Yan Ping Xin

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

• 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

• Seed Funding Award for Academic Books and Monographs, College of Education, Purdue University (fall, 2024).
• Purdue Service-Learning Fellow, Office of Engagement, Purdue University. (Spring, 2024).
• Outstanding Achievement in Discovery (full professor level), Dept of Educational Studies, College of Education, Purdue University, 2022-2023.
• First Book Award, College of Education, Purdue University, 2023.
• Twenty – Year Service Award, Provost office, Purdue University, 2022.
• Outstanding Achievement in Discovery (full professor level), Dept of Educational Studies, College of Education, Purdue University, 2019-2020.
• Outstanding Achievement in Engagement, Dept. of Educational Studies, COE, Purdue University. (2018-2019)
• Dean’s Award for Outstanding Faculty Scholarship, College of Education, Purdue University. (2017-2018)
• Entrepreneurial Leadership Academy Faculty Fellow Gold Award, PRF, Purdue University (2017)
• Invited Reviewer for “Compendium for Research in Mathematics Education” Published by National Council of Teachers of Mathematics (2017)
• Entrepreneurial Leadership Academy Faculty Fellow, PRF, Purdue University (2016-2017)
• Outstanding Faculty Discovery Award, Purdue University (2011)
• National Science Foundation Review Panel (2010, 2016)
• Seed for Success Award, Purdue University (2009)
• Member of the National Advisory Committee for the Praxis Elementary Education test, Educational Testing Service (ETS) (2006-2008)
• Outstanding Student Research Award, American Education Research Association (AERA), SER-SIG (2003)
• The Donald T. Campbell Social Science Research Award, Lehigh University (1997)

• Guest Editor — Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or difficulties, Education Sciences (2024-2026.
• The Cross-disciplinary Thematic Special Series: Special Education and Mathematics Education, Learning Disability Quarterly (2016-2017)
• Consulting Editor (2016—present), Learning Disability Quarterly
• Consulting Editor (2010—present), The Journal of Special Education
• Guest Editor — The Cross-disciplinary Thematic Special Series: Special Education and Mathematics Education, Learning Disability Quarterly (2016-2017)
• 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 Peer Review Panel (2016, 2010)
• Institute of Educational Science Special Education Pandemic Recovery Scientific Peer Review Panel (2021-2022)
• Member of the National Advisory Committee for the Praxis Elementary Education test, Educational Testing Service (ETS), 2006-2008.

• Consulting Editor (2016—present), Learning Disability Quarterly
• Consulting Editor (2016—present), The Journal of Special Education
• Guest Editor — The Cross-disciplinary Thematic Special Series: Special Education and Mathematics Education, Learning Disability Quarterly (2016-2017)
• 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 (2016, 2010)
• Institute of Educational Science Special Education Pandemic Recovery Scientific Peer Review Panel (2021-2022)
• Member of the National Advisory Committee for the Praxis Elementary Education test, Educational Testing Service (ETS), 2006-2008.

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

• 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

• He, S., & Xin, Y. P. (2025). Design knowledge scaffolds to facilitate students’ probabilistic thinking skills for solving classical probability problems: An exploratory study, Thinking Skills and Creativity, 58, 101928, ISSN 1871-1871,https://doi.org/10.1016/j.tsc.2025.101928.
• Huang, J., Xin, Y. P., & Chang, H. H. (2025). The Application of Machine Learning to Educational Process Data Analysis: A Systematic Review. Education Sciences, 15(7), 888. https://doi.org/10.3390/educsci15070888
• Wei, S., Guo, C., Lei, Q., Chen, Y., & Xin, Y. P. (2025). MultiScaleAnalyzer for Spatiotemporal Learning Data Analysis: A Case Study of Eye-Tracking and Mouse Movement. Applied Sciences, 15(8), 4237. https://doi.org/10.3390/app15084237
• He, S. & Xin, Y. P. (2024). Transforming fifth graders’ misconceptions in solving probability comparison problems with purposefully designed instructional interventions. Mathematical Thinking and Learning, 1-23. https://doi.org/10.1080/10986065.2024.2403044
• *Kim, S.J. & Xin, Y.P. (2024). A Meta-Analysis of Technology-Based Word-Problem Interventions for Students with Disabilities. Educ. Sci. 2024, 14, 1372. file:///C:/Users/yxin/Downloads/education-14-01372%20(1).pdf
• *Zhang, J., and Xin, Y. P. (2024) Mathematics RTI/MTSS Implementation: An analysis from the perspective of implementation science. Insights into Learning Disabilities: From Prevailing Theories to Validated Practices, 21 (2), 103-131, 2024.
• 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

• Xin, Y. P. (PI), Kastberg, S., Chen, V. (2015-2020). 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. (2008-2015). 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)