Nie, Bikai
Contact Information
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 6^{th} 12^{th} graders’ math studying and teachers’ teaching. His research interests include the preparation for preservice math teachers, professional development for inservice mathematics teachers, mathematics curricula for K16, problem solving, problem posing, and quantitative methods in mathematics education research. His teaching interests include Mathematics for K12 Teachers, Quantitative Methods in Education Research, Statistics, PreCalculus, and Calculus.
Selected Publications:
 Obara, S., & Nie, B. (submitted). Promoting math teacher active learning with the lesson study approach: A case study of inservice teachers’ perspective.
 Cai, J., Silber, S., Hwang, S. Nie, B., Moyer, J.C., Wang, N. (in press). The LieCal Project and its investigation of problemsolving 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 (322). 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.), Largescale studies in mathematics education (pp. 4560). 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 Standardsbased and traditional curricula: A case of variable ideas. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 391415). New York, NY: Springer.
 Cai, J., Silber, S., Hwang, S. Nie, B., Moyer, J.C., Wang, N. (2014). Problemsolving 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 PMENA 36 (Vol.2, pp. 233240). 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 standardsbased 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), 5769.
 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), 117136.
 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), 8799.
 Cai, J., Nie, B., & Moyer, J. (2010). The teaching of equation solving: Approaches in Standardsbased and traditional curricula in the United States. Pedagogies: An International Journal, 5(3), 170186.
 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 Standardsbased 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(56), 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 Standardsbased 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 Standardsbased 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 Standardsbased 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 Standardsbased 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 Standardsbased curriculum differ from a traditional curriculum? Paper presented at the School Science and Mathematics Association 2008 Annual Convention, RaleighDurham, NC. November 1315, 2008.