Classes typically taught:
Mathematics for Elementary Teachers
Development of Algebraic Thinking; Curriculum Effectiveness
Pre-Service Teacher Education
NSF-funded research project: A Longitudinal Investigation of the Effects of Curriculum on Algebraic Learning (LieCal), 2004-2015
Cai, J., Nie, B., Moyer, J. C., & Wang, N., 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, 2014.
Cai, J., Moyer, J. C., & Wang, N., Longitudinal Investigation of the Effect of Middle School Curriculum on Learning in High School. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology in Mathematics Education (pp. 137-144). Kiel, Germany: PME, 2013.
Nie, B., Freedman, T., Hwang, S., Wang, N., Moyer, J. C., & Cai, J., An Investigation of Teachers’ Intentions and Reflections about using Standards-based and Traditional Textbooks in the Classroom. Zentralblatt für Didaktik der Mathematik (ZDM—International Journal on Mathematics Education), 45(5), 699-711, 2013.
Magiera, M., van den Kieboom, L., & Moyer, J. C., An Exploratory Study of Pre-service Middle School Teachers' Knowledge of Algebraic Thinking. Educational Studies in Mathematics, 84(1), 94-113, 2013.
van den Kieboom, L., Magiera, M., & Moyer, J. C. Exploring the relationship between K-8 prospective teachers’ algebraic thinking proficiency and the questions they pose during diagnostic algebraic thinking interviews. Journal of Mathematics Teacher Education: Volume 17, Issue 5, 429-461, 2014.
Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garber, T., Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning. Educational Studies in Mathematics, 83(1), 57-69, 2012.