Yuling Zhuang - Publications

Articles in Referred Journals (* indicates the corresponding author; g represents graduate students)

Zhuang, Y.*, & Zhang, S. (2025). Integrating ChatGPT in Mathematics Teacher Education: AI-Based Simulation Role-Playing to Support Practice-based Teaching. International Journal of Artificial Intelligence in Education. Advance online publication. https://doi.org/10.1007/s40593-025-00519-0
Zhuang, Y.*, & Zhang, S. (2025). Pre-service mathematics teachers’ perceptions of using GenAI for practicing teacher questioning: A semester-long study. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2689. https://doi.org/10.29333/ejmste/16764
Li, Y.*, diSessa, A.A., Graesser, A.C., Bicer, A., Zhuang, Y., & Xu, Lg (2025). Promoting Digital Transformation in STEM Education and Beyond. Journal for STEM Education Research. https://doi.org/10.1007/s41979-025-00157-0
Zhuang, Y.* (2025). Lessons from Using ChatGPT in Calculus: Insights from Two Contrasting Cases. Journal of Formative Design in Learning, 9, 25-35. https://doi.org/10.1007/s41686-025-00098-2
Zhuang, Y.* & Zhang, S. (2024). Integrating AI in Method Course: Customizing ChatGPT to Simulate Student Responses. Association of Mathematics Teacher Educators (AMTE)’s Connections, 34 (2). https://amte.net/connections/2024/12/integrating-ai-method-course-customizing-chatgpt-simulate-student-responses
Singletary, L.*, Russell, J., Conner, A., Foster, J. K., Zhuang, Y., & Park, H (2024). Reasoning on Display: Support Students’ Argumentation. NCTM’s Mathematics Teacher: Learning and Teaching PK-12. https://doi.org/10.5951/MTLT.2024.0148
Foster, J. K.*, Conner, A., Zhuang, Y., Singletary, L., & Park, H. (2024). Supporting students’ participation in collective argumentation: Use of displays in a secondary mathematics classroom. Mathematical Thinking and Learning, 1–21. https://doi.org/10.1080/10986065.2024.2371515
Zhuang, Y.* & Conner, A. (2022). Teachers' use of rational questioning strategies to promote student participation in collective argumentation. Educational Studies in Mathematics. 111(2), 345-365. https://doi.org/10.1007/s10649-022-10160-6
Zhuang, Y.* & Conner, A. (2022). Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation. Mathematical Thinking and Learning, 26,1-24. https://doi.org/10.1080/10986065.2022.2067932
Zhuang, Y.*, Foster, J. K., Conner, A., Crawford, B. A., Foutz, T., & Hill, R. B. (2022). Teaching elementary mathematics with educational robotics. Journal of STEM Teacher Education, 57(1), 62–86. https://doi.org/10.30707/JSTE57.1.1664998343.900405
Foster, J. K.*, Schneider, J. G.g, Franco, L.g, Zhuang, Y., Crawford, B., & Conner, A. (2022). Categorizing classroom-based argumentation in Elementary STEM lessons: Applying Walton’s types of argument dialogue. Journal of Research in STEM Education, 8(2), 79-110. https://doi.org/10.51355/jstem.2022.125
Gomez, C. N.*, Park, H., Zhuang, Y., Foster, J. K., & Conner, A (2021). Theory to practice: Prospective teachers’ recontextualizing discourses surrounding collective argumentation. Journal of Mathematics Teacher Education, 24(6), 671-699. https://doi.org/10.1007/s10857-021-09500-9

Referred Conference Proceedings

1. Kaiser, G., Yang, X., Li, Y., Zhuang, Y., Saadati, F., Viguer, M., Civil, M., Crespo, S., Planas, N., Ingram, J., Kosiol, T., Ufer, S., & Kwon, O. N. (2025). New directions in the discourse on mathematics teacher professional development. In Cornejo, C., Felmer, P., Gómez, D. M., Dartnell, P., Araya, P., Peri, A., & Randolph, V. (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (pp. 121-150). PME.

2. Zhuang, Y. (2024). Exploring the interplay of proof validation and construction: a study of students’ rational behavior. In Kosko, K. W., Caniglia, J., Courtney, S. A., Zolfaghari, M., & Morris, G. A. (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1951-1956). Kent State University. DOI: 10.51272/pmena.46.2024

3. Zhuang, Y & Zhang, S (2024). Exploring student engagement with ChatGPT in calculus learning: a case study on contrasting perceptions. In Kosko, K. W., Caniglia, J., Courtney, S. A., Zolfaghari, M., & Morris, G. A. (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1714-1719). Kent State University. DOI: 10.51272/pmena.46.2024.

4. Zhuang, Y. (2023). An application of Habermas construct of rationality to support students’ proof validation skills. In Lamberg, T., & Moss, D. (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1). (pp. 95-105). University of Nevada, Reno.

5. Liu, J. & Zhuang, Y. (2023). “I understand it even more!” Promoting preservice teachers’ relational understanding of fractions. In Lamberg, T., & Moss, D. (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1). (pp. 488-496). University of Nevada, Reno.

6. Zhuang, Y., Conner, A. (2020). Teacher questioning strategies in supporting validity of collective argumentation: explanation adapted from Habermas' communicative theory. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 2288-2296). Cinvestav/AMIUTEM/PME-NA. https:/doi.org/10.51272/pmena.42.2020

7. Foster, J. K., Zhuang, Y., Conner, A., Park, H & Singletary, L. (2020). One teacher's analysis of her questioning in support of collective argumentation. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 2067-2070). Cinvestav/AMIUTEM/PME-NA. https:/doi.org/10.51272/pmena.42.2020

8. Conner, A., Miller, C., Menke, J., & Zhuang, Y. (2020). Elementary teachers' beliefs about teaching mathematics and science: implication for argumentation. In A.I.Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1951-1952). Cinvestav/AMIUTEM/PME-NA. https:/doi.org/10.51272/pmena.42.2020

9. Park, H., Conner, A., Foster, J. K, Singletary, L., & Zhuang, Y. (2020). One teacher's learning to facilitate argumentation: focus on the use of repeating. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1961-1962). Cinvestav/AMIUTEM/PME-NA. https:/doi.org/10.51272/pmena.42.2020

10. Zhuang, Y. & Conner, A. (2018). Analysis of teachers’ questioning in supporting mathematical argumentation by integrating Habermas’ rationality and Toulmin’s model. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1323-1330). Greenville, SC: University of South Carolina & Clemson University.

11. Conner, A., Gomez, C. N., Park, H., Zhuang, Y., & Foster, J. (2018). Prospective teachers’ interpretations of argumentation and corresponding teaching actions. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 731- 734). Greenville, SC: University of South Carolina & Clemson University.

12. Conner, A., Gomez, C. N., Park, H., Foster, J., Zhuang, Y., Staples, M., Cirillo, M., Bieda, K., & Newton, J. (2018). Conceptions and consequences of what we call argumentation, justification, and proof. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1402-1411). Greenville, SC: University of South Carolina & Clemson University.

Published Reports

Staples, M., Newton, J., Kosko, K. W., Conner, A., Cirillo, M., Bieda, K., Yopp, D., Zaslavsky, O., Hummer, J., Strachota, S., Singh, R., An, T., Going, T., & Zhuang, Y. (2017). Using artefacts to explore conceptions and consequences of argumentation, justification, and proof [White Paper]. Working Group of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Available at https://www.researchgate.net/profile/Karl-Kosko/publication/317267228_White_Paper_Using_Artifacts_to_Explore_Conceptions_and_Consequences_of_Argumentation_Justification_and_Proof/links/592f0edb0f7e9beee752bcd0/White-Paper-Using-Artifacts-to-Explore-Concep