Ph.D. in Special Education, University of Texas at Austin, 2022

M.A. in Special Education, University of Nebraska-Lincoln, 2018

B.Ed. in Special Education, Southwest University, 2017

Understanding and supporting students with mathematics learning difficulties

Applying AI tools to personalize learning and instruction

Using meta-analysis to uncover patterns in learning

Assistant Professor of Special Education, University of Macau, 08/2022-present

* indicating student co-authors

For the most up-to-date and complete list of my publications, please visit my Google Scholar profile: https://scholar.google.com/citations?user=pmEjMoUAAAAJ&hl=en.

Lin, X., Peng, P., *Song, X.W. & *Liu, Q.L. (2025). Examine the longitudinal association between prior and subsequent mathematics using meta-analytic structural equation modeling approach. Educational Psychology Review

Lin, X., *Zhang, J. H. *Cui, H.R., *Song, X.W. & *Han, X.N. (2025).  Unique and combined effects of fraction vocabulary and arithmetic instruction. Journal of Learning Disabilities

Lin, X. & Powell, S. R. (2025). Cognitive and foundational mathematics antecedents of pre-algebra: Focusing on dual-language learners with word-problem difficulty. Journal of Learning Disabilities.

*Han, X.N. & Lin, X. (2025). A survey of teacher beliefs of the nature, learning, and teaching of mathematics vocabulary. Teachers and Teaching. http://dx.doi.org/10.1080/13540602.2025.2450673

*Zeng, X.C. & Lin, X. (2025). Initial efficacy of a decimal vocabulary intervention for students with mathematics difficulty in grade 5. Learning Disability Quarterly

*Han, X.N. & Lin, X. (2024). Investigating the features of mathematics writing among Chinese students. Reading and Writing. http://dx.doi.org/10.1007/s11145-024-10547-2

Lin, L.J., Lin, X., Zhang, X.F., & Ginns, P. (2024). The personalized learning effect on interest, cognitive load, retention, and transfer: A meta-analysis. Educational Psychology Review. 36(3), Article 88. https://doi.org/10.1007/s10648-024-09933-7

Lin, X., & Powell, S. R. (2023). Exploring academic and cognitive skills impacting retention and acquisition of word-problem knowledge gained during or after intervention. Child Development, 94(6), e362–e376. https://doi.org/10.1111/cdev.13970

Lin, X. & Powell, S. R. (2023). Initial efficacy of a fraction vocabulary intervention for students experiencing mathematics difficulty in grade 4. Learning Disabilities Research & Practice, 38(4), 253–262. https://doi.org/10.1111/ldrp.12321

Lin, X. & Powell, S. R. (2023). Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model. Early Childhood Research Quarterly, 63(2), 85–97. https://doi.org/10.1016/j.ecresq.2022.12.003

Ünal, Z. E., Greene, N. R., Lin, X., & Geary, D. C. (2023). What is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-Analytic Studies. Educational Psychology Review, 35(1), Article 4. https://doi.org/10.1007/s10648-023-09717-5

Lin, X. & Powell, S. R. (2022). The roles of initial mathematics, reading, and cognitive skills in subsequent mathematics performance: A meta-analytic structural equation modeling approach. Review of Educational Research, 92(2), 288–325.

Lin, X. & Powell, S. R. (2021). Examining the relation between whole-number and fractions: A meta-analytic structural equation modeling approach. Contemporary Educational Psychology, 67(4), Article 102017. https://doi.org/10.1016/j.cedpsych.2021.102017

Lin, X., Peng, P., & Luo, H. J. (2021). The deficit profile of elementary students with computational difficulties versus word problem-solving difficulties. Learning Disability Quarterly, 44(2), 110–122. https://doi.org/10.1177/0731948719865499

Lin, X., Peng, P., & Zeng, J. G. (2021). Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis. The Elementary School Journal, 121(3), 504–540. https://doi.org/10.1086/712504

Peng, P., Lin, X., Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595–634. https://doi.org/10.1037/bul0000231

Namkung, J., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 1–38.  https://doi.org/10.3102%2F0034654319843494

Peng, P., & Lin, X. (2019). The relation between mathematics vocabulary and mathematics performance among fourth graders. Learning and Individual Differences, 69(1), 11–21. https://doi.org/10.1016/j.lindif.2018.11.006

Peng, P., Wang, T. F., Wang, C.C. & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/10.1037/bul0000182.

• Best Paper Award, 2023, Faculty of Education, University of Macau
• University Graduate Continuing Fellowship 2021-2022, University of Texas at Austin
  1 student per department receive the fellowship (maximum amount)
• Doctoral Student Scholars 2021, Council for Exceptional Children, Division for Research
• University Graduate Continuing Fellowship 2021-2022, University of Texas at Austin
  1 student per department receive the fellowship (maximum amount)
• Recruitment Fellowship 2018-2019, University of Texas at Austin

Lin, X. (2025-2026) Smart Tourism and Career-Oriented Cultural Heritage Tours for Special Customer Segments through Technology. Asia-Pacific Academy of Economics and Management, University of Macau, Award: MOP95,000. Co-PI: Huang, H.L. Ref No. APAEM/SG/00016/2024

Lin, X. (2025-2026) Learning How to Solve Mathematical Word Problems With an AI-Based Chatbot: Designing and Evaluating its Effectiveness for Students With or At Risk for Mathematics Disabilities. University of Macau, Award: MOP280,000. Ref No. MYRG-GRG2024-00195-FED