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Nie, Bikai

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Contact Information
Bikai Nie, Ph.D.
Lecturer


Office: Nueces 268
Email: b_n54@txstate.edu
Phone: 512.245.4028
 
Research Interest
Mathematics Education

 

Dr. Bikai Nie received his Ph.D. in Mathematics Education from East China Normal University in 2004. He received a Master’s Degree in Statistics from the University of Delaware in 2013.  As a Research Associate at the University of Delaware, he worked on a series of mathematics education research projects, in which his research focused on investigating the impact of mathematics curricula on 6th -12th graders’ math studying and teachers’ teaching. His research interests include the preparation for pre-service math teachers, professional development for in-service mathematics teachers, mathematics curricula for K-16, problem solving, problem posing, and quantitative methods in mathematics education research. His teaching interests include Mathematics for K-12 Teachers, Quantitative Methods in Education Research, Statistics, Pre-Calculus, and Calculus. 


Selected Publications:

  • Obara, S., & Nie, B. (submitted). Promoting math teacher active learning with the lesson study approach: A case study of in-service teachers’ perspective.
  • Cai, J., Silber, S., Hwang, S. Nie, B., Moyer, J.C., Wang, N. (in press). The LieCal Project and its investigation of problem-solving strategies as a measure of longitudinal curricular effects on students’ learning. Revista de Matemática, Ensino e Cultura (Mathematics, Teaching and Culture Journal).
  • Peng, A., Li, J., Nie, B., & Li, Y. (in press), Characteristics of teaching mathematical problem solving in China: Analysis of a lesson from the perspective of variation. In R. Huang & Y. Li (Eds.), Teaching and learning through variations. Rotterdam: Sense.
  • Cai, J., & Nie, B. (in press). Problem solving in Chinese mathematics education: Research and practice. In B. Sriraman, J. Cai, K.-H. Lee, L. Fan, Y. Shimizu, L. C. Sam, & K. Subramaniam (Eds.), The first sourcebook on Asian research in mathematics education: China, Korea, Singapore, Japan, Malaysia and India. Charlotte, NC: Information Age Publishing.
  • Cai, J., Jiang, C., Hwang, S., Nie, B., & Hu, D. (2016).  How do textbooks incorporate mathematical problem posing? An international comparative study. In P. Felmer, J. Kilpatrick, & E. Pehkonen (Eds.), Posing and solving mathematical problems: Advances and new perspectives (3-22). Springer.
  • Hwang, S., Cai, J., Shih, J., Moyer, J.C., Wang, N., & Nie, B. (2015). Longitudinally investigating the impact of curricula and classroom emphases on the algebra learning of students of different ethnicities. In J. A. Miffleton, J. Cai, & S. Hwang (Eds.), Large-scale studies in mathematics education (pp. 45-60). New York: Springer.
  • Cai, J., Nie, B., & Xu, S. (2015). Teachers as researchers. Beijing, China: Beijing Normal University Publishing Group.
  • Cai, J., Nie, B., Moyer, J. C., & Wang, N. (2014). Teaching mathematics using Standards-based and traditional curricula: A case of variable ideas. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 391-415). New York, NY: Springer.
  • Cai, J., Silber, S., Hwang, S. Nie, B., Moyer, J.C., Wang, N. (2014). Problem-solving strategies as a measure of longitudinal curricular effects on student learning. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol.2, pp. 233-240). Vancouver, Canada: PME.
  • Nie, B., Freedman, T., Hwang, S., Wang, N., Moyer, J. C., & Cai, J. (2013). An investigation of teachers’ intentions and reflections about using standards-based and traditional textbooks in the classroom. Zentralblatt fuer Didaktik der Mathematik (International Journal on Mathematics Education), 45, 699–711.
  • Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garber, T. (2013). Mathematical problem posing as a measure of curricular effect on students' learning. Educational Studies in Mathematics, 83(1), 57-69.
  • Cai, J., Wang, N., Moyer, J. C., Wang, C., & Nie, B. (2011). Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United State. International Journal of Educational Research, 50(2), 117-136.
  • Moyer, J. C., Cai, J., Nie, B., & Wang, N. (2011). Impact of curriculum reform: Evidence of change in classroom instruction in the United States. International Journal of Educational Research, 50(2), 87-99.
  • Cai, J., Nie, B., & Moyer, J. (2010). The teaching of equation solving: Approaches in Standards-based and traditional curricula in the United States. Pedagogies: An International Journal, 5(3), 170-186.
  • Nie, B., Zheng, T., Sun, W., & Cai J. (2010). Current mathematics education reform in the United States of America. Beijing, China: People’s Education Press.
  • Nie, B., Cai , J., & Moyer, J.(2009). How does a Standards-based curriculum differ from a traditional curriculum? Zentralblatt für Didaktik der Mathematik (The International Journal on Mathematics Education), 41(6), 777–792.
  • Cai. J., & Nie, B. (2007). Problem solving in Chinese mathematics education: Research and practice. Zentralblatt für Didaktik der Mathematik (The International Journal on Mathematics Education), 39(5-6), 459–473.

Selected Presentations:

  • Nie, B. (February, 2016). Longitudinal investigation of the curricular effect on students’ learning of algebra. Texas State University, February 12, 2016.
  • Nie, B., Cai, J., & Moyer, J. C. (April, 2012). Pedagogical and mathematical analyses of teaching equation solving in Standards-based and traditional curricula. Paper presented at the annual meeting of American Educational Research Association, Vancouver, British Columbia, Canada, April 13 – 17, 2012.
  • Nie, B., Freedman, T., Wang, N., Moyer, J. C., & Cai, J. (April, 2011).  Teachers' intentions and reflections for classroom instruction in a curricular context. Paper presented at the annual meeting of American Educational Research Association, New Orleans, Louisiana, April 08 –12, 2011.
  • Moyer, J. C., Cai, J., & Nie, B. (April/May, 2010). Developing functional sense in middle school: Approaches in Standards-based and traditional curricula.  Paper presented at the annual meeting of American Educational Research Association. April 30 – Tuesday, May 4
Denver, Colorado.
  • Nie, B., Cai, J., & Moyer, J. C. (April/May, 2010).  Does a Standards-based curriculum really differ from a traditional curriculum: A case of variable.  Paper presented at the annual meeting of American Educational Research Association. April 30 – Tuesday, May 4, Denver, Colorado.
  • Cai, J., Moyer, J. C., Nie, B., Wang, N. (April, 2009). The Development of middle school students' algebraic thinking: A longitudinal study. Paper presented at the annual meeting of American Educational Research Association.  San Diego, CA. April 13–17, 2009.
  • Moyer, J., Cai, J., Wang, N., & Nie, B. (April, 2009). Learning from instruction: Profiles of classroom experiences using Standards-based and traditional curricula.  Paper presented at the annual meeting of American Educational Research Association. San Diego, CA. April 13–17, 2009.
  • Nie, B., Cai, J., & Moyer, J. C. (November, 2008). How does a Standards-based curriculum differ from a traditional curriculum? Paper presented at the School Science and Mathematics Association 2008 Annual Convention, Raleigh-Durham, NC. November 13-15, 2008.