Qingli Lei
Biographic Data
| ID | 4628020 |
|---|---|
| NAME | Qingli Lei |
| GIVEN NAMES | Qingli |
| FAMILY NAME | Lei |
| SIGNATURE | LEI Q |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0002-2118-3278 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Read Aloud Scaffolding for Language and Content Learning With Emergent Bilinguals
This study investigates the types of scaffolding strategies employed by elementary teachers during read aloud sessions, with a specific focus on emergent bilingual students. Through a multi‐site explanatory case study involving 14 elementary teachers across four districts, we analyzed the frequency and quality of scaffold use, categorizing them into interactive, linguistic, visual, and kinesthetic types. Findings reveal that interactive and lingu…
Exploring the Effects of a Problem-Posing Intervention with Students at Risk for Mathematics and Writing Difficulties
Word problem posing is a critical component of student mathematics learning. This study examined the effects of a problem-posing intervention designed to improve mathematics performance and sentence-writing conventions. Using a multiple baseline across participants design, three third-grade students with mathematics and writing difficulties received one-on-one intervention delivered after school at a university reading center. Data were collected…
Bridging language and mathematics
This study examines how scaffolding strategies, linguistic, visual, interactive, and culturally responsive, support three English learners (ELs) with Mathematics Difficulties (MD) in solving word problems during the Conceptual Model-Based Problem-Solving intervention. An exploratory case study investigated the types of scaffolding used by a teacher to enhance these students’ mathematical reasoning. Findings indicate that linguistic scaffolding, p…
Mathematics anxiety, trait emotional intelligence, and self‐concept
This study examined how mathematics anxiety, trait emotional intelligence, and mathematics self‐concept predict calculation fluency, numerical operations, and mathematical reasoning in students with and without mathematics learning difficulties (MLD). Participants ( N = 326) were third‐ to fifth‐grade students from China who completed standardized mathematics performance assessments and self‐report measures of mathematics anxiety and trait emotio…
The effect of computation interventions for students with autism spectrum disorder
Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 el…
Effect of Model-Based Problem Solving on Error Patterns of At-Risk Students in Solving Additive Word Problems
Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems due to a lack of conceptual understanding of word problem solving, which results in poor mathematics performance and falling further behind the normal achievements of their peers. Current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, inclu…
Promoting Interdisciplinary Research Collaboration among Mathematics and Special Education Researchers
This manuscript provides a theoretical framing of a collaborative research design effort among mathematics education and special education researchers. To gain insight into the current state of research on mathematics learning, we drew on how researchers in mathematics education and special education have defined and operationalized the term ‘mathematical concept’ related to the learning of fractions. Using this information, we designed a future …
No prominent works on this page.
Effect of Model-Based Problem Solving on Error Patterns of At-Risk Students in Solving Additive Word Problems
Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems due to a lack of conceptual understanding of word problem solving, which results in poor mathematics performance and falling further behind the normal achievements of their peers. Current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, inclu…
Promoting Interdisciplinary Research Collaboration among Mathematics and Special Education Researchers
This manuscript provides a theoretical framing of a collaborative research design effort among mathematics education and special education researchers. To gain insight into the current state of research on mathematics learning, we drew on how researchers in mathematics education and special education have defined and operationalized the term ‘mathematical concept’ related to the learning of fractions. Using this information, we designed a future …
The effect of computation interventions for students with autism spectrum disorder
Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 el…
Exploring the Effects of a Problem-Posing Intervention with Students at Risk for Mathematics and Writing Difficulties
Word problem posing is a critical component of student mathematics learning. This study examined the effects of a problem-posing intervention designed to improve mathematics performance and sentence-writing conventions. Using a multiple baseline across participants design, three third-grade students with mathematics and writing difficulties received one-on-one intervention delivered after school at a university reading center. Data were collected…
Bridging language and mathematics
This study examines how scaffolding strategies, linguistic, visual, interactive, and culturally responsive, support three English learners (ELs) with Mathematics Difficulties (MD) in solving word problems during the Conceptual Model-Based Problem-Solving intervention. An exploratory case study investigated the types of scaffolding used by a teacher to enhance these students’ mathematical reasoning. Findings indicate that linguistic scaffolding, p…
Mathematics anxiety, trait emotional intelligence, and self‐concept
This study examined how mathematics anxiety, trait emotional intelligence, and mathematics self‐concept predict calculation fluency, numerical operations, and mathematical reasoning in students with and without mathematics learning difficulties (MLD). Participants ( N = 326) were third‐ to fifth‐grade students from China who completed standardized mathematics performance assessments and self‐report measures of mathematics anxiety and trait emotio…
Read Aloud Scaffolding for Language and Content Learning With Emergent Bilinguals
This study investigates the types of scaffolding strategies employed by elementary teachers during read aloud sessions, with a specific focus on emergent bilingual students. Through a multi‐site explanatory case study involving 14 elementary teachers across four districts, we analyzed the frequency and quality of scaffold use, categorizing them into interactive, linguistic, visual, and kinesthetic types. Findings reveal that interactive and lingu…
Cognitive and developmental aspects of mathematical skills (6 works) · Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Mathematics Education and Teaching Techniques (3 works) · Curriculum (2 works) · Developmental psychology (2 works) · Mathematics (2 works) · Reading and Literacy Development (2 works) · Scaffold (2 works)