays in honor of Roger E. Howe. (pp. 9-18). Cham, Switzerland: Springer.
2. Wang, K., Wang, X., Li, Y., & Rugh, M. (2018). A framework on integrating the history of mathematics into teaching in Shanghai. Educational Studies in Mathematics. 98(2), 135-155.
3. Wang, K., Chen, Z., Luo, W., Li, Y., & Waxman, H. (2018). Examining the differences in job satisfaction between STEM and non-STEM novice teachers with leaving intentions. Eurasia Journal of Mathematics, Science and Technology Education, 14, 2329-2341.
4. Li, Y. (2018). Four years of development as a gathering place for international researchers and readers in STEM education. International Journal of STEM Education, 5:54.
5. Li, Y., & Huang, R. (Eds.) (2018). How Chinese acquire and improve mathematics knowledge for teaching. Leiden, The Netherlands: Brill|Sense Publishers.
6. Pu, S., Sun, X., & Li, Y. (2018). How do Chinese teachers acquire and improve their knowledge through intensive textbook studies? In Y. Li & R. Huang (Eds.). How Chinese acquire and improve mathematics knowledge for teaching. (pp. 165-184). Leiden, The Netherlands: Brill|Sense Publishers.
7. Li, Y., & Huang, R. (2018). Improving teachers[48]19 expertise and teaching through apprenticeship practice in mainland China: case studies. In Y. Li & R. Huang (Eds.). How Chinese acquire and improve mathematics knowledge for teaching. (pp. 241-262). Leiden, The Netherlands: Brill|Sense Publishers.
8. Li, Y. (2018). Journal for STEM Education Research [48]13 Promoting the development of interdisciplinary research in STEM education. Journal for STEM Education Research, 1(1-2), 1-6.
9. Li, Y., Lewis, W. J., & Madden, J. (Eds.) (2018). Mathematics Matters in Education [48]13 Essays in honor of Roger E. Howe. Cham, Switzerland: Springer.
10. Li, Y., Lewis, W. J., & Madden, J. (2018). [48]1CMathematics matters in education[48]1D to Roger E. Howe and to all: An introduction. In Y. Li, W. J. Lewis, & J. Madden (Eds.). Mathematics Matters in Education [48]13 Essays in honor of Roger E. Howe. (pp. 3-7). Cham, Switzerland: Springer.
11. Li, Y., & Huang, R. (2018). Teachers[48]19 acquisition and improvement of mathematical knowledge for teaching in China. In Y. Li & R. Huang (Eds.). How Chinese acquire and improve mathematics knowledge for teaching. (pp. 3-8). Leiden, The Netherlands: Brill|Sense Publishers.
12. Wang, K., Kuo, L., Li, Y., & Davis, T. J. (2017). Review of IES funded projects on mathematics education in the U.S. Journal of Mathematics Education, 26(5), 82-88
13. Li, Y. & Xu, J. (2016). Book Review: Student voice in mathematics classrooms around the world. Berinderjeet Kaur, Glenda Anthony, Minoru Ohtani, and David Clarke (Eds.) (2013). Educational Studies in Mathematics, 91(1), 141-48. (SSCI indexed, 2015 Impact factor: 0.839)
14. Li, Y. & Ma, T. (2015). Curriculum standards and textbooks as intended curriculum to structure students[48]19 mathematics learning in China and the United States. In S. Li & Y. Li (Eds.). Curriculum [48]22 Teacher [48]22 Classroom Instruction [48]13 Mathematics curriculum reform in China and the United States. (pp. 3-19). Beijing: Beijing Normal University Press. (in Chinese)
15. Zhang, N., & Li, Y. (2015). Examining mathematics classroom instruction with the implementation of new curriculum. In S. Li & Y. Li (Eds.). Curriculum [48]22 Teacher [48]22 Classroom Instruction [48]13 Mathematics curriculum reform in China and the United States. (pp. 244-260). Beijing: Beijing Normal University Press. (in Chinese)
16. Han, X., & Li, Y. (2015). Selected approaches to professional development of mathematics teachers in the United States. In S. Li & Y. Li (Eds.). Curriculum [48]22 Teacher [48]22 Classroom Instruction [48]13 Mathematics curriculum reform in China and the United States. (pp. 116-130). Beijing: Beijing Normal University Press. (in Chinese)
17. Ding, M., Li, X., Li, Y., & Gu, J. (2015). Specialized content knowledge for teaching beyond rule: The case of transforming equivalent fractions. In S. Li & Y. Li (Eds.). Curriculum [48]22 Teacher [48]22 Classroom Instruction [48]13 Mathematics curriculum reform in China and the United States. (pp. 44-61). Beijing: Beijing Normal University Press. (in Chinese)
18. Li, Y. & Hammer, J. (2015). Teaching at work: Innovating and sharing teaching approaches and practices to advance teacher preparation. In Y. Li & J. Hammer (Eds.), Teaching at work. (pp. 3-8). Rotterdam, the Netherlands: Sense Publishers
19. Sokolowski, A., Li, Y., & Willson, V. (2015). The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research. International Journal of STEM Education, 2:8
20. Larke, P. J., Webb-Hasan, G. C., Jimarez, T., & Li, Y. (2014). Analysis of Texas achievement data for elementary African American and Latino Females. Journal of Case Studies in Education. http://www.aabri.com/jcse.html
21. Huang, R., Ozel, Z. E. Y., Li, Y. & Osborne, R. V. (2014). Does classroom instruction stick to textbooks? - A case study of fraction division. In Y. Li & G. Lappan (Eds.) Mathematics curriculum in school education. Dordrecht: Springer.
22. Huang, R. & Li, Y. (2014). Improving classroom instruction in mathematics through exemplary lesson development: A Chinese approach. In Y. Li, E. A. Silver, & S. Li (Eds.) Transforming mathematics instruction: multiple approaches and practices. (pp. 231-252). Cham, Switzerland: Springer.
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23. Li, Y. (2014). Learning about and improving teacher preparation for teaching mathematics from an international perspective. In S. Blömeke, F.-J. Hsieh, G. Kaiser & W. H. Schmidt (Eds.). International perspectives on teacher knowledge, beliefs and opportunities to learn. (pp. 49-57). Dordrecht: Springer.
24. Li, Y., & Lappan, G. (2014). Learning and sharing of best practices in curriculum development (preface for part III). In Y. Li & G. Lappan (Eds.) Mathematics curriculum in school education. Dordrecht: Springer
25. Fuson, K. & Li, Y. (2014). Learning paths and learning supports for conceptual addition and subtraction in the US Common Core State Standards and in the Chinese standards. In Y. Li & G. Lappan (Eds.) Mathematics curriculum in school education. Dordrecht: Springer
26. Li, Y., & Lappan, G. (Eds.) (2014). Mathematics curriculum in school education. Dordrecht: Springer. (in the series of “Advances in Mathematics Education” edited by Gabriele Kaiser and Bharath Sriraman).
27. Li, Y., & Lappan, G. (2014). Mathematics curriculum in school education: Advancing research and practices from an international perspective. In Y. Li & G. Lappan (Eds.) Mathematics curriculum in school education. Dordrecht: Springer
28. Lappan, G., & Li, Y. (2014). Preface for part II. In Y. Li & G. Lappan (Eds.) Mathematics curriculum in school education. Dordrecht: Springer
29. Huang, R., & Li, Y. (2014). Promoting mathematical understanding: An examination of algebra instruction in Chinese and U.S. classrooms. In F. K. S. Leung, K. Park, D. Holton & D. Clarke (Eds.), Algebra teaching around the world (pp.213-232). Rotterdam, the Netherlands: Sense.
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30. Li, Y. & Li, J. (2014). Pursuing mathematics classroom instruction excellence through teaching contests. In Y. Li, E. A. Silver, & S. Li (Eds.) Transforming mathematics instruction: multiple approaches and practices. (pp. 383-406). Cham, Switzerland: Springer
31. Li, Y., Zhang, J., & Ma, T. (2014). School mathematics textbook design and development practices in China. In Y. Li & G. Lappan (Eds.) Mathematics curriculum in school education. Dordrecht: Springer
32. Li, Y., Silver, E. A., & Li, S. (Eds.) (2014). Transforming mathematics instruction: Multiple approaches and practices. Cham, Switzerland: Springer. (in the series of “Advances in Mathematics Education”)
33. Li, Y., Silver, E. A., & Li, S. (2014). Transforming mathematics instruction: What do we know and what can we learn from existing approaches and practices? In Y. Li, E. A. Silver, & S. Li (Eds.) Transforming mathematics instruction: multiple approaches and practices. (pp. 1-12). Cham, Switzerland: Springer.
34. Burkhardt, H., & Li, Y. (2013). About Alan H. Schoenfeld and his work. In Y. Li & J. Moschkovich (Eds.). Proficiency and beliefs in learning and teaching mathematics – learning from Alan Schoenfeld and Günter Törner. (pp. 9-18). Rotterdam, the Netherlands: Sense
35. Brungs, H. H., & Li, Y. (2013). About Günter Törner and his work. In Y. Li & J. Moschkovich (Eds.). Proficiency and beliefs in learning and teaching mathematics – learning from Alan Schoenfeld and Günter Törner. (pp. 19-29). Rotterdam, the Netherlands: Sense
36. Li, Y., & Huang, R. (Eds.) (2013). How Chinese teach mathematics and improve teaching. London; New York: Routledge (246 pages, published on July 19, 2012, in the series of “Studies in Mathematical Thinking and Learning” – edited by Alan Schoenfeld)
37. Huang, R., Li, Y., & Su, H. (2013). Improving mathematics instruction through exemplary lesson development in China. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching. (pp. 186-203). New York: Routledge.
38. Li, Y., & Huang, R. (2013). Introduction. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching. (pp. 3-10). New York: Routledge.
39. Ding, M., Li, Y., Li, X., & Gu, J. (2013). Knowing and understanding instructional mathematics content through intensive studies of textbooks. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching. (pp. 66-82). New York: Routledge
40. Li, Y., Qi, C., & Wang, R. (2013). Lesson planning through collaborations for improving classroom instruction and teacher expertise. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching. (pp. 83-97). New York: Routledge
41. Shao, G., Fan, Y., Huang, R., Ding, E., & Li, Y. (2013). Mathematics classroom instruction in China viewed from a historical perspective. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching. (pp. 11-28). New York: Routledge
42. Li, Y., & Moschkovich, J. N. (2013). Proficiency and beliefs in learning and teaching mathematics: An introduction. In Y. Li & J. Moschkovich (Eds.). Proficiency and beliefs in learning and teaching mathematics – learning from Alan Schoenfeld and Günter Törner. (pp. 3-7). Rotterdam, the Netherlands: Sense.
43. Li, Y., & Moschkovich, J. (Eds.) (2013). Proficiency and beliefs in learning and teaching mathematics – learning from Alan Schoenfeld and Günter Törner. Rotterdam, the Netherlands; Boston; Taipei: Sense Publishers. (325 pages, published on July 19, 2013, in the series of “Mathematics Teaching and Learning” – edited by Yeping Li).
44. Li, J., & Li, Y. (2013). The teaching contest as a professional development activity to promote classroom instruction excellence in China. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching. (pp. 204-220). New York: Routledge
45. Huang, X., Li, S., & Li, Y. (2012). An investigation of pre-service secondary mathematics teachers’ knowledge and confidence. Taiwan Journal of Mathematics Teachers, No 31, 17-36. (in Chinese)
46. 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-The International Journal on Mathematics Education, 44, 367-370.
47. Hao, H., Rackley, R. Li, Y. (2012) Fostering Children's Mathematical Thinking in a Reform-Oriented Kindergarten Classroom in Shanghai. Far East Journal of Mathematical Education, 8(1), 51-83
48. Huang, R., & Li, Y. (2012). What matters most: A comparison of expert and novice teachers’ noticing of mathematics classroom events. School Science and Mathematics, 112(7), 420-432
49. Li, Y., & Even, R. (Eds.). (2011). Approaches and practices in developing teachers' expertise in mathematics instruction. ZDM – The International Journal on Mathematics Education, 43, 759-1024
50. *Li, Y., Huang, R., & Yang, Y. (2011). Characterizing expert teaching in school mathematics in China – A prototype of expertise in teaching mathematics. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. (pp. 167-195). New York: Springer
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51. Li., Y. (2011). Elementary teachers’ thinking about a good mathematics lesson. International Journal of Science and Mathematics Education, 9, 949-973
52. Li, Y. & Kaiser, G. (2011). Expertise in mathematics instruction: Advancing research and practices from an international perspective. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. (pp. 3-15). New York: Springer
53. Li, Y. & Kaiser, G. (Eds.). (2011). Expertise in mathematics instruction: An international perspective. New York: Springer
54. Lin, P., & Li, Y. (2011). Expertise of mathematics teaching valued in Taiwanese classrooms. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. (pp. 263-291). New York: Springer
55. Huang, R., Kulm, G., Li, Y., Smith, D., & Bao, J. (2011). Impact of video case studies on elementary mathematics teachers’ ways of evaluating lessons: An exploratory study. The Mathematics Educator, 13(1), 53-71
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56. Li, Y., Tang, C., & Gong, Z. (2011). Improving teacher expertise through master teacher work stations: a case study. ZDM-The International Journal on Mathematics Education, 43, 763-776
57. Huang, R., Li, Y., Zhang, J., & Li, X. (2011). Improving teachers’ expertise in mathematics instruction through exemplary lesson development. ZDM-The International Journal on Mathematics Education, 43, 805-817
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58. Li, Y., & Qi, C. (2011). Online study collaboration to improve teachers’ expertise in instructional design in mathematics. ZDM-The International Journal on Mathematics Education, 43, 833-845
59. *Huang, R., & Li, Y. (2011). Overview of research on mathematics classroom instruction. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 7-21). Shanghai, China: Shanghai Educational Publishing
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60. *Huang, R., Li, Y., & Huang, X. (2011). Recent development in research on mathematics classroom instruction. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 23-53). Shanghai, China: Shanghai Educational Publishing House
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61. Kaiser, G. & Li, Y. (2011). Reflections and future prospects. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. (pp. 343-353). New York: Springer
62. *Huang, R., & Li, Y. (2011). Research on algebra instruction and case analysis. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 111-136). Shanghai, China: Shanghai Educational Publishing House
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63. *Huang, R., & Li, Y. (2011). Research on geometry instruction and case analysis. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 137-163). Shanghai, China: Shanghai Educational Publishing House
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64. *Huang, R., & Li, Y. (Eds.). (2011). Research on mathematics classroom instruction. Shanghai, China: Shanghai Educational Publishing House
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65. Li, Y. & *Huang, R. (2011). Research on mathematics classroom instruction: An introduction. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 1-6). Shanghai, China: Shanghai Educational Publishing House
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66. *Li, Y. & Huang, R. (2011). Research on mathematics classroom instruction: Where we are now and what we want to know more. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 187-203). Shanghai, China: Shanghai Educational Publishing House.
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67. Li, Y., Huang, R., Bao, J., & Fan, Y. (2011). Facilitating mathematics teachers’ professional development through ranking and promotion in Mainland China. In N. Bednarz, D. Fiorentini, & R. Huang (Eds.). The professional development of mathematics teachers: Experiences and approaches developed in different countries. (pp. 72 - 85). Ottawa, Canada: University of Ottawa Press
68. 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, 321-337. doi: 10.1080/02188791.2010.495832
69. Chen, X., & Li, Y. (2010). Instructional coherence in Chinese mathematics classroom - a case study of lessons on fraction division. International Journal of Science and Mathematics Education, 8, 711-735. doi: 10.1007/s10763-009-9182-y
70. Ma, Y., Zhao, D., & Li, Y. (2010). Mathematics curriculum reform in nine-year compulsory education in the Chinese Mainland: Progress and issues. Mathematics Bulletin -- a journal for educators, 49(special issue), 53-63.
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71. Liu, J. & Li, Y. (2010). Mathematics curriculum reform in the Chinese mainland: Changes and challenges. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia - Sharing and understanding mathematics education policies and practices. (pp. 9-31). Rotterdam, the Netherlands: Sense Publishers.
72. Li, Y. & Huan, Z. (Eds.). (2010). Mathematics education: perspectives and practices in the East and West. Mathematics Bulletin -- a journal for educators, 49(Special Issue), 1-151
73. Li, Y. & Leung, F. K. S. (2010). Practices and changes in mathematics curriculum and teacher education in selected education systems in East Asia: What can we learn? In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia - Sharing and understanding mathematics education policies and practices. (pp. 233-244). Rotterdam, the Netherlands: Sense Publishers.
74. Zhao, D., Ma, Y., Li, Y., & Xie, S. (2010). Prospective elementary mathematics teachers' knowledge in mathematics and pedagogy for teaching: With a focus on fraction division. Journal of Mathematics Education, 19(4), 44-48
75. Leung, F. K. S. & Li, Y. (Eds.). (2010). Reforms and issues in school mathematics in East Asia - Sharing and understanding mathematics education policies and practices. Rotterdam, The Netherlands: Sense Publishers.
76. Huang, R., Peng, S., Wang, L., & Li, Y. (2010). Secondary mathematics teacher professional development in China. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia - Sharing and understanding mathematics education policies and practices. (pp. 129-152). Rotterdam, the Netherlands: Sense Publishers.
77. Leung, F. K. S. & Li, Y. (2010). Sharing and understanding mathematics education policies and practices in East Asia: An introduction. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia - Sharing and understanding mathematics education policies and practices. (pp. 1-8). Rotterdam, the Netherlands: Sense Publishers.
78. Zhang, X. & Li, Y. (2010). The development of Chinese student computation skills in the context of school mathematics reform. Mathematics Bulletin -- a journal for educators, 49(special issue), 115-123
79. *Huang, R., Li, Y., & He, X. (2010). What constitutes effective mathematics instruction: A comparison of Chinese expert and novice teachers’ views. Canadian Journal for Science, Mathematics, and Technology Education, 10, 293-306. doi: 10.1080/14926156.2010.524965
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80. Li, Y. (2010). What teachers need to know more in mathematics than students: With a focus on conceptual knowledge for teaching fraction division. Mathematics Bulletin - a journal for educators, 49(special issue), 39-43.
81. Li, Y., Zhang, J., & Ma, T. (2009). Approaches and practices in developing mathematics textbooks in China. ZDM-The International Journal on Mathematics Education, 41, 733-748. DOI: 10.1007/s11858-009-0216-2
82. Li, Y., Chen, X., & An, S. (2009) Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and U.S. mathematics textbooks: The case of fraction division. ZDM-The International Journal on Mathematics Education, 41, 809-826. DOI: 10.1007/s11858-009-0177-5
83. Fuson, K., & Li, Y. (2009). Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. ZDM-The International Journal on Mathematics Education, 41, 793-808. DOI: 10.1007/s11858-009-0183-7
84. Li, Y. & Kulm, G. (Eds.) (2009). Curriculum research to improve mathematics teaching and learning. ZDM -The International Journal on Mathematics Education, 41, 709-832
85. Kulm, G., & Li, Y. (2009). Curriculum research to improve teaching and learning: national and cross-national studies. ZDM-The International Journal on Mathematics Education, 41, 709-715. DOI: 10.1007/s11858-009-0217-1
86. Li, Y., Li, X., & Ding, M. (2009). Does class size reduction necessarily lead to student achievement improvement? For the Learning of Mathematics: An international journal of mathematics education, 29(1), 26-27
87. Li, Y., & Huang, R. (2009). Examining and understanding prospective mathematics teacher preparation in China from an international perspective. Journal of Zhejiang Education Institute, 2009(1), 37-44
88. Huang, R., & Li, Y. (2009). Examining the nature of effective teaching through master teachers' lesson evaluation in China. In J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), Effective mathematics teaching from teachers' perspectives: National and cross-national studies. (pp. 163-181). Rotterdam, The Netherlands: Sense Publishers.
89. Li, Y., & Shimizu, Y. (eds.). (2009). Exemplary mathematics instruction and its development in East Asia. ZDM-The International Journal on Mathematics Education, 41(3), 257-395.
90. Li, Y., & Shimizu, Y. (2009). Exemplary mathematics instruction and its development in selected education systems in East Asia. ZDM-The International Journal on Mathematics Education, 41, 257-262. DOI: 10.1007/s11858-009-0179-3
91. Huang, R., & Li, Y. (2009). Learning from LPS studies on video-taped mathematics classroom instruction. Journal of Zhejiang Education Institute, 2009(1), 45-52
92. Li, Y., & Li, J. (2009). Mathematics classroom instruction excellence through the platform of teaching contests. ZDM-The International Journal on Mathematics Education, 41, 263-277. doi: 10.1007/s11858-009-0168-6
93. Li, Y., Chen, X., & Kulm, G. (2009). Mathematics teachers' practices and thinking in lesson plan development: A case of teaching fraction division. ZDM-The International Journal on Mathematics Education, 41, 717-731.
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94. Li., Y., Kulm, G., Huang, R., & Ding, M. (2009). On the quality of mathematics lesson: Do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), Effective mathematics teaching from teacher's perspectives: National and cross-national studies. (pp. 217-234). Rotterdam, The Netherlands: Sense Publishers.
95. Huang, R., & Li, Y. (2009). Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: A case study. ZDM-The International Journal on Mathematics Education, 41, 297-309. doi: 10.1007/s11858-008-0165-1
96. Lin, P., & Li, Y. (2009). Searching for good mathematics instruction at primary school level valued in Taiwan. ZDM-The International Journal on Mathematics Education, 41, 363-378. doi: 10.1007/s11858-009-0175-7
97. Li, Y. (2009). U.S. and Chinese teachers' practices and thinking in constructing curriculum for teaching. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 911-919). Athens, GA: Georgia State University
98. Ma, T., Huang, R., & Li, Y. (2008). A guide to mathematics education based on the best available scientific research. Curriculum, Teaching Material and Method, 28(8), 81-86.
99. Pang, J. & Li, Y. (2008). An analysis on the prospective elementary teachers knowledge in the case of division of fractions. Mathematical Education (Journal of the Korea Society of Mathematical Education, Series A). 47, 299-320
100. Huang, R., & Li, Y. (2008). Challenges and opportunities for in-service mathematics teacher professional development in China. Journal of Mathematics Education, 17(3), 1-7.
101. Li, Y., & Huang, R. (2008). Chinese elementary mathematics teachers knowledge in mathematics and pedagogy for teaching: The case of fraction division. ZDM - The International Journal on Mathematics Education, 40, 845-859
102. Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers perceptions of students classroom misbehavior. Educational Psychology, 28, 305-324.
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103. Li, Y., & Kulm, G. (2008). Knowledge and confidence of pre-service mathematics teacher: The case of fraction division. ZDM - The International Journal on Mathematics Education, 40, 833-843
104. Chen, X., & Li, Y. (2008). Language proficiency and mathematics learning. School Science and Mathematics, 108, 90-93.
105. Li, Y. (2008). Mathematical preparation of elementary school teachers: Generalists versus content specialists. School Science and Mathematics, 108, 169-172.
106. Li, Y., Ma, Y., & Pang, J. (2008). Mathematical preparation of prospective elementary teachers. In P. Sullivan & T. Wood (Eds.), International handbook of mathematics teacher education: Knowledge and beliefs in mathematics teaching and teaching development. (pp. 37-62). Rotterdam, The Netherlands: Sense.
107. Li, Y., Zhao, D., Huang, R., & Ma, Y. (2008). Mathematical preparation of elementary teachers in China: Changes and issues. Journal of Mathematics Teacher Education, 11, 417-430.
108. Ma, Y., Xie, S., Zhao, D., & Li, Y. (2008). Research on elementary teacher preparation model in four-year undergraduate programs. Journal of Higher Education, 29(4), 73-78.
109. Li, X., & Li, Y. (2008). Research on students misconceptions to improve teaching and learning in school mathematics and science. School Science and Mathematics Journal, 108, 4-7.
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110. Li, Y. (2008) Transforming curriculum from intended to implemented: What teachers need to do and what they learned in the U.S. and China. In Z. Usiskin, & E. Willmore (Eds.), Mathematics curriculum in Pacific Rim countries: China, Japan, Korea, and Singapore (pp. 183-195). Charlotte, NC: Information Age Publishing.
111. Li, Y. (2008). What do students need to learn about division of fractions? Mathematics Teaching in the Middle School, 13, 546-552.
112. Li, Y. (2007). Curriculum and culture: An exploratory examination of mathematics curriculum materials in their system and cultural contexts. The Mathematics Educator, 10(1), 21-38.
113. Li, Y. (2007). Curriculum & cognition: A study on math problems. Academic Exchange Quarterly, 11(2), 86-91.
114. Li, Y. (2007). Curriculum research to improve teaching and learning. School Science and Mathematics Journal, 107(5), 166-168.
115. Li, Y. (2007). Examining and understanding mathematics classroom instruction and possible contributing factors through a cross-national lens. School Science and Mathematics Journal, 107(8), 308-310.
116. Li, Y., Pang, J., & Huang, R. (2007). Master teachers in different system contexts. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1. Seoul, The Republic of Korea: PME.
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117. Li, Y., & Smith, D. (2007). Prospective middle school teachers knowledge in mathematics and pedagogy for teaching The case of fraction division. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 185-192. Seoul, The Republic of Korea: PME.
118. Li, Y., & Ginsburg, M (2006). Classification and framing of mathematical knowledge in Hong Kong, Mainland China, Singapore, and the United States: An analysis of textbooks in socio-cultural contexts. In F. K. S. Leung, K. D. Graf, & F. Lopez-Real (Eds.), Mathematics education in different cultural traditions A comparative study of East Asia and the West, The 13th ICMI Study. New York, NY: Springer.
119. Li, Y. & Lappan, G. (2003). Developing and improving mathematics teachers' competence: Practices and approaches across educational systems. International Journal of Educational Research, 37(1).
120. Li, Y. (2002). A comparison of integer addition and subtraction problem presented in American and Chinese mathematics textbooks. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research (pp. 151-154). Reston, VA: National Council of Teachers of Mathematics.
121. 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 Edcuational Research, 37(2).
122. Li, Y. (2001). Does the acquisition of mathematical knowledge make students better problem solvers?. In R. Speiser, C. A. Maher, & C. N. Walter (Eds.), Proceedings of the Twenty-Third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 1, pp. 501-508). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environment Education.
123. Li, Y. & Wang, J. (2001). Exploring relationships between mathematics education and student career aspirations. Research in Middle Level Education Annual, 24, 99-119.
124. 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), 234-241.
125. 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. Journal of Mathematical Behavior, 19(2), 233-246.
126. Graham, K.J., Li, Y., & Buck, J.C. (2000). Characteristics of mathematics teacher preparation programs in the United States: An exploratory study. The Mathematics Educator, 5(1/2), 1-4.
127. Li, Y. (2000). Purpose, function, and types of mathematics assessment in China: A historical perspective. ZDM- Zentrallblatt fur Didaktik der Mathematik (International Reviews on Mathematical Education), 2000(6), 192-200.
128. Li, Y. (2000). Understanding professional preparation and development of mathematics teachers in different education systems. The Mathematics Educator, 5(1/2).
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