Faculty Profiles

Dr. Xin is a Professor in the Department of Educational Studies. She earned her Ph.D. from Lehigh University. Dr. Xin’s primary expertise is within the area of mathematics problem solving involving students with learning disabilities/difficulties. Her research findings have been referenced in prestigious sources such as the National Mathematics Panel Final Report, the What Works Clearinghouse, and the Institute of Education Sciences (IES) Practitioner’s Guide. The Conceptual Model-based Problem Solving she proposed has been included in National Council of Teachers of Mathematics (NCTM) published book “More Lessons Learned from Research: “Useful and Useable Research Related to Core Mathematical Practices” to inform teaching practices in K-12 mathematics classrooms. Dr. Xin’s scholarly work has been continuously supported by the National Science Foundation (NSF) with over 3.5 million dollars of funding. She served as the Project Director for the NMRSD project that addresses multiplication and division word problem solving as well as a more recent project COMPS-RtI that addresses addition and subtraction word problem solving. Dr. Xin serves as a Consulting Editor to The Journal of Special Education and Learning Disability Quarterly. She served as the Guest Editor of a special issue of LDQ: Cross-disciplinary Thematic Special Series: Special Education and Mathematics Education. Currently, Dr. Xin (along with Drs. Tzur and Thouless) is editing a book that addresses the intersection between mathematics and special education, this book is expected to be published by Springer in December, 2021.

Dr. Xin’s research includes effective instructional strategies in mathematics problem solving with students with learning disabilities or problems, algebra readiness, computer-assisted math intervention programs, cross-culture curriculum comparison, and meta-analysis.

Selected Publications

• Xin, Y. P. (2019). The effect of a conceptual model-based approach on “additive” word problem solving of elementary students who are struggling in mathematics. ZDM: Mathematics Education. 51(1), 139-150. DOI : 10.1007/s11858-018-1002-9
• Xin, Y. P., Chiu, M. M., Tzur, R. Ma, X., Park, J., Yang, X. (2019). Discourse-oriented instruction: How does a teacher’s talk affect math problem solving and reasoning of students with Learning disabilities. Learning Disability Quarterly, 1-14. https://doi.org/10.1177/0731948719858707
• Sun, X., Xin, Y. P. & Huang , R. (2019). A complementary survey on the current state of teaching and learning of Whole Number Arithmetic and connections to later mathematical content. ZDM: Mathematics Education. ZDM Mathematics Education, 51(1), 1-12. DOI 10.1007/s11858-019-01041-z
• Xin, Y. P., Tzur, Si, L. Hord, C., Liu, J., Park, J. Y. (2017). An intelligent tutor-assisted math problem-solving intervention program for students with learning difficulties. Learning Disability Quarterly, 40(1), 4-16.
• Xin, Y. P., Liu, J., Jones, S., Tzur, R., SI, L. (2016). A preliminary discourse analysis of constructivist-oriented math instruction for a student with learning disabilities. The Journal of Educational Research, 109(4), 436-447. DOI:1080/00220671.2014.979910
• Liu J. & Xin, Y. P. (2016). Eliciting Repair of Mathematics Explanations of Students with Learning Disabilities. Learning Disability Quarterly. Online first. DOI: 10.1177/0731948716657496
• Xin, Y. P. & Tzur, R. (2016). Cross-disciplinary Thematic Special Series: Special Education and Mathematics Education. Learning Disability Quarterly, 39(4),196-198.
• Xin, Y. P., Tzur, Si, L. Hord, C., Liu, J., Park, J. Y. (2016). An intelligent tutor-assisted math problem-solving intervention program for students with learning difficulties. Learning Disability Quarterly. Online first. DOI: 10.1177/0731948716648740
• Xin, Y. (2016). Conceptual Model-based Problem Solving. In P. Fermer J. Kilpatrick, & E. Pehkonen (Eds). Posing and solving mathematical problems: Advances and new perspectives. pp. 231-254. Springers. ISBN : 978-3-319-28021-9
• Xin, Y. P. (2015). Research related to modeling and problem solving: Conceptual model-based problem solving: emphasizing pre algebraic conceptualization of mathematical relations. In E. A. Silver & P. A. Kenney (Ed.) More Lessons Learned from Research: Useful and Useable Research Related to Core Mathematical Practices (pp. 235-246). National Council of Teachers of Mathematics (NCTM).
• Hord, C. & Xin, Y. P. (2015). Teaching area and volume to students with mild intellectual disability. The Journal of Special Education, 49, 118-128.
• 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, 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 prealgebraic 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.

Selected Media Publications

• Xin, Y. P. (2015). PGBM-COMPS: A web-based mathematics problem-solving program for struggling elementary students, National Science Foundation Teaching & Learning Video Showcase. http://resourcecenters2015.videohall.com/posters/480

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)
• Xin, Y. P. (PI), Kastberg, S., Chen, V. (2015-2018). Conceptual Model-based Problem Solving (COMPS): A Response to Intervention Program for Students with LDM. National Science Foundation (NSF) funded project, $450,000.

In the News

• Purdue Office of VPR: Global footprint | Cyber-tutors for multiplication 2010:2011 (p.24)
• Purdue News | Purdue receives grant to help students with learning disabilities (10/13/2008)

• 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 57701 — Advanced Mild Characteristics
• EDPS 58800 — Single Subject Research Design
• EDPS 66400 — Research Seminar in Special Education