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