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Yan Ping Xin

Professor
Special Education
Department of Educational Studies

Research

Dr. Xin's research includes effective instructional strategies in mathematics problem solving with students with learning disabilities or problems, algebra readiness, computer-assisted differentiated instructional system, cross-culture curriculum comparison, and meta-analysis. Recently, she proposed Conceptual Model-based Problem Solving that emphasizes algebraic expression of mathematical relations in word problem solving.

Appointments on National/International Organizations

  • Consulting Editor
    The Journal of Special Education (2010 - president)
  • Editorial Board
    Exceptional Children, CEC  (2005 - 2010)
  • Invited Reviewer: Handbook of Research on Teaching and Learning of Mathematics
                                
    by National Council of Teachers of Mathematics (NCTM, 2014)
  • National Science Foundation Panel (2010)
  • Member of the National Advisory Committee for the Praxis Elementary Education test, Educational Testing Service (ETS), 2006-2008.


Education

Ph.D.       Lehigh University, 2003, Special Education
M.A. Ed.       Lehigh University, 1995, Special Education
M.A.       East China Normal University, 1987, Psychology
B.S.       East China Normal University, 1984, Psychology


Selected Publications

  • Xin, Y. P., Liu, J., Jones, S., Tzur, R., SI, L. (accepted). A Preliminary Discourse Analysis of Constructivist-Oriented Math Instruction for A Student with Learning Disabilities. The Journal of Educational Research.

  • Hord, C. & Xin, Y. P. (2014). Teaching Area and Volume to Students With Mild Intellectual Disability. The Journal of Special Education, online first, April 9. DOI: 10.1177/0022466914527826

  • Xin, Y. P. & Hord, C. (2013). Conceptual model based teaching to facilitate geometry learning of students who struggle in mathematics.  Journal of Scholastic Inquiry: Education, 1(1), 147-160.

  • Hord, C. & Xin, Y. P. (2013). Intervention Research for Helping Elementary School Students with Math Learning Difficulties Understand and Solve Word Problems: 1996-2010.  Learning Disabilities: A Multidisciplinary Journal, 19(1), 3-17.

  • Zhang, D, Xin, Y. P., & Si, L. (2013). Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Difficulties. The Journal of Special Education, 47(1), 50-64.

  • Xin, Y. P. (2012). Conceptual model-based problem solving: Teach students with learning difficulties to solve math problems.  The Netherlands: Sense Publishers.

  • Xin, Y. P., Si, L., Hord, C., Zhang, D., Cetintas, S., & Park. J. Y. (2012). The effects of computer-assisted instruction in teaching Conceptual Model-Based problem solving. Learning Disabilities: A Multidisciplinary Journal, Vol. 18(2), pp. 71-85.

  • Zhang, D. & Xin, Y. P. (2012). A follow-up meta-analysis of word problem solving interventions for students with learning problems. The Journal of Educational Research, 105 (5), 303-318

  • Xin, Y. P., Liu, J., & Zheng, X., (2011). A Cross-Cultural Lesson Comparison on Teaching the Connection between Multiplication and Division. School Science and Mathematics, 111(7), 354-367.

  • Xin, Y. P., Zhang, D., Park, J. Y., Tom, K., Whipple, A., & Si, L. (2011). A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness. The Journal of Educational Research, 104, 381-395.

  • Xin, Y. P. & Zhang, D. (2009). Exploring a conceptual model-based approach to teaching situated word problems. The Journal of Educational Research, 102(6), 427-441.
  • Xin, Y. P. (2008). The effect of schema-based instruction in solving word problems: An emphasis on pre-algebraic conceptualization of multiplicative relations. Journal for Research in Mathematics Education. 39, 526-551.
  • Xin, Y. P., Wiles, B., & Lin, Y. (2008). Teaching conceptual model-based word-problem story grammar to enhance mathematics problem solving. The Journal of Special Education, 42, 163-178.
  • Xin, Y. P. (2007). Word-Problem-Solving Tasks Presented in Textbooks and Their Relation to Student Performance: A Cross-Curriculum Comparison Case Study. The Journal of Educational Research, 100, 347-359.
  • Xin, Y. P., Grasso, E., DiPipi-Hoy, C., & Jitendra, A. (2005). Effects of Purchasing Skill Instruction for Individuals with Developmental Disabilities: A Meta-Analysis. Exceptional Children, 71, 379-400.

  • Xin, Y. P., Jitendra, A, & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39, 181-192.

  • Xin, Y. P. & Jitendra, A. K. (1999). The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 32(4), 40-78.                                                                       


    Recent External Grants Received

  •  Xin Y. P., Tzur, R., & Si, L. (2008-2013). Nurturing Multiplicative Reasoning in Students with Learning Disabilities in a Computerized Conceptual-Modeling Environment. National Science Foundation (NSF), $3,063,271 ($2,969,894 sponsor cost; $93,377 cost share)


Experience

2014-present       

Professor
Special Education
College of Education, Purdue University, West Lafayette, IN

2008-2014

 

Associate Professor
Special Education
College of Education, Purdue University, West Lafayette, IN

2002- 2008 Assistant Professor
Special Education
College of Education, Purdue University, West Lafayette, IN

Courses

EDPS 36100          
Use Assessment Techniques in Special Education
EDPS 36200
Organization and Management of Instructional Behaviors and Environments
EDPS 56300 Identification, Evaluation, and Assessment of Exceptional Individuals
EDPS 56500 Intervention Strategies and Research
EDPS 58800 Single Subject Research Design
EDPS 66400 Research Seminar in Special Education