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Yuling Zhuang

Assistant Professor

Texas A&M University

United States

Research Interests

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About

Yuling Zhuang is an Assistant Professor at Texas A&M University in the United States. Her research interests focus on mathematics education, specifically in areas such as the use of Generative AI in teacher training, the role of argumentation in mathematics classrooms, and innovative teaching methods including educational robotics. Her recent publications explore various strategies to enhance student participation and support in collective argumentation within mathematics learning environments.

Articles (13)

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2027

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2026

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2026

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2026

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2025

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2025

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2025

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2024

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2024

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2022

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2022

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2022

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2021

Collaborators (3)

Carlos Nicolas Gómez Marchant

Associate Professor of STEM Education

University of Texas at Austin

UNITED STATES

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AnnaMarie Conner

University of Georgia

UNITED STATES

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Meng Xia

Assistant Professor

Texas A&M University

UNITED STATES

View details

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Yuling Zhuang

Research Interests

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Articles (13)

ArguMath: AI-Simulated Environment for Pre-service Teacher Training in Orchestrating Classroom Mathematics Argumentation

Explicitly Teaching Proof Validation: A Framework Integrating Habermas’ Theory and Rational Questioning

Empowering students to critically validate AI-generated mathematical solutions through the rational questioning approach

Can ChatGPT Support Proof Validation? Exploration through Habermas’ Construct of Rationality

Pre-service mathematics teachers’ perceptions of using GenAI for practicing teacher questioning: A semester-long study

Lessons from Using ChatGPT in Calculus: Insights from Two Contrasting Cases

Integrating ChatGPT in Mathematics Teacher Education: AI-Based Simulation Role-Playing To Support Practice-based Teaching

Supporting students’ participation in collective argumentation: Use of displays in a secondary mathematics classroom

Reasoning on Display: Supporting Students’ Argumentation

Teachers’ use of rational questioning strategies to promote student participation in collective argumentation

Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation

Teaching Elementary Mathematics with Educational Robotics

Correction to: Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation

Collaborators (3)

Carlos Nicolas Gómez Marchant

AnnaMarie Conner

Meng Xia

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