Dake Zhang

Current Active Grants:

Zhang, D., Yell, M., & Peterson, P. (PI, 2025-2030). PASE: Preparing Administrators of Special Education. Office of Special Education Programs, U.S. Department of Education: Personnel Development to Improve Services and Results for Children with Disabilities – Preparation of Special Education and Early Intervention Administrators (ALN #84.325D) (3.75M awarded).

Zhang, D, Wei. S., Powell, A. & Maher, C. (PI, 2025-2027). AI based platform for struggling students’ math problem solving during Computer-based assessment. Rutgers Research Council. (15K awarded).

Zhang, D., Li, M. & Deng, D (PI, 2025). Visual Translator (VT): Describing Visual Features for Error Diagnosis. Jaffe Foundation. (56K awarded).

Liu, M., & Zhang, D. (2024 – 2026, Co-PI). A Human- and Computer-Interpretable Automatic Grader for Word Problems in Engineering Disciplines. OVPR Seed Program, Rutgers University. ($45K awarded).

Zhang, D., Li, M. & Deng D (2023-2025, PI). Automated Classification of Student Problem-Solving Style in Representing Fractions with a Number Line. Jaffe Foundation. (127K awarded).

Lu, W. & Zhang, D. (2022-2025, Co-PI). Internet Assisted Career-Oriented Soft-Skills Training for Transition Age Youth: A Randomized Controlled Trial. NIDILRR Field Initiated Projects Research (600K awarded)

Select Publications:

Alhadi, M.* & Zhang, D. (2025). Effects of chunking intervention on enhancing geometry performance in high school students with mathematics learning difficulties. Learning Disability Quarterly. (doctoral student)

Liu, C.*, Zhang, D., Pandolpho, M*, & Yi, J*. (2023). The effects of principled digitalized interactive item components on geometry assessment in students with mathematics difficulties: A preliminary investigation. Assessment for Effective Intervention, 49(1), 29-40. (* doctoral student/undergraduate research assistants)

Altamirano, C.*& Zhang, D. (2023). A comparison of teaching efficacy between paraprofessionals and special education teachers working with special education students. (* doctoral student). Journal of American Academy of Special Education Professionals, 4, 169-184.

Alhadi, M.*, Zhang, D., Wang, T. & Maher, C. (2023). Digitalized Interactive Item Components in Computer-Based-Assessment in mathematics for K12 Students: A research synthesis. (* doctoral student). Computers in the Schools, 40(1), 56-84.

Zhang, D., & Siegler, R. (2022). Rational numbers, fractions, textbook suitability. Current Opinion in Behavioral Sciences, 47.

Greenstein, S. & Zhang, D. (2022). Understanding, honoring, and enabling the mathematical participation of students with disabilities through research at the intersection of special education and mathematics education. The Journal of Mathematical Behaviors. 65, DOI:10.1016/j.jmathb.2021.100919

Karpova, N*, Zhang, D., Beckwith, M, Bennett, D., & Lewis, M. (2021). Executive function in early adolescence as a function of environmental risk, prenatal cocaine exposure, and child sex. (* doctoral student). Neurotoxicology and Teratology, 88. DOI:10.1016/j.ntt.2021.107036 (* graduate student)

Mielicki, M. K., Fitzsimmons, C. J., Woodbury L., H., Marshal H., Zhang, D., Rivera, F. D., & Thompson, C. A. (2021). Effects of figural and numerical presentation formats on growing pattern performance. Journal of Numerical Cognition. 23. 125-155.

Zhang, D., & Rivera, F. (2021). Predetermined accommodations with a standardized testing protocol: Examining two accommodation supports for developing fraction thinking in students with difficulties in mathematics. The Journal of Mathematical Behaviors. https://doi.org/10.1016/j.jmathb.2021.100861

Zhang, D. (2021). Teaching geometry to students with learning disabilities. Learning Disability Quarterly, 44(1), 4-10.

Zhang, D., Indyk, A., & Greenstein, S. (2021). Effects of schematic chunking on enhancing geometry performance in students with math difficulties and students at risk of math failure. Learning Disability Quarterly, 44(2), 82-95.

Chen, J., Li, L., & Zhang, D. (2021). Students with specific difficulties in geometry: exploring the Timss 2011 data with plausible values and latent class analysis. Learning Disability Quarterly, 44 (1), 11-22.

Ding, Y., Zhang, D., Liu, R.-D., Wang, J., & Xu, L. (2021). Effect of automaticity on mental addition in Chinese children: The moderating role of working memory. Journal of Experimental Education, 89(1), 33-53.