Representative Publications

Top Cited Journal Article

Ng, O., & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. ZDM Mathematics Education, 47(3), 421-434. https://doi.org/10.1007/s11858-014-0660-5. 

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. 

Representative Publications in STEM Education or Educational Technology Journals

  • *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
  • *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
  • *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.
  • *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
  • *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
  • 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
  • *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
  • 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
  • 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

Representative Publications in Mathematics Education Journals

  • 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
  • Ng, O. (2025). Problem solving with discrete variables from a computational thinking perspective. For the Learning of Mathematics, 45(2), 44-48.
  • 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
  • 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
  • *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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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

Plenary and Representative Invited Lectures

  1. Ng, O. (2025, Dec). Conceptualizing integrated STEM education through the lens of constructionism and boundary crossing: Plenary Lecture at the 2025 Conference on STEM in Mathematics Education in Korea. Chungbuk National University.
  2. Ng, O. (2025, Oct). Data-ing and AI literacy in school mathematics: A new frontier for mathematics education research. Plenary Lecture at The 3rd International Exchange Forum for Mathematics Educators, University of Macau.
  3. Ng, O. (2025, Jul). Computational thinking as a catalyst for change: Reflecting on what, how, and for whom we teach mathematics in the digital age. Invited Lecture at the 9thICMI-East Asia Regional Conference on Mathematics Education (EARCOME 9), Seoul National University.
  4. Ng, O. (2025, Jul). Mathematics in the digital age: How computational thinking drives transformative learning.  Plenary Lecture at International Conference on Mathematics and Mathematics Education (ICMME) 2025. University of Peradeniya.
  5. Ng, O. (2024, Jul). From programming-rich to AI-literate and data-science-enhanced mathematics education. Invited lecture at The 15th International Congress on Mathematical Education, Sydney.
  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.