Faculty Profiles

Dr. Xin is a Professor in the Department of Educational Studies. 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 (COMPS) she pioneered 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. Recently, an online tutoring company adopted the COMPS program as an evidence-based intervention program to help at-risk students world-wide to improve their math problem-solving performance and abilities. Dr. Xin is principal investigator (PI) of three National Science Foundation funded projects with over 3.5 million dollars of funding. One of the projects addresses multiplicative reasoning/problem solving (NMRSD), and another project focuses on additive reasoning/problem solving (COMPS-RtI). Both projects NMRSD and COMPS-RTI are featured in Community for Advancing Discover Research in Education (CADRE)’s website. Dr. Xin has over 100 publications including peer-reviewed journal articles, book chapters, and conference proceedings. She published two books, one sole-authored book and one edited book. 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 is editing a special issue in Education Sciences: Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or Difficulties.

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.

In the News

• Xin, Y. P. (Oct. 2023). Panelist, the International Multidisciplinary Forum, Mathematics and Students with SLDs: Exploring the Science to Practice Connection, aired on Oct 20, 2023. https://ldaamerica.org/event/mathematics-and-students-with-slds-exploring-the-science-to-practice-connection/
• Xin (2023) was named one of the 44 world-class professors from around the world who engaged in Southwest University’s 2023 Summer Global Immersion Program https://education.purdue.edu/2023/12/xin-named-visiting-professor-for-chinese-universitys-global-immersion-program/ 2023
• Xin’s math problem solving program is featured by Made for Math-an online tutoring company https://www.education.purdue.edu/2022/11/xins-math-problem-solving-program-featured-by-madeformath/ 2022
• Community for Advancing Discovery Research in Education (CADRE): Conceptual Model- based Problem Solving: A response to intervention program for students with learning difficulties in mathematics 2020
• Community for Advancing Discovery Research in Education (CADRE) Spotlight Problem Solving in STEM education| COnceptual Model-based Math Intervention Tutor (COMMIT) 2020
• 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) https://www.purdue.edu/uns/x/2008b/081013XinNSF.html

Selected Publications

Books

• Xin, Y. P., Tur, R., & Thouless, H. (Eds, 2022). Enabling Mathematics Learning of Struggling Students: International Perspectives, Springer. https://link.springer.com/book/10.1007/978-3-030-95216-7?sap-outbound-id=7E32E7FFB78A797BBEFBA72835AD52D36FCB763C
• Xin, Y. P. (2012). Conceptual model-based problem solving: Teach students with learning difficulties to solve math problems. Rotterdam, Netherlands: Sense. https://link.springer.com/book/10.1007/978-94-6209-104-7

Refereed Journal Articles

• Xin, Y. P., Kim, S. J., Lei, Q., Liu, B. Y., Wei, S., Kastberg, S. E., & Chen, Y. V. (2023). The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics. The Journal of Special Education, 57(3), 181-192. https://doi.org/10.1177/00224669231157032. (2022-2023 Impact Factor: 3.122)
• Xin, Y.P.; *Kim, S.J.; *Zhang, J.; *Lei, Q.; *Yılmaz Yenioglu, B.; *Yenioglu, S.; *Ma, X. (2023). Effect of Model-Based Problem Solving on Error Patterns of At-Risk Students in Solving Additive Word Problems. Educ. Sci. 13, 714. https://doi.org/10.3390/educsci13070714
• *Ma, X. & Xin, Y. P. (2023). Teaching Mathematics Word Problem Solving to Students with Autism Spectrum Disorder. The Journal of Special Education. https://doi.org/10.1177/00224669231190662
• Myers, J.A., Witzel, B.S., Powell. SR, Li, H., Pigott, T., Xin, Y. P., & Hughes, E.M. (2022). A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties. Review of Educational Research. 92(5), 695-742. https://doi.org/10.3102/00346543211070049 (5-yr Impact Factor 20.558)
• https://doi.org/10.1177/10534512211047580 (5-yr impact factor: 1.28)
• *Yang, X. & Xin, Y. P. (2021). Teaching Problem Posing to Students with Learning Disabilities," Learning Disability Quarterly https://doi.org/10.1177/0731948721993117
• Xin, Y. P., *Park, J., Tzur, R., & Si, L. (2020). The Impact of a Conceptual Model-based Mathematics Computer Tutor on Multiplicative Reasoning and Problem-Solving of Students with Learning Disabilities. The Journal of Mathematical Behavior, 58. 100762, available online Feb 27, 2020. https://doi.org/10.1016/j.jmathb.2020.100762 IF: .94
• Xin, Y. P., *Kim, S. J., *Lei, Q., Wei, S., *Liu, B., *Wang, W., Kastberg, S., Chen, Y., *Yang, X., *Ma, X., Richardson, S. E. (2020). The Impact of a Conceptual Model-based Intervention Program on math problem-solving performance of at-risk English learners. Reading and Writing Quarterly: Overcoming Learning Difficulties, 36(2), 104-123, published online April1st, 2020. (2020 impact factor: 1.22) https://www.tandfonline.com/doi/full/10.1080/10573569.2019.1702909
• Lei, Q., Mason, R., Xin, Y. P., Davis, J., David, M. & Lory, C. (2020). A meta-analysis of single-case research on mathematics word problem-solving interventions for English learners with learning disabilities and mathematics difficulties. Learning Disabilities Research & Practice. https://doi.org/10.1111/ldrp.12233 Impact Factor: 1.34
• 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
• 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. doi:10.1177/0731948716648740
• 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
• 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. (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.
• 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
• Xin, Y. P., Kastberg, S., & Chen, V. (2017). Conceptual Model-based Problem Solving: A Response to Intervention Program for Students with Learning Difficulties (COMPS-RtI), NSF 2017 STEM For All Video Showcase. http://stemforall2017.videohall.com/p/911

External Grants Received

• 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.
• Xin, Y. P. (PI), Kastberg, S., & Chen, V. (2017). Conceptual Model-based Problem Solving (COMPS): A Response to Intervention Program for Students with LDM. National Science Foundation (NSF) funded project, supplemental award, $52,141.
• Xin, Y. P. (PI), Wang, W., & Sanders, D. (2017-2018). Conceptual Model-based Mathematics Intelligent Tutors (COMMIT), NSF I-Corps funded project, $50,000.
• 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)

• 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