Principal Investigator (2025-). The study surveys and informs the curricular learning and instructional practices of upper secondary and tertiary mathematics, drawing upon different methodologies (quantitative/qualitative) and epistemologies (cognitive/sociocultural). It will develop an instrument and quantitatively assess the participating teachers’ and students’ mathematical competence in the topics of pre-calculus and calculus, which are major domains in … Continue reading Investigating the Secondary–Tertiary Mathematics Transition in Hong Kong: Toward Local and Global Significance

Principal Investigator (2021-2024). This study builds on the PI’s previously developed conception of “learning as Making” to envision a computationally enhanced mathematics curriculum. It will inform the “big picture” of how using computers might fundamentally change mathematical thinking, with an emphasis on mathematical problem solving (and more generally, STEM learning). Funded by the Research Grants … Continue reading Mathematical Problem Solving through Digital Making: Envisioning a Computationally Enhanced Mathematics Curriculum in Hong Kong’s Primary and Secondary Schools

Principal Investigator. (2019-2021). This design-based research explores the effect of a ‘learning as Making’ pedagogy in mathematics education through designing and implementing a series of teaching experiments in Hong Kong primary schools. Funded by Research Grant Council (Hong Kong), Early Career Scheme ($499,381 HKD) Publications: Ng, O., & Ye, H. (forthcoming). Doing mathematics with 3D pens: Five … Continue reading The Effects of Implementing a ‘Learning as Making’ Pedagogy on School Mathematics Learning: Primary Students’ Inquiry-based Making with 3D Printing Pens