YEPING LI

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YEPING LI

Professor

TEACHING, LEARNING & CULTURE

Curriculum Vitae

Yeping Li, Ph.D., is a Professor of Mathematics and STEM Education and former Head of Teaching, Learning & Culture (TLAC) Department (2011-2015) at Texas A&M University (TAMU). His research builds on his experiences in learning and teaching mathematics across various systems and cultural contexts. These cross-cultural differences provide him with a unique perspective to examine the factors in curriculum, teaching, and teacher education that contribute to students’ mathematics achievement, both within and across education systems. His extensive body of collaborative and co-edited works has made important contributions to the field of mathematics education. He has pioneered a new perspective on mathematics as an integral part of STEM (science, technology, engineering, and mathematics) through transformative efforts to promote multidisciplinary and interdisciplinary collaborative research and practice in mathematics and STEM education. He is the Founding Editor-in-Chief of the International Journal of STEM Education (established in August 2014, now ranked #1 in STEM education among SSCI journals) and the Journal for STEM Education Research (established in December 2018, now ranked #2 in STEM education based on Scopus CiteScore).

He is a prolific scholar with regular contributions to SSCI journals, refereed books and professional conference proceedings. His articles have frequently ranked among the most cited and/or downloaded in the International Journal of STEM Education and the Journal for STEM Education Research. In 2022, CNKI (China National Knowledge Infrastructure, Beijing) identified three of his articles among the top 1% most downloaded. He has published several influential scholarly works, including Transforming Mathematics Instruction (Springer, 2014) and Mathematics Curriculum in School Education (Springer, 2014), both of which are significant international research collaborations in the field. His work, Expertise in Mathematics Instruction (Springer, 2011), was the first to provide a comprehensive picture of the components making up this elusive competence and their contributions to the teaching process across various systems and cultural contexts. He has co-edited 18 volumes in STEM education, mathematics education, and teacher education published by many internationally well-recognized publishers.

He has been ranked among the World’s Top 1% Most-Cited Scientists in Education in 2023 and 2024, according to data verified by Elsevier and Stanford University. He has also been ranked as a Top Scholar by ScholarGPS since 2024, with his research contributions placing him in the top 0.5% of scholars worldwide.

Selected publications:

Li, Y. & Howe, R. E. (2021). Toward a thinking-oriented training in mathematics for elementary school teachers. In Y. Li, R. E. Howe, W. J. Lewis, & J. J. Madden (Eds.). Developing mathematical proficiency for elementary instruction. (pp. 13-49). Cham, Switzerland: Springer.

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2020). On computational thinking and STEM education. Journal for STEM Education Research, 3(2), 147-166.

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2020). Computational thinking is more about thinking than computing. Journal for STEM Education Research, 3(1), 1-18.

Li, Y. & Schoenfeld, A. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6:44.

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). Design and design thinking in STEM education. Journal for STEM Education Research, 2(2), 93-104.

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). On thinking and STEM education. Journal for STEM Education Research, 2(1), 1-13.

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Accepting New Ph.D. Students:

Professor Yeping Li is actively recruiting graduate students who are highly motivated and committed in doing research and pursuing an academic career. Interested applicants are encouraged to apply and welcomed to inquire directly with Dr. Li for additional information via email at yepingli@tamu.edu

Education

Ph.D., Cognitive Studies in Mathematics Education, University of Pittsburgh (1999)

M.Ed., Mathematics Education, Beijing Normal University (1991)

B.S., Mathematics, Hangzhou Normal University (1984)

COURSES TAUGHT

EDCI617. EARLY CHILD MATH & SCI

2019C

EDCI621. T And L Spc Dimsn And Meas Cpt

2008A

EDCI622. Theor Learn Teach Math

2008C,2006C

EDCI627. T And L Data Analysis And Unt Cnp

2009A

EDCI685. DIRECTED STUDIES

2020A,2016C

EDCI685. Directed Studies

2008C,2008B

EDCI689. Special Topics In Culture And Cognition

2007A

EDCI689. Special Topics In :curriculum Rsch Math Edu

2008C

EDCI690. Theory Of C And I Research

2007C

EDCI692. PROFESSIONAL STUDY

2015A,2014B,2013C,2013B,2013A

MASC351. PROBLEM SOLVING IN MATH

2020A,2019A,2018C,2017C,2016C

MASC450. INTEGRATED MATHEMATICS

2016A

FORMER DOCTORAL STUDENTS

Yu Xiao, Ph.D. (Summer 2022)

Ke Wang (Spring 2019)

Julie Merrill (Spring 2015)

Andrzej Sokolowski (Summer 2013)

Rayya Younes (Spring 2013)

Tingting Ma (Fall 2012)

Illham El-Saleh (Summer 2011)

Zeynep Yetkiner (Fall 2010)

Rongjin Huang (Fall 2010)

Xi Chen (Spring 2010)

Meixia Ding (Summer 2007)

Xiaobao Li (Fall 2006)

Zhixia You (Summer 2006)

SELECTED PUBLICATIONS

Books and Monographs

Anderson, J. & Li, Y. (Eds.) (2020). Integrated approaches to STEM education: An international perspective. Cham, Switzerland: Springer.

Huang, R., & Li, Y. (Eds.) (2017). Teaching and learning mathematics through variation. Rotterdam, the Netherlands: Sense Publishers.

Huang, R. & Li, Y. (Eds.) (2019). Teaching and learning mathematics through variation: Confucian heritage meets western theories. Shanghai, China: East China Normal University Publishing House. (in Chinese)

Li, S. & Li, Y. (Eds.) (2015). 课程 • 教师 • 课堂 — 中美数学课程改革比较和研究 (Curriculum • Teacher • Classroom – Mathematics curriculum reform in China and the United States). Beijing: Beijing Normal University Publishing House (in Chinese).

Li, Y., & Hammer, J. (Eds.) (2015). Teaching at work. Rotterdam, the Netherlands: Sense Publishers.

Li, Y., Howe, R. E., Lewis, W. J., & Madden, J. J. (Eds.) (2021). Developing mathematical proficiency for elementary instruction. Cham, Switzerland: Springer.

Li, Y., & Huang, R. (Eds.) (2018). How Chinese acquire and improve mathematics knowledge for teaching. Leiden, The Netherlands: Brill|Sense Publishers.

Li, Y., & Huang, R. (Eds.) (2019). How Chinese acquire and improve mathematics knowledge for teaching. Shanghai, China: East China Normal University Publishing House. (in Chinese)

Li, Y., & Huang, R. (Eds.) (2019). How Chinese teach mathematics and improve teaching. Shanghai, China: East China Normal University Publishing House. (in Chinese)

Li, Y., Lewis, W. J., & Madden, J. J. (Eds.) (2018). Mathematics matters in education – Essays in honor of Roger E. Howe. Cham, Switzerland: Springer.

Li, Y., Zeng, Z., & Song, N. (Eds.) (2024). Disciplinary and interdisciplinary education in STEM: Changes and innovations. Cham, Switzerland: Springer.

Li, Y., & Lappan, G. (Eds.) (2014). Mathematics curriculum in school education. Dordrecht: Springer. (in the series of [8220]Advances in Mathematics Education[8221] edited by Gabriele Kaiser and Bharath Sriraman).

Li, Y., Silver, E. A., & Li, S. (Eds.) (2014). Transforming mathematics instruction: Multiple approaches and practices. Cham, Switzerland: Springer. (in the series of [8220]Advances in Mathematics Education[8221])

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 [8220]Studies in Mathematical Thinking and Learning[8221] [8211] edited by Alan Schoenfeld)

Li, Y., & Moschkovich, J. (Eds.) (2013). Proficiency and beliefs in learning and teaching mathematics [8211] learning from Alan Schoenfeld and G[252]nter T[246]rner. Rotterdam, the Netherlands; Boston; Taipei: Sense Publishers. (325 pages, published on July 19, 2013, in the series of [8220]Mathematics Teaching and Learning[8221] [8211] edited by Yeping Li).

*Huang, R., & Li, Y. (Eds.). (2011). Research on mathematics classroom instruction. Shanghai, China: Shanghai Educational Publishing House

Li, Y. & Kaiser, G. (Eds.). (2011). Expertise in mathematics instruction: An international perspective. New York: Springer

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.

Journal Articles

Chiu, T. K. F., Li, Y.*, Ding, M., Hallström, J., & Koretsky, M. D. (2025). A decade of research contributions and emerging trends in the International Journal of STEM Education. International Journal of STEM Education, 12:12. (*corresponding author, same meaning if used thereafter)

Ding, M., Huang, R., Pressimone Beckowski, C., Li, X., & Li, Y.* (2024). A review of lesson study in mathematics education from 2015 to 2022: implementation and impact. ZDM – Mathematics Education, 56(1), 87-99.

Li, Y. (2023). Nine years of development in establishing the journal as a learning and research hub in STEM education. International Journal of STEM Education, 10:69.

Li, Y. (2024). A decade of advancing development, diversity, engagement, and excellence in STEM education. International Journal of STEM Education, 11:59.

Li, Y. (2024). Research trends and readership growth: a brief review of the journal’s first five years. Journal for STEM Education Research, 7(1), 1-11.

Li, Y. (2024). Six years of development: Setting the stage for the journal’s new phase. Journal for STEM Education Research, 7(3), 325-334.

Zhang, N., Wang, G.-M., & Li, Y. (2024). Evaluating the Impact of International Education Research: Design Orientation, Implementation Protection, and Reflections. Journal of Nantong University (Social Science), 40(4), pp. 145-158. (CSSCI).

Li, Y., Wang, K., & Xiao, Y. (2019). Exploring the status and development trends of STEM education research: A review of research articles in selected journals published between 2000 and 2018. Journal of Mathematics Education, 28(3), 45-52.

Wang, K., Li, Y., Luo, W., & Zhang, S. (2019). Selected factors contributing to teacher job satisfaction: A quantitative investigation using 2013 TALIS data. Leadership and Policy in Schools. doi: 10.1080/15700763.2019.1586963

Wang, K., Li, Y., & Xiao, Y. (2019). Exploring the Status and Development Trends of STEM Education Research: The case of IES funded projects on STEM education in the U.S. Journal of Mathematics Education, 28(3), 53-61.

Wang, K., Li, Y., & Xiao, Y. (2019). STEM teacher education: Exploring U.S. STEM teachers[48]19 job satisfaction. Journal of Mathematics Education, 28(3), 62-69.

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.

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.

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.

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.

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

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

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

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

Huang, R., & Li, Y. (2012). What matters most: A comparison of expert and novice teachers[8217] noticing of mathematics classroom events. School Science and Mathematics, 112(7), 420-432

Huang, X., Li, S., & Li, Y. (2012). An investigation of pre-service secondary mathematics teachers[8217] knowledge and confidence. Taiwan Journal of Mathematics Teachers, No 31, 17-36. (in Chinese)

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.

Huang, R., Kulm, G., Li, Y., Smith, D., & Bao, J. (2011). Impact of video case studies on elementary mathematics teachers[8217] ways of evaluating lessons: An exploratory study. The Mathematics Educator, 13(1), 53-71

Huang, R., Li, Y., Zhang, J., & Li, X. (2011). Improving teachers[8217] expertise in mathematics instruction through exemplary lesson development. ZDM-The International Journal on Mathematics Education, 43, 805-817

Li., Y. (2011). Elementary teachers[8217] thinking about a good mathematics lesson. International Journal of Science and Mathematics Education, 9, 949-973

Li, Y., & Even, R. (Eds.). (2011). Approaches and practices in developing teachers' expertise in mathematics instruction. ZDM [8211] The International Journal on Mathematics Education, 43, 759-1024

Li, Y., & Qi, C. (2011). Online study collaboration to improve teachers[8217] expertise in instructional design in mathematics. ZDM-The International Journal on Mathematics Education, 43, 833-845

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

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

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

*Huang, R., Li, Y., & He, X. (2010). What constitutes effective mathematics instruction: A comparison of Chinese expert and novice teachers[8217] views. Canadian Journal for Science, Mathematics, and Technology Education, 10, 293-306. doi: 10.1080/14926156.2010.524965

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.

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

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

Huang, R., & Li, Y. (2009). Learning from LPS studies on video-taped mathematics classroom instruction. Journal of Zhejiang Education Institute, 2009(1), 45-52

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

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

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

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

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.

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

Li, Y. & Kulm, G. (Eds.) (2009). Curriculum research to improve mathematics teaching and learning. ZDM -The International Journal on Mathematics Education, 41, 709-832

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

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

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

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.

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

Chen, X., & Li, Y. (2008). Language proficiency and mathematics learning. School Science and Mathematics, 108, 90-93.

Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers' perceptions of students' classroom misbehavior. Educational Psychology, 28, 305-324.

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.

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.

Li, Y. (2008). Mathematical preparation of elementary school teachers: Generalists versus content specialists. School Science and Mathematics, 108, 169-172.

Li, Y. (2008). What do students need to learn about division of fractions? Mathematics Teaching in the Middle School, 13, 546-552.

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

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

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.

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.

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.

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

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.

Li, Y. (2007). Curriculum & cognition: A study on math problems. Academic Exchange Quarterly, 11(2), 86-91.

Li, Y. (2007). Curriculum research to improve teaching and learning. School Science and Mathematics Journal, 107(5), 166-168.

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.

Li, Y. & Lappan, G. (2003). Developing and improving mathematics teachers' competence: Practices and approaches across educational systems. International Journal of Educational Research, 37(1).

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).

Li, Y. & Wang, J. (2001). Exploring relationships between mathematics education and student career aspirations. Research in Middle Level Education Annual, 24, 99-119.

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.

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.

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.

Li, Y. (2000). Understanding professional preparation and development of mathematics teachers in different education systems. The Mathematics Educator, 5(1/2).

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.

Silver, E.A. & Li, Y. (2000). Understanding professional preparation and development of mathematics teachers in different education systems: An introduction. The Mathematics Educator, 5(1/2), 1-4.

Li, Y. (1998). Exploring the nature of understanding in mathematics: A review of Understanding in Mathematics, by Anna Sierpinska. The Mathematics Educator, 3(2), 100-107.

Li, Y. (1998). The role and use of word problems in school mathematics. EduMath, 6, 49-60.

Book Chapters

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

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

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.

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.

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

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)

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)

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

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)

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)

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.

Li, Y. (2014). Learning about and improving teacher preparation for teaching mathematics from an international perspective. In S. Bl[246]meke, F.-J. Hsieh, G. Kaiser & W. H. Schmidt (Eds.). International perspectives on teacher knowledge, beliefs and opportunities to learn. (pp. 49-57). Dordrecht: Springer.

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

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.

Brungs, H. H., & Li, Y. (2013). About G[252]nter T[246]rner and his work. In Y. Li & J. Moschkovich (Eds.). Proficiency and beliefs in learning and teaching mathematics [8211] learning from Alan Schoenfeld and G[252]nter T[246]rner. (pp. 19-29). Rotterdam, the Netherlands: Sense

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 [8211] learning from Alan Schoenfeld and G[252]nter T[246]rner. (pp. 9-18). Rotterdam, the Netherlands: Sense

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

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.

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

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.

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 [8211] learning from Alan Schoenfeld and G[252]nter T[246]rner. (pp. 3-7). Rotterdam, the Netherlands: Sense.

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

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

*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

*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

*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

*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

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

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

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

*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.

Li, Y., Huang, R., Bao, J., & Fan, Y. (2011). Facilitating mathematics teachers[8217] 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

*Li, Y., Huang, R., & Yang, Y. (2011). Characterizing expert teaching in school mathematics in China [8211] 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

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

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.

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

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.

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.

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.

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.

Li, Y., & Smith, D. (2007). Prospective middle school teachers' knowledge in mathematics and pedagogy for teaching [150] 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.

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 [150] A comparative study of East Asia and the West, The 13th ICMI Study. New York, NY: Springer.

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.

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.