Discipline name
D-index
D-index (Discipline H-index) only includes papers and citation values for an examined
discipline in contrast to General H-index which accounts for publications across all
disciplines.
Citations
Publications
World Ranking
National Ranking

Social Sciences and Humanities
D-index
36
Citations
6,151
165
World Ranking
3778
National Ranking
1902

2016 - Fellow of the American Educational Research Association

- Mathematics education
- Pedagogy
- Statistics

His primary areas of study are Mathematics education, Mathematical problem, Pedagogy, Curriculum and Perspective. Jinfa Cai incorporates Mathematics education and Cross-cultural in his studies. As a part of the same scientific study, Jinfa Cai usually deals with the Mathematical problem, concentrating on Creativity and frequently concerns with Mathematical learning.

His research in the fields of Mathematics curriculum overlaps with other disciplines such as Chinese mathematics. His research in Curriculum intersects with topics in Consistency, Algebraic number, Formalism and Algebraic thinking. His Reform mathematics research incorporates elements of Philosophy of mathematics education and Core-Plus Mathematics Project.

- An Analysis of Arithmetic Problem Posing by Middle School Students. (258 citations)
- How Chinese learn mathematics : perspectives from insiders (185 citations)
- Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing (146 citations)

Jinfa Cai mainly focuses on Mathematics education, Pedagogy, Curriculum, Mathematical problem and Student learning. His study in Mathematics instruction, Teaching method, Reform mathematics, Connected Mathematics and Educational research is done as part of Mathematics education. His research integrates issues of Science education and Thinking skills in his study of Mathematics instruction.

His study in Effective teaching and Teaching and learning center are all subfields of Pedagogy. His studies deal with areas such as Mathematics curriculum and Algebra over a field as well as Curriculum. Among his research on Mathematical problem, you can see a combination of other fields of science like Task and Perspective.

- Mathematics education (94.63%)
- Pedagogy (22.82%)
- Curriculum (21.48%)

- Mathematics education (94.63%)
- Mathematical problem (15.44%)
- Science education (5.37%)

Mathematics education, Mathematical problem, Science education, Professional development and Conceptualization are his primary areas of study. His Learning to teach and Educational research study are his primary interests in Mathematics education. His Mathematical problem study combines topics in areas such as Variety, Self-efficacy and Mathematical thinking.

His Science education research includes themes of Scale and Item analysis. There are a combination of areas like Curriculum and Affect integrated together with his Conceptualization study. Curriculum and Mathematics curriculum are frequently intertwined in his study.

- Beyond small, medium, or large: Points of consideration when interpreting effect sizes (35 citations)
- Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research (20 citations)
- Exploring the impact of a problem-posing workshop on elementary school mathematics teachers’ conceptions on problem posing and lesson design (14 citations)

- Mathematics education
- Statistics
- Pedagogy

His primary areas of investigation include Mathematics education, Mathematical problem, Variety, Research questions and Framing. His Mathematics education research is mostly focused on the topic Educational research. Along with Perspective, other disciplines of study including Learning to teach and Professional development are integrated into his research.

Mathematical thinking and Term are fields of study that overlap with his Task research.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

An Analysis of Arithmetic Problem Posing by Middle School Students.

Edward A. Silver;Jinfa Cai.

Journal for Research in Mathematics Education **(1996)**

789 Citations

Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing

Jinfa Cai;Stephen Hwang.

The Journal of Mathematical Behavior **(2002)**

300 Citations

Early algebraization : a global dialogue from multiple perspectives

Jinfa Cai;Eric Knuth.

**(2011)**

263 Citations

How Chinese learn mathematics : perspectives from insiders

Lianghuo Fan;Ngai-ying Wong;Jinfa Cai;Shiqi Li.

**(2004)**

234 Citations

Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study

Jinfa Cai.

International Journal of Mathematical Education in Science and Technology **(2003)**

219 Citations

Problem solving in Chinese mathematics education: research and practice

Jinfa Cai;Bikai Nie.

Zdm **(2007)**

165 Citations

Assessing Students' Mathematical Problem Posing.

Edward A. Silver;Jinfa Cai.

Teaching children mathematics **(2005)**

164 Citations

Problem-posing research in mathematics education: new questions and directions

Florence Mihaela Singer;Nerida Ellerton;Jinfa Cai.

Educational Studies in Mathematics **(2013)**

156 Citations

Investigating Parental Roles in Students' Learning of Mathematics from a Cross-National Perspective

Jinfa Cai.

Mathematics Education Research Journal **(2003)**

137 Citations

Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning.

Jinfa Cai;John C. Moyer;Ning Wang;Stephen Hwang.

Educational Studies in Mathematics **(2013)**

135 Citations

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