Advanced search
Publication Cover
Mathematical Thinking and Learning Volume 18, 2016 - Issue 1
Submit an article Journal homepage
854
Views
18
CrossRef citations to date
0
Altmetric
Articles

Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks

Meixia DingTemple UniversityCorrespondence[email protected]
View further author information
Pages 45-68 | Published online: 22 Jan 2016

Citations (18)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (5)

Meixia Ding, Ryan Hassler & Xiaobao Li. (2021) Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations. International Journal of Mathematical Education in Science and Technology 52:8, pages 1195-1224.
Read now
Judy Sayers, Jöran Petersson, Eva Rosenqvist & Paul Andrews. (2021) Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials. International Journal of Mathematical Education in Science and Technology 52:4, pages 506-526.
Read now
Jöran Petersson, Judy Sayers, Eva Rosenqvist & Paul Andrews. (2021) Two novel approaches to the content analysis of school mathematics textbooks. International Journal of Research & Method in Education 44:2, pages 208-222.
Read now
Meixia Ding, Wei Chen & Ryan Scott Hassler. (2019) Linear quantity models in US and Chinese elementary mathematics classrooms. Mathematical Thinking and Learning 21:2, pages 105-130.
Read now
Dae S. Hong & Kyong Mi Choi. (2018) A comparative analysis of linear functions in Korean and American standards-based secondary textbooks. International Journal of Mathematical Education in Science and Technology 49:7, pages 1025-1051.
Read now

Articles from other publishers (13)

John Paul Cook, April Richardson, Steve Strand, Zackery Reed & Kathleen Melhuish. (2023) Examining the concept of inverse: Theory-building via a standalone literature review. The Journal of Mathematical Behavior 72, pages 101100.
Crossref
Bing Hiong Ngu, Huy P. Phan, Kian Sam Hong & Hasbee Usop. (2023) Is the inverse method more effective than the balance method on learning linear equations? A cross-cultural experimental study between Australia and Malaysia. Asian Journal for Mathematics Education 2:3, pages 325-349.
Crossref
Meixia Ding, Rongjin Huang, Xiaobao Li & Yeping Li. 2023. Research Studies on Learning and Teaching of Mathematics. Research Studies on Learning and Teaching of Mathematics 93 113 .
Meixia Ding, Yingkang Wu, Qimeng Liu & Jinfa Cai. (2022) Mathematics learning in Chinese contexts. ZDM – Mathematics Education 54:3, pages 477-496.
Crossref
Bing H. Ngu & Huy P. Phan. (2022) Advancing the study of solving linear equations with negative pronumerals: A smarter way from a cognitive load perspective. PLOS ONE 17:3, pages e0265547.
Crossref
Bing Hiong Ngu & Huy P. Phan. (2020) Learning to Solve Trigonometry Problems That Involve Algebraic Transformation Skills via Learning by Analogy and Learning by Comparison. Frontiers in Psychology 11.
Crossref
Mara Otten, Marja Van den Heuvel-Panhuizen & Michiel Veldhuis. (2019) The balance model for teaching linear equations: a systematic literature review. International Journal of STEM Education 6:1.
Crossref
Dae S. Hong, Kyong Mi Choi, Cristina Runnalls & Jihyun Hwang. (2019) How well aligned are common core textbooks to students’ development in area measurement?. School Science and Mathematics 119:5, pages 240-254.
Crossref
Xu Hua Sun, Yan Ping Xin & Rongjin Huang. (2019) A complementary survey on the current state of teaching and learning of Whole Number Arithmetic and connections to later mathematical content. ZDM 51:1, pages 1-12.
Crossref
Wei Chen & Meixia Ding. (2019) Transition from Textbook to Classroom Instruction in Mathematics: The Case of an Expert Chinese Teacher. Frontiers of Education in China 13:4, pages 601-632.
Crossref
Dae S. Hong, Kyong Mi Choi, Cristina Runnalls & Jihyun Hwang. (2018) Do textbooks address known learning challenges in area measurement? A comparative analysis. Mathematics Education Research Journal 30:3, pages 325-354.
Crossref
Sinan Kanbir, M. A. Clements & Nerida F. EllertonSinan Kanbir, M. A. Clements & Nerida F. Ellerton. 2018. Using Design Research and History to Tackle a Fundamental Problem with School Algebra. Using Design Research and History to Tackle a Fundamental Problem with School Algebra 11 58 .
Meixia Ding & Abbey E Auxter. (2017) Children’s strategies to solving additive inverse problems: a preliminary analysis. Mathematics Education Research Journal 29:1, pages 73-92.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.