Dr. Yan Ping Xin
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Academic Career Length
22Years (2005-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications1 November 2005 in The Journal of Special Education
Journal Article
Yan Ping XinAJAsha K. Jitendra
Asha K. Jitendra
ADAndria Deatline-Buchman
Andria Deatline-Buchman
This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.
4 February 2022 in Review of Educational Research
Journal Article
JMJonté A. Myers
Jonté A. MyersBWBradley S. Witzel
Bradley S. Witzel
SPSarah R. Powell
Sarah R. Powell
HLHongli Li
Hongli Li
TPTerri D. Pigott
Terri D. PigottEHElizabeth M. Hughes
Elizabeth M. Hughes
+1
Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size ( g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.
1 November 2008 in Journal for Research in Mathematics Education
Journal Article
Yan Ping XinThe purpose of this study was to examine the effects of a schema-based instructional strategy that emphasizes prealgebraic conceptualization of multiplicative relations on solving arithmetic word problems with elementary students with learning disabilities or problems (LP). Participants were 4 fifth graders with LP in a Midwestern urban public elementary school. An adapted multiple-probe-across-participants design was employed to assess the functional relation between the schema-based instructional strategy instruction and students' performance while solving word problems. The results of the study demonstrated the effectiveness of the schema-based instructional strategy with elementary students with LP. Introducing symbolic representation and algebraic thinking in earlier grades may facilitate a smoother transition from elementary to higher level mathematics learning and improve middle and high school mathematics performance.
1 August 2016 in Learning Disability Quarterly
Journal Article
Yan Ping XinRTRon Tzur
Ron Tzur
CHCasey Hord
Casey Hord
JLJia Liu
Jia Liu
JPJoo Young Park
Joo Young Park
LSLuo Si
Luo Si
The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.
15 March 2023 in The Journal of Special Education
Journal Article
Yan Ping XinSKSoo Jung Kim
Soo Jung Kim
QLQingli Lei
Qingli LeiBLBing Yu Liu
Bing Yu Liu
SWShuang Wei
Shuang Wei
YCYingjie Victor Chen
Yingjie Victor Chen
+1
The U.S. Nation’s Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today’s dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that are driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences’ (IES) latest practice guide, including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants’ performance above and beyond the business-as-usual comparison group.
About Me
YAN PING XIN, PhD, is a professor in the Department of Educational Studies, Purdue University, 100 North University St, West Lafayette, IN 47906-2098, USA; email: yxin@purdue.edu. Her primary expertise is within the area of mathematics problem solving involving at-risk students. Dr. Xin’s research is referenced in sources such as the National Mathematics Panel Final Report, the What Works Clearinghouse, and the Institute of Education Sciences Practice Guide. The Conceptual Model-based Problem Solving she pioneered is included in National Council of Teachers of Mathematics’ publication “Useful and Useable Research Related to Core Mathematical Practices.” Dr. Xin is principal investigator of three National Science Foundation funded projects. One of the projects addresses multiplicative reasoning/problem solving, and another project focuses on additive reasoning/problem solving. She has over 100 publications including peer-reviewed journal articles, book chapters, and conference proceedings. She has also published two books:
*Conceptual Model-Based Problem Solving https://www.springer.com/gp/book/9789462091047
*Enabling Math Learning of Struggling Students: https://link.springer.com/book/10.1007/978-3-030-95216-7?sap-outbound-id=7E32E7FFB78A797BBEFBA72835AD52D36FCB763C