Chunxia Qi, PhD (Beijing Normal University, 1999), is a full Professor of Faculty of Education of Beijing Normal University, Beijing, China. Professor Qi has extensive experience in mathematics education and research in China, the USA, and the UK. She was a Fulbright visiting scholar at Teachers college, Columbia University (USA) during 2006 to 2007, and visiting scholar at the University of Reading (UK) from 2010 to 2011.She was a core member of the China National Mathematics Curriculum Standard (Experimental Draft) Development Group for Compulsory Education. In addition, she is also the Lead Expert in Mathematics of the Collaborative Innovation Centre for Assessment of Basic Educational Quality at BNU. Since 2017, she serves as an associate editor of Eurasia Journal of Mathematics, Science and Technology, associate editor of Frontiers in Education (STEM Education). She was the International Programme Committee (IPC) of the third International Conference on Mathematics Textbook Research and Development (ICMT3; 2019, Paderborn, Germany) and chair of the IPC for ICMT-4 (Beijing, 2021).

Professor Qi has published more than 100 research articles in journals and conferences. Her recent publication is the monograph of Research on Mathematics Textbooks and Teachers’ Resources: Advances and Issues (co-editors, Springer, 2018). Research articles on teachers’ collaborative learning and growth in ZDM-Mathematics Education, International Journal for Lesson and Learning Studies, Education and Information Technologies and on students’ literacy assessment in Applied Cognitive Psychology and British Journal of Educational Psychology.

Research Interests:

1. Mathematics textbook research and development

2. Students mathematics literacy assessment

3. Project-based learning

4. Teacher collaborative learning

5. Teacher professional development,

6. International and comparative mathematics education

Teaching Courses 

1. Mathematics curriculum and textbook research

2. Mathematics pedagogy

3. Evaluation in mathematics education

4. Secondary mathematics curriculum and pedagogy

Publications (Recent five years selected)

Zuo, S. Y., Liu, L.Z.,& Qi,C.X*.(2024).Using video to develop pre-service teachers’ noticing within a mathematical modelling context. Eurasia Journal of Mathematics, Science and Technology Education, 20(5): em2441. DOI:  10.29333/ejmste/14466

Qi, C.X., Liang,H.L.,Zuo,S.Y.,&Li.,R.S.(2024).Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA).Education and Information Technologies. DOI:10.1007/s10639-024-12467-8

He, S.Q., & Qi, C.X*. (2023). Analysis and Dissolution of Potential Contradictions in Thematic Lessons from a Cultural-Historical Activity Theory Perspective.Sustainability, 15, 16931.DOI:10.3390/su152416931 

Bai,Y.X.,Liang,H.L., Qi,C.X.,*&Zuo,S.Y.(2023). An Assessment of Eighth Graders’ Mathematics Higher Order Thinking Skills in the Chinese Context.Canadian Journal of Science Mathematics and Technology Education, 23,365-382.DOI:10.1007/s42330-023-00279-w

Qi,C.X., Liu,X.M.,Wang,R.L., Zhang,J.B., Fu,Y., &Huang,Q.(2022). Contradiction and its solutions in the mathematics teacher-researcher partnership: an activity theory perspective. ZDM-Mathematics Education, 54(3), 639-652. DOI:10.1007/s11858-022-01358-2

Qi,C.X., & Liang,H.L.(2022). Participation and Reification: Meanings and Applications. Canadian Journal of Science Mathematics and Technology Education, 22(2),474-480. DOI:10.1007/s42330-022-00217-2

He, S.Q., & Qi,C.X*. (2022). The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China. Eurasia Journal of Mathematics, Science and Technology Education, 18(12): em2195. DOI:10.29333/ejmste/12693

Xu, Z.Z., & Qi,C.X*. (2022).Middle school students’ mathematical problem-solving ability and the influencing factors in mainland China. Frontiers in Psychology, 2022, 13: 1042315. DOI:10.3389/fpsyg.2022.1042315

Qi,C.X., Liu, L.Z.,& Zuo, S. Y.(2022).Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China. Asian Journal for Mathematics Education, 1(2), 204-220. DOI:10.1177/27527263221107718

Qi,C.X., Lai,M.Y., Liu,L.Z.,Liang,H.L.,Zuo,S.Y., &Li,R.S. (2022). Examining teachers’ learning through a project-based learning lesson study: a case study in China. International Journal for Lesson and Learning Studies, 2022. DOI:10.1108/IJLLS-09-2022-0127

Lu, H., Chen, X., & Qi,C.X*. (2022). Which is more predictive: Domain- or task-specific self-efficacy in teaching and outcomes? British Journal of Educational Psychology, 00,1-16. DOI:10.1111/bjep.12554

Wang, L., Cao, C., Zhou, X.L*., & Qi,C.X*. (2022). Spatial abilities associated with open math problem solving. Applied Cognitive Psychology, 36(2), 306-317. DOI:10.1002/acp.3919

Fu, Y., Qi,C.X.,* &Wang,J.Y(2022) . Reasoning and Proof in Algebra: The Case of Three Reform-Oriented Textbooks in China. Canadian Journal of Science Mathematics and Technology Education, 22(1),130-149. DOI:10.1007/s42330-022-00199-1

Qi,C.X., Cao,C., &Huang,R.J.(2021).Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China. International Journal of Science and Mathematics Education. DOI:10.1007/s10763-021-10241-7

Xu,Z.Z., & Qi,C.X*. (2019). The Relationship between Teacher-student Relationship and Academic Achievement: The Mediating Role of Self-efficacy. Eurasia Journal of Mathematics, Science and Technology Education, 15(10):,em1758. DOI:10.29333/ejmste/105610

Zhang,D.& Qi,C.X*. (2019). Reasoning and proof in eighth-grade mathematics textbooks in China[J]. International Journal of Educational Research, 98, 77-90. DOI:10.1016/j.ijer.2019.08.015

Fan,L.H.,Qi,C.X.,Liu,X.M.,Wang,Y., & Lin,M.W.(2017). Does a transformation approach improve students’ ability in constructing auxiliary lines for solving geometric problems? An intervention-based study with two Chinese classrooms. Educational Studies in Mathematics, 96(2), 229-248. DOI:10.1007/s10649-017-9772-5.