Cai, J. & Howson, A. G. (2013). Toward an international
mathematics curriculum. In M. A. Clements, A.
Bishop, C. Keitel, J. Kilpatrick, & K.S. F. Leung (Eds.), Third International Handbook of
Mathematics Education Research (pp. xxxxx). Springer.
Cai, J. & Hwang, S. (2013). Characterizing
mathematics education in China: A perspective on
improving student learning. In Sriraman, B., Cai,
J., Lee, KH., Fan, F., Shimuzu, Y., Lim C. S.,
Subramanium, K. (Eds).
The First Sourcebook on Asian
Research in Mathematics Education: China, Korea, Singapore, Japan,
Malaysia and India (pp. xxxxx). Information Age Publishing,
Charlotte, NC.
Cai, J., Nie, B.,
Ye, L. (2013). Mathematical problem solving in Chinese
classroom. In Sriraman, B., Cai, J., Lee, KH., Fan,
F., Shimuzu, Y., Lim C. S., Subramanium,
K. (Eds), The
First Sourcebook on Asian Research in Mathematics Education: China,
Korea, Singapore, Japan, Malaysia and India (pp. xxxxx).
Information Age Publishing, Charlotte, NC.
Ni, Y., Li, Q., Cai, J. & Hou, K. (2013). Has curriculum reform made a
difference in the classroom? An evaluation of the new mathematics
curriculum in Mainland China. In Sriraman, B., Cai,
J., Lee, KH., Fan, F., Shimuzu, Y., Lim C. S.,
Subramanium, K. (Eds),
The First Sourcebook on Asian
Research in Mathematics Education: China, Korea, Singapore, Japan,
Malaysia and India (pp. xxxxx) . Information Age Publishing,
Charlotte, NC.
Suter, L. & Cai,
J. (2013). Charactering Chinese mathematics curriculum: An
international comparative perspective. In Sriraman, B., Cai,
J., Lee, KH., Fan, F., Shimuzu, Y., Lim C. S.,
Subramanium, K. (Eds),
The First Sourcebook on Asian
Research in Mathematics Education: China, Korea, Singapore, Japan,
Malaysia and India (pp. xxxxx). Information Age Publishing, Charlotte,
NC.
Nie,
B., Freedman, T., Hwang, S., Wang, N., Moyer, J. C., & Cai, J. (2013). An
investigation of teachers’ intentions and reflections about using
standardsbased and traditional textbooks in the classroom. Zentralblatt fuer Didaktik der Mathematik
(International Journal on Mathematics Education).
Cai,
J., Moyer, J. C., Wang, N., Hwang, S., Nie, B.,
& Garber, T. (2012). Mathematical
problem posing as a measure of curricular effect on students' learning.
Educational Studies in Mathematics.
Cai,
J., & Wong, N. Y. (2012). Effective mathematics teaching: Conceptualisation, research, and reflections. In W.
Blum, F. R. Borromeo. & K. Maaß (Eds.), Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität
(pp. 294303). Wiesbaden: Springer Spektrum.
Cai, J.,
Wang, N., Moyer, J. C., Wang, C., & Nie, B.
(2011). Longitudinal investigation of the curricular effect: An
analysis of student learning outcomes from the LieCal
Project in the United State. International
Journal of Educational Research, 50(2),
117136.
Cai,
J. & Ni, Y. (2011). Investigating curricular effect on the teaching
and learning of mathematics in a cultural context: Theoretical and
methodological considerations. International
Journal of Educational Research, 50(2),
6570.
Moyer, J. C., Cai, J., Nie, B., &
Wang, N. (2011). Impact of curriculum reform: Evidence of change in classroom
instruction in the United States. International Journal of Educational Research, 50(2), 8799.
Ni, Y. & Cai, J. (2011). Searching for evidence of curricular
effect on the teaching and learning of mathematics: Lessons from the two
longitudinal projects. International
Journal of Educational Research, 50(2),
137143.
Cai, J. & Knuth, E. (Eds.). (2011). Early algebraization: A global dialogue from multiple
perspectives. New York, NY:
Springer.
Cai, J., Moyer, J. C., Wang, N., & Nie,
B. (2011). Examining
students’ algebraic thinking in a curricular context: A
longitudinal study. In J. Cai & E.
Knuth (Eds.)., Early algebraization: A global dialogue
from multiple perspectives (pp. 161186). New York, NY: Springer.
Cai,
J., Ng, S. F., & Moyer, J. C. (2011). Developing
students’ algebraic thinking in earlier grades: Lessons from China
and Singapore. In J. Cai & Knuth, E.,
(Eds.), Early algebraization: A global
dialogue from multiple perspectives (pp. 2542). New York, NY: Springer.
Cai,
J. & Knuth, E. (2011). Introduction: A global dialogue about
early algebraization. In J. Cai & Knuth, E., (Eds.), Early algebraization: A global dialogue from multiple
perspectives (pp.
viixi). New York, NY: Springer.
Cai,
J. & Merlino, F. J. (2011). Metaphor:
A powerful means for assessing students’ mathematical disposition.
In D. J. Brahier
& W. Speer
(Eds.), Motivation and
disposition: Pathways to learning mathematics (pp.147156). National Council of Teachers of Mathematics
2011 Yearbook. Reston, VA: NCTM.
Huang,
R. & Cai, J. (2011). Pedagogical representations to
teach linear relations in Chinese and U.S. classrooms: Parallel or
hierarchical? Journal of Mathematical Behavior, 30(2), 149165.
Cai, J. (2010).
Evaluation of mathematics education
programs. In E. Baker, B. McGraw, & P. Peterson (Eds.), International encyclopedia of
education, Volume 3 (pp. 653659).
Oxford: Elsevier.
Cai, J., Nie, B., & Moyer, J. (2010). The teaching
of equation solving: Approaches in Standardsbased and traditional
curricula in the United States. Pedagogies: An International
Journal, 5(3), 170186.
Cai, J. (2010). Helping students becoming successful problem solvers. In
D. V. Lambdin & F. K. Lester (Eds.), Teaching and learning mathematics:
Translating research to the elementary classroom (pp. 9  14).
Reston, VA: National Council of Teachers of Mathematics.
Cai, J., Moyer, J., Nie, B., & Wang, N. (2009). Learning mathematics from
classroom Instruction using Standardsbased and traditional curricula: An
analysis of Instructional tasks. In
S. L. Swars, D. W. Stinson, & S
.LemonsSmith (Eds.), Proceedings of the 31st annual meeting of the North
American Chapter of the International Group for the Psychology of
Mathematics Education (Vol.
5, pp. 692699 ). Atlanta, GA: Georgia State University.
Moyer, J., Cai, J.,
Laughlin, C., & Wang,
N. (2009). The effect of curriculum
type on middle grades instruction. In S. L. Swars, D. W. Stinson, & S .LemonsSmith (Eds.),
Proceedings of the 31st annual meeting of the North American Chapter of
the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 201209 ). Atlanta,
GA: Georgia State University.
Nie, B., Cai, J., &
Moyer, J. (2009). How a
standardsbased mathematics curriculum differs from a traditional
curriculum: with a focus on intended treatments of the ideas of variable.
Zentralblatt fuer Didaktik der Mathematik
(International Journal on Mathematics Education), 41(6),
777–792.
Cai, J. (2009).
Teaching mathematics through problem solving: A future direction of
problemsolving research. In
B. Sriraman & L. English (Eds.), Theories of mathematics education
(pp. 275284). New York: Springer.
Moyer, J. C., Cai,
J., & Laughlin, C. (2009). High quality coaching using the LieCal observation instrument. Journal of Mathematics Education
Leadership, 11(1), 1220.
Cai, J., Moyer, J. C., Wang, N., & Nie, B. (2009). Curricular
impact on the development of algebraic thinking: A longitudinal study. In M. Tzekaki,
M. Kaldrimidou, & H. Sakonidis
(Eds.), Proceedings of the 33rd
Conference of the International Group for the Psychology of Mathematics
Education, Vol. 2. (pp. 241
– 248). Thessaloniki,
Greece: PME.
Moyer,
J. C., Cai, J., Laughlin, C., & Wang, N.
(2009). The effect of
curriculum type on middle grades instruction. In Swars, S. L., Stinson, D. W., &
LemonsSmith, S. (Eds.), Proceedings of the 31st annual meeting of the North
American Chapter of the International Group for the Psychology of
Mathematics Education, Vol. 5.
(pp. 201209). Atlanta, GA: Georgia State University.
Wang, N., Cai, J.
& Moyer, J. C. (2009). Scoring
student responses to mathematics performance assessment tasks: Does the
number of score levels matter?
In M. Tzekaki,
M. Kaldrimidou, & H. Sakonidis
(Eds.), Proceedings of the 33rd Conference of the
International Group for the Psychology of Mathematics Education, Vol.
5. (pp. 321 – 328).
Thessaloniki, Greece: PME.
Cai, J.
& Moyer, J. C. (2008). Developing algebraic thinking in earlier
grades: Some insights from international comparative studies. In Greene, C. E. &
Rubenstein, R. (Eds.), Algebra and
algebraic thinking in school mathematics (pp. 169182). National Council
of Teachers of Mathematics 2008 Yearbook. Reston, VA: NCTM.
Cai, J. & Moyer J. C.
(2006). A conceptual framework for studying
curricular effects on students’ learning: Conceptualization and
design in the LieCal Project.
Poster presented at the 2006 annual meeting of the International Group of
Psychology of Mathematics Education, Prague, Czech Republic: Charles
University in Prague.
Wang,
N. & Cai, J. (2006). An investigation of
factors influencing teachers’ scoring student responses to
mathematics constructedresponse assessment tasks. In J., Novotna,
H. Moraova, M. Kratka,
& N. Stehlikova (Eds.), Proceedings of the Thirtieth Annual
Meeting of the International Group for the Psychology of Mathematics
Education, Vol. 2, (pp. 313320). Prague, Czech Republic: Charles
University in Prague.
Cai, J. (2005). Critical features of effective
mathematics instruction: Issues and Practice. In Lam, L. (Ed.), Recent advances in mathematics
education research and teaching practices (Proceedings of the
International Conference on Mathematics Education). Hong Kong, China: The
Hong Kong Institute of Education, July 68, 2005.
Presentations
Cai, J. (July, 2012). Curriculum
reform and mathematics learning: Evidence from two longitudinal studies. Regular lecture at The 12th International
Congress on Mathematical Education, Seoul, Korea, July
08~15, 2012.
Cai, J., Nie,
B., Moyer, J. C., & Wang, N. (April, 2012). Learning
mathematics using Standardsbased and traditional curricula: An analysis
of homework problems.
Paper presented at
the annual meeting of American Educational Research Association, Vancouver, British
Columbia, Canada, April 13 – 17, 2012.
Cai, J.,
Wang, N., Moyer, J. C., & Nie, B. (April, 2012). Longitudinal investigation of the effect of curriculum
on algebra learning: Beyond grade bands. Paper
presented at the annual meeting of American Educational Research
Association, Vancouver,
British Columbia, Canada, April 13 – 17,
2012.
Cai, J., Robison, V., Moyer, J.
C., Wang, N., & Nie, B. (April, 2012). Mathematical
dispositions and student learning: A metaphorical analysis. Paper presented at the
annual meeting of American Educational Research Association, Vancouver, British
Columbia, Canada, April 13 – 17, 2012.
Nie, B., Cai,
J., & Moyer, J. C. (April, 2012). Pedagogical
and mathematical analyses of teaching equation solving in Standardsbased
and traditional curricula. Paper
presented at the annual meeting of American Educational Research
Association, Vancouver,
British Columbia, Canada, April 13 – 17,
2012.
Cai,
J., Moyer, J. C.,
& Nie, B. (April, 2012). Analyses
of teaching equation solving in Standardsbased and traditional curricula. Poster presented
at the Research Presession of the National Council of Teachers of
Mathematics annual meeting, Philadelphia, PA, April 2528, 2012.
Mitchell, M., Tarr, J. E., Cai, J.,
Moyer, J. C., Wang,
N., Grouws,
D., King, K., & McDuffie, A. R. (2012). What matters about student learning:
Curriculum implementation from three perspectives.
Research Symposium at the Research Presession of the National
Council of Teachers of Mathematics annual meeting, Philadelphia, PA,
April 2528, 2012.
Cai,
J., Moyer, J. C., Shih, J. C., & Wang, N. (April, 2011). Investigating
the effects of curricula and classroom emphases on algebra learning:
Crosssectional analyses. Paper presented at the
annual meeting of American Educational Research Association, New Orleans, Louisiana,
April 08 –12, 2011.
Moyer, J. C., Cai,
J., & Nie, B. (April, 2011). Approaches
to developing function sense in three middle school curricula. Poster
presented at the Research Presession of the National Council of Teachers
of Mathematics annual meeting, Indianapolis, Indiana, April 1113, 2011.
Nie,
B., Freedman, T., Wang, N., Moyer, J. C., & Cai,
J. (April, 2011). Teachers' intentions and
reflections for classroom instruction in a curricular context. Paper presented at the
annual meeting of American Educational Research Association, New Orleans, Louisiana,
April 08 –12, 2011.
Cai, J., Wang, N., Moyer, J. C., & Nie, B. (April/May, 2010). Impact of
curriculum reform: Evidence of student learning outcomes in the United
States. Paper presented as
part of the Symposium on Curricular
Impact on Teaching and Learning: Two Longitudinal Studies from the USA
and China, organized by Jinfa Cai & Yujing Ni, at the
at the annual meeting of American
Educational Research Association. April 30 – Tuesday, May 4, Denver,
Colorado.
Cai, J., Wang, N., Nie,
B., Moyer, J. C., & Wang, C. (April/May, 2010). Student learning and classroom instruction using Standardsbased
and traditional curricula: An analysis of instructional tasks. Paper
presented at the annual meeting
of American Educational Research Association. April 30 – Tuesday, May 4, Denver,
Colorado.
Moyer,
J. C., Cai, J., & Nie,
B. (April/May, 2010). Developing
functional sense in middle school: Approaches in Standardsbased and
traditional curricula.
Paper presented at the annual
meeting of American Educational Research Association. April 30
– Tuesday, May 4
Denver, Colorado.
Moyer,
J. C., Cai, J., Wang, N., & Nie, B. (April/May,
2010). Impact of curriculum reform: Evidence of change in classroom
practice in the United States. Paper presented as part of the Symposium on
Curricular Impact on
Teaching and Learning: Two Longitudinal Studies from the USA and China,
organized by Jinfa Cai
& Yujing Ni, at
the annual meeting of American Educational Research Association. April 30
– Tuesday, May 4, Denver, Colorado.
Nie, B., Cai, J.,
& Moyer, J. C. (April/May, 2010). Does a Standardsbased curriculum really differ from a
traditional curriculum: A case of variable. Paper presented at the annual meeting of American Educational
Research Association. April 30 – Tuesday, May 4, Denver,
Colorado.
Cai, J., Moyer, J. C., Wang, N., & Nie, B. (September, 2009). Learning from classroom instruction in a curricular content: An
analysis of instructional tasks. Paper presented at the 31st annual meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia
State University.
Moyer, J. C., Cai, J.,
Laughlin, C., & Wang, N. (September, 2009). The effect of curriculum type on middle grades instruction.
Paper presented at the 31st annual meeting of the North American
Chapter of the International Group for the Psychology of Mathematics
Education. Atlanta, GA: Georgia State University.
Cai, J., Moyer, J. C., Wang, N., & Nie, B. (July, 2009). Curricular
impact on the development of algebraic thinking: A
longitudinal study. Paper presented at the 33rd Conference of the International Group for the
Psychology of Mathematics Education.
Thessaloniki, Greece.
Wang, N., Cai, J. &
Moyer, J. C. (July, 2009). Scoring student responses to
mathematics performance assessment tasks: Does the number of score levels
matter? Paper
presented at the
33rd Conference of the International Group for the Psychology of
Mathematics Education.
Thessaloniki, Greece.
Moyer,
J. C. & Cai J. (May, 2009). A world view of algebraic thinking.
Presentation at Wisconsin Mathematics Council 41^{st} Annual
Conference, Green Lake, WI. May 68, 2009.
Moyer,
J. C., Laughlin, C., & Cai, J. (May, 2009).
Using a researchbased observation
tool to help coach for quality teaching. Presentation at
Wisconsin Mathematics Council 41^{st} Annual Conference, Green
Lake, WI. May 68, 2009.
Cai, J., Moyer, J. C., Nie,
B. (April, 2009). The development of algebraic thinking: Insights from
a longitudinal study. A Research Into Practice session
presented the National Council of Teachers of Mathematics Annual
Meeting. Washington, D.C.,
April 2225, 2009.
Cai, J., Moyer, J. C., Nie,
B., Wang, N. (April, 2009). The Development of middle school students' algebraic
thinking: A longitudinal study. Paper presented at the annual meeting of
American Educational Research Association. San Diego, CA. April 13–17,
2009.
Cai, J., Moyer, J. C., Wang, N., & Nie, B. (April, 2009). Curricular effect on algebra learning:
A 3year longitudinal study. Symposium
(organized by Jinfa Cai)
presented at the Research Presession of the National Council of Teachers
of Mathematics Annual Meeting.
Washington, D.C., April 2022, 2009.
Cai, J., Moyer, J. C., Wang, N., Shih, J., & Nie, B. (April, 2009). A longitudinal investigation of
Curricular effect on students’ procedural and conceptual
understanding of Algebra. Paper
presented at the annual meeting of American Educational Research
Association. San Diego, CA. April 13–17,
2009.
Moyer,
J., Cai, J., Wang, N., & Nie, B. (April, 2009). Learning from instruction: Profiles of
classroom experiences using Standardsbased and traditional curricula. Paper
presented at the annual meeting of American Educational Research
Association. San Diego, CA. April 13–17,
2009.
Cai, J. (January, 2009). What really works in the current mathematics education
reform? Evidence from a
longitudinal study.
Invited seminar at the Faculty of Education, The Chinese
University of Hong Kong, Hong Kong, SAR. January, 12, 2009.
Nie, B., Cai, J., &
Moyer, J. C. (November, 2008). How
does a Standardsbased curriculum differ from a traditional curriculum?
Paper presented at the School Science and Mathematics Association 2008
Annual Convention, RaleighDurham, NC. November 1315, 2008.
Cai, J. Moyer, J. C., Wang, N., Nie,
B., & Shih, J. (April, 2008).
Longitudinal investigation
of the effect of curricula on algebra learning: Initial findings from the first
two years. Symposium
(organized by Jinfa Cai)
presented at the Research Presession of the National Council of Teachers
of Mathematics Annual Meeting.
Salt Lake, UT, April 79, 2008.
Laughlin,
C., Moyer, J. C., & Cai, J. (April,
2008). Helping coaches support quality teaching in daily practice using
a research observation tool. Presentation at the 2008 annual meeting
of the National Council of Teachers of Mathematics Annual Meeting. Salt Lake, UT, April 912, 2008.
Monaghan,
S. R., Moyer, J. C., & Cai, J. (April,
2008). Principals as instructional leaders of middle school mathematics. Paper presented at the
Research Presession of the National Council of Teachers of Mathematics
Annual Meeting. Salt Lake,
UT, April 79, 2008.
Ni,
Y., Li, Q., Cai, J. Hau,
KT, Liu, H., & Zhang, Z. (April, 2008). Effects of a reformed curriculum on student learning outcomes in
primary mathematics.
Paper presented at the annual meeting of American Educational
Research Association. New
York, NY. March 2427, 2008.
Cai, J. (May, 2007). Designing empirical research studies in mathematics education:
Using the LieCal Project and others as examples. A twohour lecture at the
Institute of Mathematics, Southwest Normal University. May 15, 2007.
Cai, J. & Moyer, J. C. (April,
2007). LieCal
Project: Conceptualization and design. Paper presented at the symposium, Designing
Longitudinal Studies of Curricula: Insights from Three NSFFunded
Projects, organized by Jinfa Cai, at the 2007 annual meeting of the
National Council in Teaching Mathematics, Research Presession. March, 1924, 2007. Atlanta, GA.
Cai, J. (April, 2007). Designing longitudinal studies: Insights from three NSFfunded
projects. Symposium at the 2007 annual meeting of the
National Council of Teachers of Mathematics, Research Presession. March, 1924, 2007. Atlanta, GA. [Other
participants include: Douglas Grouws
(Missouri), Paul Kehle (Hobart and William
Smith), Diana Lambdin (Indiana), Jack Moyer
(Marquette), James Tarr (Missouri), and Jeremy
Kilpatrick (Georgia)].
Cai, J. (April, 2007). Discussant for the symposium, Teachers' Use of Reform Materials and Traditional Textbooks, organized by John C. Moyer, at
the 2007 annual meeting of the National Council in Teaching Mathematics,
Research Presession. March,
1924, 2007. Atlanta,
GA. (Other participants
include Gwendolyn Lloyd, Virginia Tech, and Beth HerbelEisenmann,
Iowa State).
Moyer,
J. C. & Cai, J. (April, 2007). Algebraic thinking around the world. Presentation at the National
Council of Teachers of Mathematics 2007 Annual Meeting. March 2024, 2007, Atlanta, GA.
Moyer, J. C., Cai,
J., Wang, N., Freedman, T., & Nie, B.
(April, 2007). Teachers' use
of reform materials and traditional textbooks: evidence from the LieCal project.
Paper presented at the symposium, Teachers' Use of Reform Materials and Traditional Textbooks, organized by John C. Moyer, at
the 2007 annual meeting of the National Council in Teaching Mathematics,
Research Presession. March,
1924, 2007. Atlanta, GA.
Moyer,
J. C., Laughlin, C., & Cai, J. (April,
2007). Fostering high quality
teaching in daily practice through the lens of a research protocol. Presentation at the ThirtyNinth
Annual NCSM Conference. March,
1820, 2007. Atlanta, GA.
Wang, N. & Cai,
J. (April, 2007). What do we know about how
teachers’ scoring openended mathematics assessment tasks? Paper presented at the 2007 annual
meeting of the American Educational Research
Association, April 39, 2007.
Chicago, IL.
Wang,
N. & Cai, J. (July, 2006). An investigation of factors
influencing teachers’ scoring student responses to mathematics
constructedresponse assessment tasks. Paper presented at the Thirtieth
Annual Meeting of the International Group for the Psychology of
Mathematics Education.
Prague, Czech Republic: Charles University in Prague.
