Profile: Dake Zhang

Associate Professor

Dr. Zhang received her Ph.D. in Special Education from Purdue University. She taught K-12 math for students with math difficulties in China and the United States. Dr. Zhang is interested in the assessment and intervention for students with mathematics learning difficulties.

Professional Affiliations:

American Educational Research Association (AERA)
Council for Exceptional Children (CEC)
Psychology of Mathematics Education - North America (PME-NA)

Editorial Board: Journal of Disability Policy Studies, Learning Disability Quaterly

Panelist: National Science Foundation (2014, 2016) Institute of Education Sciences (IES)


Recent Grants:

Zhang, D.(2016). Strategic Development for Middle Schoolers Struggling with Using Number Lines to Solve Fraction Problems: Assessment and Intervention. Spencer Postdoctoral Fellowship $70,000 awarded .


Expertise & Research Interest

Special Education
Learning, Cognition and Development

Recent & Selected Publications

Zhang, D., Stecker, P.M., & Beqiri, K. (in press). Understanding the faulty strategies in estimating fractions on number lines among students with and without mathematics disabilities. Learning Disability Quarterly.

Zhang, D. (In press). Effects of visual working memory training and direct instruction on geometry problem solving in college students with geometry difficulties. Learning disabilities: A Contemporary Journal.

Zhang, D., Wang, Q., Stegall, J. B., Losinski, M.&  Katsiyannis, A.(in press). The construction and initial validation of the special education teaching efficacy scale. Remedial ad Special Education.

Zhang, D& Ding, Y. (Accepted). Evidence based interventions for students with mathematics learning difficulties. To appear in MacAllister, W.S. & Vasserman, M. (Eds.). The Neuropsychology of Learning Disorders: A Handbook for the Multi-disciplinary Team.

Bergstrom, C.* & Zhang, D.( 2016). Geometry Interventions for K-12 Students with and without disabilities: A Research Synthesis. (*Graduate assistant). International Journal of Educational Research.

Malasig, A.J.,* & Zhang D. (in press). A review of literature: Mathematics instruction for students with visual impairments.  Visual Impairment and Deafblind Education Quarterly.(* undergraduate research assistant)

Zhang, D. Ding, Y.,  Lee, S .& Chen, J. (2017). Strategic Developmental Levels in Multiplication Problem Solving: Patterns of Students' Strategy Choices. The Journal of Educational Research.

Zhang, D., & Ding, Y. (Invited publication, 2014). Effect of Auditory Working Memory Training in Students with Visual Impairments on Math Problem Solving.  Division on Visual Impairments Quarterly.

Zhang, D., Stecker, P.M., Huckabee, S., & Miller, R.(2016). Students’ Strategic Development for Middle School Students Struggling with Fractions: Assessment and Intervention. The Journal of Learning Disabilities.

Zhang, D., Wang, Q., Ding, Y. & Liu, J.  (2014). Testing Accommodation or Modification? The Effects of Integrated Object Representation on Enhancing Geometry Performance in Children with and without Geometry Difficulties. The Journal of Learning Disabilities.

Liu, R.-D., Ding, Y., Zong. M. & Zhang, D. (2015). Concept development of decimals in elementary students: A conceptual change approach. School Science and Mathematics.

Liu, R.-D., Ding, Y., Gao, B.-C., & Zhang, D. (2015). The relations between property strategies, working memory, and multiplication in Chinese elementary school students. The Journal of Experimental Education.

Zhang, D., Ding, Y., Barrett, E.D., Xin, Y. P., & Liu, R. (2014). A comparison of strategic development of multiplication skills in low-achieving, average achieving and high achieving students. The European Journal of Psychology of Education. 29 (2), 195-214

Barrett, D. E., Katsiyannis, A., Zhang, D., & Zhang, D. (2014). A structural equation modeling analysis of influences on juvenile delinquency. Behavioral Disorders,39, 113-127.

Barrett, D. E., Katsiyannis, A., Zhang, D., & Zhang, D. (2014). Delinquency and Recidivism: A multi-cohort, matched-control study of the role of early adverse experiences and mental health problems. The Journal of Emotional and Behavioral Disorder.22(1), 3 - 15. DOI:10.1177/1063426612470514.

Zhang, D., Wang, Q., Losinski, M. & Katsyannis, A. (2014). An examination of pre-service teachers’ career intentions in pursuing special education careers. The Journal of Teacher Education, 65 (2), 165-171.

Zhang, D., Xin, Y., Harris, K., Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Learning Disability Quarterly. 37. 15-30

Zhang, D., Xin, Y. P., & Si, L. (2013). Transition from intuitive to advanced strategies in multiplicative reasoning for students with math disabilities. The Journal of Special Education, 47(1), 50-64.

Zhang, D., Ding, Y. Stegall, J., & Mo, L. (2012). The effects of visual chunking on improving visual imagery skills for solving geometry problems in students with math disabilities. Learning Disability Research and Practice, 27(4), 167–177.

Zhang, D., & Xin, Y. P. (2012). A follow-up meta-analysis of word problem solving interventions for students with math learning problems. The Journal of Educational Research, 105 (5), 303-318.

Adedokun, O., Zhang, D., Parker, L., Childress, A., & Burgess, W. (2012). The effects of undergraduate research experiences on students’ aspirations for research careers and graduate education. Journal of College Science Teaching. 42(1), 76-84.

Xin, Y. P., Si, L., Hord, C., Zhang, D., Cetintas, S, & Park. J. (2012). The effects of computer-assisted instruction in teaching conceptual model-based problem solving. Learning Disabilities: A Multidisciplinary Journal, 18(2), 71-85.

Xin, Y. P., Zhang, D., Park, J., Whipple, A., Tom, K., & Si, L. (2011). A comparison of model-based problem solving with multiple strategy instruction on mathematical problem solving. The Journal of Educational Research, 104, 381-395.

Cetintas, S., Si, L., Xin, Y. P., Zhang, D., Park, J.Y., and Tzur, R. (2010). A Joint Probabilistic Classification Model of Relevant and Irrelevant Sentences in Mathematical Word Problems. The Journal of Educational Data Mining, 2 (1), 83-101.

Xin, Y. P., & Zhang, D. (2009). Exploring a conceptual model-based approach to teaching situated word problems. The Journal of Educational Research, 102(6), 427-441.