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. et al. (2028, Jul). Plenary panel at the 16th International Congress in Mathematics Education. Prague.
  2. Ng, O. et al. (2027, Jul). Plenary panel at the Symposium of Elementary Mathematics Teaching. Charles University, Prague.
  3. Ng, O. (2026, Jul). Mathematical Making and Sense-Making: Digital and AI literacy “in the Making”. Plenary Lecture at the 49th Conference of the International Group of Psychology in Mathematics Education (IGPME). Helsinki, Finland.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.