# Faculty Profile for Dr. Bikai Nie

## Biography Section

### Biography and 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.### Teaching Interests

Mathematics for K-12 Teachers, Quantitative Methods in Education Research, Statistics, Pre-Calculus, and Calculus.### Research Interests

My research interests include:1)the preparation for pre-service math teachers,

2)professional development for in-service mathematics teachers,

3) mathematics curricula for K-16,

4) problem solving and problem posing, and

5) quantitative methods in mathematics education research.

## Selected Scholarly/Creative Work

- Obara, S., & Nie, B. (2019). Promoting Math Teacher Active Learning with the Lesson Study Approach: A Case Study of In-service Teachers’ Perspectives.
*International Journal for Lesson and Learning Studies*,*8*(2), 135–148. - Obara, S., Nie, B., & Simmons, J. (2018). Teachers’ Conceptions of Technology, School Policy and Teacher’s Roles When Using Technology.
*EURASIA Journal of Mathematics, Science and Technology Education*,*14*(4), 1337–1349. https://doi.org/10.29333/ejmste/83569 - Peng, A., Li, J., Nie, B., & Li, Y. (2017). Characteristics of Teaching Mathematical Problem Solving in China: Analysis of a Lesson from the Perspective of Variation. In
*Teaching and Learning Mathematics through Variation: Confucian Heritage Meets Western Theories*(pp. 111–125). - Cai, J., Jiang, C., Hwang, S., Nie, B., & Hu, D. (2016). Does textbook support the implementation of mathematical problem posing in classrooms? In
*Problem solving in mathematics education: New advances and perspectives*(pp. 3–22). Springer. - Cai, J., Silber, S., Hwang, S., Nie, B., Moyer, J. C., & Wang, N. (n.d.). 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)*.

## Selected Service Activities

Organizer

Teaching Forum for Math 2311/2312

September 1, 2020-Present

Member

Library Committee

September 1, 2020-Present

Organizer

College Algebra Teaching Forum

September 1, 2020-Present

Member

Developmental Math Committee

September 1, 2019-Present

Reviewer / Referee

Journal for Research in Mathematics Education

June 1, 2017-Present