Full Publication List

Refereed Publications

(Underlined denotes also corresponding author)

2023 and forthcoming
  1. Zhang, Y., Ng, O., & Leung, S. (Accepted). 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.
  2. Ng, O., Sinclair, N., Ferrara, F., & Liang, B. (forthcoming). Transforming arithmetic through digital resource. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital (Curriculum). Resources in Mathematics Education. Springer.
  3. Ng, O., & Ye, H. (forthcoming). 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.
  4. 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.
  5. 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. https://www.j-ets.net/collection/forthcoming-articles/26_2  
  6. 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
2022
  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. http://dx.doi.org/10.1007/s10649-022-10197-7
  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. https://doi.org/10.1177/20965311221142887
  3. 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
  4. 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
  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., 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
  7. Huang, Y., Ng, O., & Ha, A. S. C. (2022). A qualitative exploration of facilitators and barriers to physical activity participation among Chinese retired adults in Hong Kong. International Journal of Environmental Research and Public Health.
  8. 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
  9. 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
  10. de Freitas, E., Sinclair, N.,, Le Roux, K., Solares, A., Coles, A., Ng, O. (2022). New spatial imaginaries for international curriculum projects: Creative diagrams, mapping experiments, and critical cartography. Qualitative Inquiry [Special Issue on “Posthuman Creativity”], 1-15. https://journals.sagepub.com/doi/pdf/10.1177/10778004211068201
2021
  1. 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.
  2. 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
  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., 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
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
2019-2020
  1. 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. doi: 10.1186/s40594-020-00244-1
  2. 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
  3. 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.
  4. 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
  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. 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
  7. 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.
  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., & 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
2018 and prior
  1. 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.
  2. 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
  3. 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
  4. 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.
  5. 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
  6. Chorney, S., Ng, O., & Pimm, D. (2016). A tale of two more metaphors: Storylines about mathematics education in Canadian national media. Canadian Journal of Science, Mathematics and Technology Education, 16(4), 402-418. doi: 10.1080/14926156.2016.1235746.
  7. 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.
  8. 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
  9. Hare, A., & Ng, O. (2015). ‘Looking back, looking forward’: The past 15 years of mathematics education in CJSMTE. The Canadian Journal of Science, Mathematics, and Technology Education, 15(4), 387-397. doi: 10.1080/14926156.2015.1091900
  10. 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.
  11. 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.

Conference Presentations and Conference Proceedings

  1. Liu, M., Ng, O., Leung, S., & Wan, S. W.-Y. (2022, June). Developing a Faculty-wide Video-based Pedagogical Framework to Enhance Reflective Video-Engagement for Virtual Teaching and Learning. Paper Presentation at CUHK Community of Practice Symposium of Education Innovation and Technology 2022.
  2. Tsoi, D., Chan, A., Law, M., Liu, A., Ho, T., Liang, B., & Ng, O. (2022, February). Integration of Programming, Problem Solving and Recreational Mathematics for a Computationally Enhanced Mathematics Education. Paper Presentation at Hong Kong Mathematics Education Conference 2021/22.
  3. Cui, Z., Ng, O., Jong, M. S. Y. (2021). Integration of programming-based tasks into mathematical problem-based learning. In M. M. T. Rodrigo et al. (Eds.), Proceedings of the 29th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education.
  4. Ng, O. (2021). Doing mathematics with 3D pens: Five years of research on 3D printing integration in mathematics classrooms. Paper Presentation at International Symposium on 3D Printing in Mathematics Education [Virtual]
  5. Yeung, W.L., Ng, O., So, H.-S.C., Kwo, C.-M.T. (2021, August). Affective dimensions of STEM education for gifted students: The case of empathy map. Presentation at the 24th Biennial World Conference by World Council for Gifted and Talented Children
  6. Baccaglini-Frank, A., Jones, K., Lew, H.-C., Ng, O., Venkat, H. (2021, July). Will the the Fourth Industrial Revolution transform or disrupt mathematics education?. Plenary Panel Discussion at the 44th Conference of the International Group of Psychology in Mathematics Education.
  7. Jones, K., & Ng, O. (2021). The 4th Industrial Revolution is a marketing hype; it is educators, working with stakeholders, that can transform the teaching and learning of mathematics. In M. Inprasitha, N. Changsri, Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 67-75). Khon Kaen, Thailand: PME.
  8. Ahn, A., Brown, J., Coles, A., Le Roux, K., Mellone, M., Ng, O., Solares, A. (2021, July). Researching mathematics curriculum innovation in complex, changing, uncertain times. Working group paper presented at the 2021 Virtual Meeting of the IGPME.
  9. Ng, O., & Leung, S. (2021, July). Online-streaming based service-learning for prospective teachers: Responses for teacher education in the new normal. E-Poster presented at the International Symposium and Expo on Service-Learning and Socially Responsible Global Citizenship (Online).
  10. Ng, O. (2020, December). Exploring an innovation to support preservice teachers’ video-based noticing in the context of technology-enhanced instructions. Long paper presented at the Annual Meeting of AREA [iPoster Session].
  11. Brown, J., Coles, A., Helliwell, T., Le Roux, K., Mellone, M., Ng, O., Solares, A. (2020, July). Innovating the mathematics curriculum in times of change: Towards local and global relevance. Working group paper presented at the 2020 Virtual Meeting of the IGPME.
  12. Ng, O. (2019, December). Developing computational thinking and mathematical problem solving through digital Making. Paper presented at the International Conference on Advances in STEM Education 2019. Hong Kong.
  13. Ng, O. & Ni, Y. (2019). The relationship between discourse moves and authority structures in mathematics classrooms. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.) Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p.169). Pretoria, South Africa: PME
  14. Ng, O. (2019). Hands-on Making: Doing STEM in Mathematics Classrooms. In K.L. Wong, Y.L. Li, K.W. Yau., & K.W. Wong (Eds.). Proceedings of the Hong Kong Mathematics Education Conference (pp.108-121). HKAME: Hong Kong
  15. Ng, O. (2018). In-service mathematics teachers’ video-based noticing of technology integration. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 118). Umeå, Sweden: PME
  16. Ting, F., Ng, O., & Lam, C. (2018). Active learning in an undergraduate calculus class using interactive online whiteboards. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education (p.165). Taipei, Taiwan.
  17. Wong, W., & Ng, O. (2018). Learning algebraic expressions through rich tasks with learners’ generated examples. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education (p.164). Taipei, Taiwan.
  18. Ho, C.O., Ng, O. (2017). Investigating secondary students’ concept images on division algorithm and relation between these concept images to early learning experience. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol 2 (p.67). PME: Singapore.
  19. Ng, O., & Chan, T.H. (2017). Visualizing 3D solids with 3D printing technology. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol 2 (p.30). PME: Singapore.
  20. Ng, O. (2017, April). A non-deficit view for studying bilingual learners engaging in mathematical activities with touchscreen technology. Long paper presented at the Annual Meeting of AERA. San Antonio, Texas, USA.
  21. Ng, O., & Sinclair, N. (2016, July). Drawing in space: Doing mathematics with 3D pens. Paper presented at the 13th International Congress on Mathematical Education. Hamburg, Germany.
  22. Ng, O. (2015). Saming, reification and encapsulation in dynamic calculus environment. In N., Amado, & S. Carreira (Eds.). Proceedings of the 12th International Conference on Technology in Mathematics Teaching (pp.473-481). University of Algarve, Faro, Portugal.
  23. Ng, O. (2015). Bilinguals’ non-linguistic communication: Gestures and touchscreen dragging in calculus. In T.G. Bartell, K.N. Bieda, R.T. Putnam, K. Bradfield, & H. Dominguez, H. (Eds.) Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp.526-533. East Lansing, MI: Michigan State University.
  24. Ng, O., & Ferrara, F. (2015). A materialist conception of early algebraic thinking. In X. Sun, B. Kaur, J. Novotna (Eds.), Proceedings of International Commission on Mathematical Instruction (ICMI) Study 23 (pp.550-558). Macau SAR, China.
  25. Ferrara, F., & Ng, O. (2014). Mathematical activities in a social learning framework: How multimodality works in a community of practice. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Conference of PME 38 and PMENA 36 (Vol. 3, pp.65-72). Vancouver, Canada: PME.
  26. Ng, O. (2014). The interplay between language, gestures, dragging, and diagrams in bilingual learners’ mathematical communications. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Conference of PME 38 and PMENA 36 (Vol. 4, pp.289-296). Vancouver, Canada: PME.
  27. Ng, O. (2014). ‘They are getting married!’ Towards a dynamic, functional understanding of symmetry in primary school. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Conference of PME 38 and PMENA 36 (Vol. 1, pp.197-198). Vancouver, Canada: PME.
  28. Ng, O., & Sinclair, N. (2013). Gestures and temporality: Children’s use of gestures on spatial transformation tasks. In A.M. Lindmeier, & A. Heinze. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 361-368). Kiel, Germany: PME

Selected Invited Presentations

  1. Ng, O. (2022, June). Reactions to “On The Origins of Geometry and the Idea of Crafting Mathematics” By Ricardo Nemirovsky. Invited online presentation at the University of Torino.
  2. Ng, O. (2022, March). Doing mathematics with 3D pens: Five years of research on 3D pen integration in mathematics classrooms. Invited online graduate seminar for University of California, Berkley.
  3. Ng, O. (2022, February). Introduction to technology-rich mathematics pedagogies: Theories and implications on practice. Invited online graduate seminar for University of Colombo.
  4. Ng, O. (2021, April-May). Transformative technologies or transformative pedagogies? Workshops on using technologies for conceptual mathematics teaching and learning. Invited workshop series for Hong Kong Association of Mathematics Education.
  5. Ng, O. (2021, January). Research and trends in mathematics teachers’ professional development. Invited presentation at Annual General Meeting of Hong Kong Association of Mathematics Education.
  6. Ng, O. (2021, January). Using videos to support STEM teachers’ professional development regarding technology integration. Invited presentation at PALMS Virtual Symposium 2021.
  7. Ng, O. (2020, September). Catering to learning diversity in the mathematics classroom. Invited presentation at Fung Kai Liu Yun Sum Memorial School on Professional Development Day.
  8. Ng, O. (2019, October). Learning as Making: Using 3D technologies to support the teaching and learning of secondary school mathematics. Invited presentation at David Li Kwok Po College.
  9. Ng, O. (2019, August). Implementing a ‘Learning as Making’ pedagogy in school mathematics. Invited presentation at Fung Kai Liu Yun Sum Memorial School on Professional Development Day.
  10. Ng, O. (2018, June). Supporting visualization in STEM: 3D printing. Invited presentation at the Mini-symposium on TEAL in Tertiary STEM Education, Hong Kong Polytechnic University, Hong Kong.
  11. Ng, O. (2017, June). Using emergent technologies to enhance the learning and teaching of STEM in Hong Kong’s secondary schools. Invited seminar presented at the Chinese University of Hong Kong, Hong Kong.
  12. Ng, O. (2017, February). From classroom teaching to classroom researching: Reflections, sharing and perspectives from a teacher-researcher. Invited research seminar presented at the Simon Fraser University, Burnaby, BC, Canada.
  13. Ng, O. (2016, June). “3D pens” and 3D printing: Research, ideas and discussion. Invited seminar presented at the Imperial Oil Science Technology Engineering and Mathematics (IOSTEM) 2016 Research Symposium, Vancouver, BC, Canada.
  14. Ng, O. (2016, January). Language, gestures and touchscreen-dragging in school calculus: Bilinguals’ linguistic and non-linguistic communication. Invited research seminar presented at the Chinese University of Hong Kong, Hong Kong.
  15. Ng, O. (2015, October). Doing MUCH more with your tablet PC, iPads, Androids, and student-owned technology. Presentation at the 54th Annual Northwest Mathematics Conference, Whistler, BC, Canada.
  16. Ng, O. (2014, October). FTC: Explained! Teaching pre-calculus and calculus visually, conceptually, and dynamically. Presentation at the Annual Conference of the British Columbia Association of Mathematics Teacher, Guilford Park Secondary, Surrey, BC, Canada.
  17. Ng, O. (2013, October). Introduction to dynamic mathematics environment: Designing applets and lessons that foster dynamic thinking and multiple representations in pre-calculus and calculus. Presentation at the Annual Conference of the British Columbia Association of Mathematics Teacher, Steveston London Secondary, Richmond, BC, Canada.