Full Publication List

Ng, O., Kynigos, C., & Clark-Wilson, A. (2027). Computational thinking for mathematics education: Emerging perspectives, design, and tools (Special Issue). ZDM Mathematics Education.

Ng, O., González-Calero, J., Jacinto, H. (2024). Advancing research and practice in the integration of computational thinking in mathematics education. Quadrante. https://doi.org/10.48489/quadrante.39744

Le Roux, K., Brown, J., Coles, A., Helliwell, T., & Ng, O. (2022). Editorial for a special issue on innovating the mathematics curriculum in precarious times. Research in Mathematics Education, 24(2). https://doi.org/10.1080/14794802.2022.2090422

Keywords: Artificial intelligence, AI literacy, educational computing

1. Liang, B., Chen, Q., Zhang, Y., & Ng, O. (Accepted). From output to understanding: How programming outputs mediate mathematics learning via perturbation. International Journal of Science and Mathematics Education.
2. *Lin, Z., Dai, Y., & Ng, O. (2025). Constructionism in K-12 AI Literacy education: A systematic Review of pedagogical designs, student outcomes, and learning mechanisms. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251360442
3. Allison, J., Hwang, G.-J., Mayer, R., Pellas, N., Karnalim, O., de Freitas, S., Ng, O., Huang, Y.-M., Hooshyar, D., Seidman, R., Al-Emran, M., Mikropoulos, T., Schroeder, N., Roscoe, R.; & Sanusi, I. (2025). From generative AI to extended reality: Multidisciplinary perspectives on the challenges, opportunities, and future of educational computing. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251359964
4. *Weng, X., *Ye, H., Dai, Y., & Ng, O. (2024). Integrating artificial intelligence and computational thinking in educational contexts: A systematic review of instructional design and student learning outcomes. Journal of Educational Computing Research. https://doi.org/10.1177/07356331241248686

Keywords: Computational thinking; programming; digital making; mathematical problem-solving

1. Liu, S., Dai, Y., Cai, Z., & Ng, O. (2025). Gender disparity in computational thinking pedagogy and assessment: A three-level meta-analysis. Educational Psychology Review, 37, 114. https://doi.org/10.1007/s10648-025-10095-3.
2. *Ye, H., Liang, B., & Ng, O. (2025). A learner-centered exploration of teachers’ solution pathways in K-12 programming-based mathematical problem-solving. Journal of Computer Assisted Learning. http://dx.doi.org/10.1111/jcal.70102
3. Ng, O. (2025). Problem solving with discrete variables from a computational thinking perspective. For the Learning of Mathematics, 45(2), 44-48.
4. *Cui, Z., Ng, O., Jong, M., & Weng, X. (2025). Middle School Students’ In-Moment Engagement in Synchronous Online Learning: An Activity-Community of Inquiry Approach. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.70081
5. Ng, O., González-Calero, J., Jacinto, H. (2024). Advancing research and practice in the integration of computational thinking in mathematics education. Quadrante. https://doi.org/10.48489/quadrante.39744
6. *Yeung, W. L., Ng, O., & Zhang, Y. (2024). Young children’s embodied computational thinking developed with touchscreen mathematics applications. Quadrante. https://doi.org/10.48489/quadrante.37071
7. *Weng, X., *Ye, H., Dai, Y., & Ng, O. (2024). Integrating artificial intelligence and computational thinking in educational contexts: A systematic review of instructional design and student learning outcomes. Journal of Educational Computing Research. https://doi.org/10.1177/07356331241248686
8. *Ye, H., Ng, O., & Leung, A. (2024). Examining mathematics teachers’ creative actions in programming-based mathematical activities. ZDM Mathematics Education. https://doi.org/10.1007/s11858-024-01579-7.
9. Leung, S. K. Y., Wu, J., Li, J. W., Yung, L., Ng, O. (2024). Examining young children’s computational thinking through animation art, Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01694-w
10. *Ye, H., Ng, O., *Cui, Z. (2023). Conceptualizing flexibility in programming-based mathematical problem-solving. Journal of Educational Computing Research, 62(2), 594-619. https://doi.org/10.1177/07356331231209773
11. Ng, O., Leung, A., *Ye, H. (2023). Exploring computational thinking as a boundary object between mathematics and computer programming for STEM teaching and learning. ZDM-Mathematics Education. https://doi.org/10.1007/s11858-023-01509-z
12. Ng, O., Sinclair, N., Ferrara, F., & *Liang, B. (2023). Transforming arithmetic through digital resource. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital (Curriculum) Resources in Mathematics Education. Springer. https://doi.org/10.1007/978-3-030-95060-6_17-1
13. Zhang, Y., Ng, O., & Leung, S. (2023). Researching computational thinking in early childhood STEAM education context: A descriptive review of selected literature on the state of research and future directions. Journal of STEM Education and Research. https://doi.org/10.1007/s41979-023-00097-7
14. *Cui, Z., Ng, O., & Jong, M. (2023). Integration of computational thinking with mathematical problem-based learning: Insights on affordances for learning. Educational Technology and Society, 26(2), 131-146. https://www.jstor.org/stable/48721001
15. *Ye, H., *Liang, B., Ng, O., & Chai, C. S. (2023). Integration of computational thinking in K-12 mathematics education: A systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10, 3. https://doi.org/10.1186/s40594-023-00396-w
16. *Weng, X., Ng, O., *Cui, Z., & Leung, S. (2022). Creativity development with problem-based digital making and block-based programming for Science, Technology, Engineering, Arts, Mathematics learning in middle school contexts. Journal of Educational Computing Research. https://doi.org/10.1177/07356331221115661
17. *Weng, X., *Cui, Z., Ng, O., Jong, M., & Chiu, T. K. F. (2022). Characterizing students’ 4C skill development during problem-based digital making. Journal of Science Education and Technology, 31(3), 372-385. https://doi.org/10.1007/s10956-022-09961-4
18. Ng, O., Liu, M, & *Cui, Z. (2021). Students’ in-moment challenges and developing maker perspectives during problem-based digital making. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1967817
19. Ng, O., & *Cui, Z. (2021). Examining primary students’ mathematical problem-solving in a programming context: Toward a computationally enhanced mathematics education. ZDM-Mathematics Education, 53, 847–860. https://doi.org/10.1007/s11858-020-01200-7
20. *Cui, Z., & Ng, O. (2021). The interplay between mathematical and computational thinking in primary students’ mathematical problem-solving within a programming environment. Journal of Educational Computing Research, 59(5), 988–1012. https://doi.org/10.1177/0735633120979930

Keywords: 3D printing; 3D pens; gestures; embodied cognition

1. Yeung, W. L., Ye, H., & Ng, O. (forthcoming). Crafting mathematics: Embodied creative actions and craftsman creativity in making-based geometry learning. In T. T. Lam, P. Taylor, P. J. Lin (Eds.), Mathematics Creativity, Challenges and Competition. Springer.
2. Ng, O., & *Ye, H. (2023). Doing mathematics with 3D pens: Five years of research on 3D printing integration in mathematics classrooms. In F. Dilling, F. Pielsticker, & I. Witzke (Eds.), International Symposium on 3D Printing in Mathematics Education. Springer. https://doi.org/10.1007/978-3-658-38867-6_7
3. Ng, O., & *Ye, H. (2022). Mathematics learning as embodied Making: Primary students’ investigation of 3-dimensional geometry with handheld 3d printing technology. Asia Pacific Education Review. http://doi.org/10.1007/s12564-022-09755-8
4. Ng, O., *Liang, B., & Leung, A. (2022). Using first- and second-order models to characterise in-service teachers’ video-aided reflection on teaching and learning mathematics with 3D Pens. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.). The Mathematics Teacher in the Digital Era (2nd Edition). Springer: Cham, Switzerland. http://doi.org/10.1007/978-3-031-05254-5
5. Ng, O., & *Tsang, W. K. (2021). Constructionist learning in school mathematics: Implications for education in the Fourth Industrial Revolution. ECNU Review of Education. https://doi.org/10.1177/2096531120978414
6. Ng, O., & Chan, T. (2021). In-service mathematics teachers’ video-based noticing of 3D Printing Pens ‘in action’. British Journal of Educational Technology, 52(2), 751-767. http://dx.doi.org/10.1111/bjet.13053
7. Ng, O., Shi, L., & Ting, F. (2020). Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: Dynamic geometry and 3D Printing. International Journal of STEM Education, 7, 50. https://doi.org/10.1186/s40594-020-00244-1
8. Ng, O. (2020). How ‘tall’ is the triangle? Constructionist learning of shape and space with 3D Pens. International Journal of Mathematical Education in Science and Technology, 52 (9), 1426-1432. https://doi.org/10.1080/0020739X.2020.1844910
9. Ng, O., & Ferrara, F. (2020). Towards a materialist vision of ‘learning as Making’: The case of 3D Printing Pens in school mathematics. International Journal of Science and Mathematics Education, 18, 925–944. doi: 10.1007/s10763-019-10000-9
10. Ng, O., Sinclair, N., & Davis, B. (2018). Drawing off the page: How new 3D technologies provide insight into cognitive and pedagogical assumptions about mathematics. The Mathematics Enthusiast, 15(3), 563-578.
11. Ng, O., & Sinclair, N. (2018). Drawing in space: Doing mathematics with 3D pens. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, C. Vale (Eds.). Uses of Technology in Primary and Secondary Mathematics Education (pp. 301-313). Cham: Springer. doi: 10.1007/978-3-319-76575-4_16

Keywords: Embodied cognition, gestures, multimodality, touchscreen, Touchcounts

1. Zhang, Y., Ng, O., & Liang, B. (2025). From pre-ritual to exploration: Young learner’s gestural routine development in manipulative-based number discourse. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-025-10457-2
2. Ng, O., & *Yeung, W. L. (2025). Making tens with four hands: Touchscreen-based classroom activity for early number learning. Digital Experience in Mathematics Education. https://doi.org/10.1007/s40751-025-00171-2
3. *Yeung, W. L., Ng, O., & Zhang, Y. (2024). Young children’s embodied computational thinking developed with touchscreen mathematics applications. Quadrante. https://doi.org/10.48489/quadrante.37071
4. *Yeung, W. L.., & Ng, O. (2023). Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010 – 2023). Computers & Education. https://doi.org/10.1016/j.compedu.2023.104881
5. Ng, O., Sinclair, N., Ferrara, F., & *Liang, B. (2023). Transforming arithmetic through digital resource. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital (Curriculum) Resources in Mathematics Education. Springer. https://doi.org/10.1007/978-3-030-95060-6_17-1
6. Ng, O., & *Ye, H. (2022). Mathematics learning as embodied Making: Primary students’ investigation of 3-dimensional geometry with handheld 3d printing technology. Asia Pacific Education Review. http://doi.org/10.1007/s12564-022-09755-8
7. Ng, O., Shi, L., & Ting, F. (2020). Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: Dynamic geometry and 3D Printing. International Journal of STEM Education, 7, 50. https://doi.org/10.1186/s40594-020-00244-1
8. Ng, O. (2019). Examining technology-mediated communication using a commognitive lens: The case of touchscreen-dragging in dynamic geometry environments. International Journal of Science and Mathematics Education, 17(6), 1173-1193. doi: 10.1007/s10763-018-9910-2
9. Ng, O. (2018). Supporting the development of bilingual learners’ mathematical discourse through dynamic, touchscreen technology. In T. Bartell (Ed). Toward equity and social justice in mathematics education (pp. 173-189). Cham: Springer. doi: 10.1007/978-3-319-92907-1_11
10. Ng, O. (2016). The interplay between language, gestures, dragging, and diagrams in bilingual learners’ mathematical communications. Educational Studies in Mathematics, 91(3), 307-326. doi: 10.1007/s10649-015-9652-9
11. Ng, O. (2016). Comparing calculus communication across static and dynamic environments using a multimodal approach. Digital Experiences in Mathematics Education, 2(2), 115-141. doi: 10.1007/s40751-016-0014-8.
12. Ng, O., & Sinclair, N. (2015). ‘Area without numbers’: Using touchscreen dynamic geometry to reason about shape. The Canadian Journal of Science, Mathematics, and Technology Education, 15 (1), 84-101. doi: 10.1080/14926156.2014.993048.

Keywords: Dynamic geometry environments; geometry education, technology-mediated learning

1. Ng, O. & Dorier, J.-L. (forthcoming). Resources for teaching and learning geometry. In A. Gutierrez & T. Lowrie (Eds), The 26th ICMI Study, Advances in Geometry Education. Springer.
2. Athias, F., Coutat, S., Ng, O. (forthcoming). Principles of task design. In A. Gutierrez & T. Lowrie (Eds), The 26th ICMI Study, Advances in Geometry Education. Springer.
3. *Yeung, W.L., & Ng, O. (2021). Developing the meaning of volume and deriving the volume of hemispheres with dynamic geometry. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1949058
4. Ng, O., Shi, L., & Ting, F. (2020). Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: Dynamic geometry and 3D Printing. International Journal of STEM Education, 7, 50. https://doi.org/10.1186/s40594-020-00244-1
5. Ng, O., Ting, F., Lam, W.H., Liu, M. (2020). Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards. The Asia-Pacific Education Researcher, 29, 285–294. doi: 10.1007/s40299-019-00481-1
6. Ng, O. (2019). Examining technology-mediated communication using a commognitive lens: The case of touchscreen-dragging in dynamic geometry environments. International Journal of Science and Mathematics Education, 17(6), 1173-1193. doi: 10.1007/s10763-018-9910-2
7. Ng, O. (2018). Supporting the development of bilingual learners’ mathematical discourse through dynamic, touchscreen technology. In T. Bartell (Ed). Toward equity and social justice in mathematics education (pp. 173-189). Cham: Springer. doi: 10.1007/978-3-319-92907-1_11
8. Ng, O. (2016). Comparing calculus communication across static and dynamic environments using a multimodal approach. Digital Experiences in Mathematics Education, 2(2), 115-141. doi: 10.1007/s40751-016-0014-8.
9. Ng, O., & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. ZDM-Mathematics Education, 47(3), 421-434. doi: 10.1007/s11858-014-0660-5.
10. Ng, O., & Sinclair, N. (2015). ‘Area without numbers’: Using touchscreen dynamic geometry to reason about shape. The Canadian Journal of Science, Mathematics, and Technology Education, 15 (1), 84-101. doi: 10.1080/14926156.2014.993048.

Keyword: STEM education; 21st century skills, constructionist learning

1. Gao, L., Jong, M. S.-Y.; Chai, C.-S.; Ng, O. (2025). Undergraduate engineering students’ epistemic cognition and changes in the course of being engineering design mentors. International Journal of STEM Education. https://doi.org/10.1186/s40594-025-00564-0
2. *Yeung, W. L., & Ng, O. (2024). Using empathy maps to support design-thinking enhanced transdisciplinary STEM innovation in K-12 setting. International Journal of Design and Technology Education, 34 (4), 1325-1350. https://doi.org/10.1007/s10798-023-09861-7
3. Zhang, Y., Ng, O., & Leung, S. (2023). Researching computational thinking in early childhood STEAM education context: A descriptive review of selected literature on the state of research and future directions. Journal of STEM Education and Research. https://doi.org/10.1007/s41979-023-00097-7
4. *Weng, X., *Cui, Z., Ng, O., Jong, M., & Chiu, T. K. F. (2022). Characterizing students’ 4C skill development during problem-based digital making. Journal of Science Education and Technology, 31(3), 372-385. https://doi.org/10.1007/s10956-022-09961-4
5. *Weng, X., Ng, O., *Cui, Z., & Leung, S. (2022). Creativity development with problem-based digital making and block-based programming for Science, Technology, Engineering, Arts, Mathematics learning in middle school contexts. Journal of Educational Computing Research. https://doi.org/10.1177/07356331221115661
6. Ng, O., & *Tsang, W. K. (2021). Constructionist learning in school mathematics: Implications for education in the Fourth Industrial Revolution. ECNU Review of Education. https://doi.org/10.1177/2096531120978414
7. Ng, O., & Chan, T. (2019). Learning as Making: Using 3D computer-aided design to enhance the learning of shapes and space in STEM-integrated ways. British Journal of Educational Technology, 50(1), 294-308. doi: 10.1111/bjet.12643
8. Ng, O. (2017). Exploring the use of 3D computer-aided design and 3D printing for STEAM learning in mathematics. Digital Experience in Mathematics Education, 3(3), 257–263. doi: 10.1007/s40751-017-0036-x.

Keywords: Technology-rich pedagogies; videos; teacher noticing; professional noticing; 3D pens

1. Liu, M., Ng, O., Dai, Y., Chai, C. S. (2024). Prospective mathematics teachers’ hiccups and professional noticing during technology-rich teaching and learning. Canadian Journal of Science, Mathematics, and Technology Education. https://doi.org/10.1007/s42330-024-00340-2
2. *Weng, X., Ng, O., Chiu, T. (2023). Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis. Computers and Education. https://doi.org/10.1016/j.compedu.2023.104790.
3. Ng, O., *Liang, B., & Leung, A. (2022). Using first- and second-order models to characterise in-service teachers’ video-aided reflection on teaching and learning mathematics with 3D Pens. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.). The Mathematics Teacher in the Digital Era (2nd Edition). Springer: Cham, Switzerland. http://doi.org/10.1007/978-3-031-05254-5
4. Ng, O., & Park, M. (2021). Using an enhanced video-engagement innovation to support STEM teachers’ professional development in technology-based instruction. Educational Technology and Society, 24(4), 193-204. https://www.jstor.org/stable/48629255.
5. Ng, O., & Chan, T. (2021). In-service mathematics teachers’ video-based noticing of 3D Printing Pens ‘in action’. British Journal of Educational Technology, 52(2), 751-767. http://dx.doi.org/10.1111/bjet.13053

Keyword: Classroom discourse; discourse behaviours; dialogic discourse; teacher authority; teacher professional development; intervention studies

1. Ng, O., Ni, Y., Shi, L., Tam, W., Cheung, A. (2025). Linking changes in teacher discourse behaviors to changes in student learning outcomes in Hong Kong mathematics classrooms. Asian Journal of Mathematics Education. https://doi.org/10.1177/27527263241308028
2. Cheng, W.K., Ng. O., & Ni, Y. (2022). Enhancing student authorship and broadening personal latitude in the mathematics classroom with rich dialogic discourse. ECNU Review of Education 7(4), 1089-1113. https://doi.org/10.1177/20965311221142887
3. Ni, Y., Shi, L., Cheung, A., Chen, G., Ng, O., & Cai, J. (2021). Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101758
4. Ng, O., Ni, Y., Shi, L., Chen, G., & Cui, Z. (2021). Designing and validating a coding scheme for analysis of teacher discourse behaviours in mathematics classrooms. Journal of Education for Teaching, 47(3), 337-352. http://dx.doi.org/10.1080/02607476.2021.1896340
5. Ng, O., Cheng, W.K., Ni, Y., & Shi, L. (2020). How linguistic features and patterns of discourse moves influence authority structures in mathematics classrooms. Journal of Mathematics Teacher Education. doi: 10.1007/s10857-020-09475-z
6. Ni, Y., Ho, G., Cai, J., Cheung, A., Chen, G., & Ng, O. (2017). Research protocol: Teacher interventions in engaging students with dialogic classroom discourse for rich learning opportunity in mathematics classrooms. International Journal of Educational Research, 86, 23-35. doi: 10.1016/j.ijer.2017.08.008

Keywords: Double discontinuity

1. *Liang, B., Ng, O., & Chan, Y. (2022). Seeing the continuity behind “double discontinuity”: Investigating Hong Kong prospective mathematics teachers’ secondary–tertiary transition. Educational Studies in Mathematics, 113, 107-124. http://dx.doi.org/10.1007/s10649-022-10197-7

Keywords: Teaching for sustainability

1. Helliwell, T., & Ng, O. (2022). Imagining possibilities: Innovating mathematics (teacher) education for sustainable futures. Research in Mathematics Education, 24(2). https://doi.org/10.1080/14794802.2022.2079553

Keywords: Computational thinking; double discontinuity; dynamic geometry

1. Ng, O., & Yan, W.-L. (forthcoming). Evaluating the impact of programming-based mathematical activities on students’ conception of learning. EduMath.
2. Ng, O., Chan, A., Ho, T., Tsoi, D., Liu, A., Law, M., … (2023). Integration of programming, problem solving and recreational mathematics for a computationally enhanced mathematics education. School Mathematics Newsletter, 26, 7-28.
3. Ng, O., *Liang, B., Chan, A., Ho, T., Lam, L., Law, M., … (2023). A collective reflection on the transition from secondary to university mathematics through the lens of the “Double discontinuity” by Felix Klein. EduMath 45.
4. Ng, O., Tsang, W. K., Tsoi, C. K., Ng, W. H., Cheng, P. K. (2020). Teaching secondary mathematics students about climate change: Towards an environmentally conscious mathematics education. EduMath, 42, 82-91.
5. *曾詠琪，吳藹藍 (2020). 為三角形「度高」：以3D打印筆進行建構式學習的課堂構思. 數學教育, 43(1), 50-58.

1. Ng, O., Kynigos, C., & Clark-Wilson, A. (2027). Computational thinking for mathematics education: Emerging perspectives, design, and tools (Special Issue). ZDM Mathematics Education.
2. Yeung, W. L., *Ye, H., & Ng, O. (forthcoming). Crafting mathematics: Embodied creative actions and craftsman creativity in making-based geometry learning. In T. T. Lam, P. Taylor, P. J. Lin (Eds.), Mathematics Creativity, Challenges and Competition. Springer.
3. Ng, O. & Dorier, J.-L. (forthcoming). Resources for teaching and learning geometry. In A. Gutierrez & T. Lowrie (Eds), The 26th ICMI Study, Advances in Geometry Education. Springer.
4. Athias, F., Coutat, S., Ng, O. (forthcoming). Principles of task design. In A. Gutierrez & T. Lowrie (Eds), The 26th ICMI Study, Advances in Geometry Education. Springer.
5. Noster, N., Ng, O., Fock, A., Siller, H.-S. (2026). Pre-Service Teachers’ Self-Efficacy of Using Generative Artificial Intelligence in Mathematics Instruction – a comparison between Germany and Hong Kong. In M. Lee, O. Ng, & S. Yeo (Eds). The Essence of Mathematics Education in the Use of Digital Technology. Springer.
6. Lee, M., Ng, O., Yeo, S. (Eds.) (2026). The Essence of Mathematics Education in the Use of Digital Technology: An East Asian Perspective. Springer.
7. Liang, B., Chen, Q., Zhang, Y., & Ng, O. (Accepted). From output to understanding: How programming outputs mediate mathematics learning via perturbation. International Journal of Science and Mathematics Education.
8. Liu, S., Dai, Y., Cai, Z., & Ng, O. (2025). Gender disparity in computational thinking pedagogy and assessment: A three-level meta-analysis. Educational Psychology Review, 37, 114. https://doi.org/10.1007/s10648-025-10095-3.
9. Zhang, Y., Ng, O., & Liang, B. (2025). From pre-ritual to exploration: Young learner’s gestural routine development in manipulative-based number discourse. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-025-10457-2
10. Gao, L., Jong, M. S.-Y.; Chai, C.-S.; Ng, O. (2025). Undergraduate engineering students’ epistemic cognition and changes in the course of being engineering design mentors. International Journal of STEM Education. https://doi.org/10.1186/s40594-025-00564-0
11. *Ye, H., Liang, B., & Ng, O. (2025). A learner-centered exploration of teachers’ solution pathways in K-12 programming-based mathematical problem-solving. Journal of Computer Assisted learning. http://dx.doi.org/10.1111/jcal.70102
12. *Lin, Z., Dai, Y., & Ng, O. (2025). Constructionism in K-12 AI Literacy education: A systematic Review of pedagogical designs, student outcomes, and learning mechanisms. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251360442
13. Allison, J., Hwang, G.-J., Mayer, R., Pellas, N., Karnalim, O., de Freitas, S., Ng, O., Huang, Y.-M., Hooshyar, D., Seidman, R., Al-Emran, M., Mikropoulos, T., Schroeder, N., Roscoe, R.; & Sanusi, I. (2025). From generative AI to extended reality: Multidisciplinary perspectives on the challenges, opportunities, and future of educational computing. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251359964
14. Ng, O. (2025). Problem solving with discrete variables from a computational thinking perspective. For the Learning of Mathematics, 45(2), 44-48.
15. *Cui, Z., Ng, O., Jong, M., & Weng, X. (2025). Middle School Students’ In-Moment Engagement in Synchronous Online Learning: An Activity-Community of Inquiry Approach. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.70081
16. Ng, O., & *Yeung, W. L. (2025). Making tens with four hands: Touchscreen-based classroom activity for early number learning. Digital Experience in Mathematics Education. https://doi.org/10.1007/s40751-025-00171-2
17. Ng, O., Ni, Y., Shi, L., Tam, W., Cheung, A. (2025). Linking changes in teacher discourse behaviors to changes in student learning outcomes in Hong Kong mathematics classrooms. Asian Journal of Mathematics Education. https://doi.org/10.1177/27527263241308028