Publications

Top Cited Refereed Journal Article

Five Representative Refereed Publications in Top STEM Education or Educational Technology Journals

  • Ng, O., & Park, M. (in press). Using an enhanced video-engagement innovation to support STEM teachers’ professional development in technology-based instruction. Educational Technology and Society, 24(4).
  • 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

Five Representative Refereed Publications in Top Mathematics Education Journals

  • 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. (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

Refereed Publication List

2021
  1. Ng, O., Liang, B., & Leung, A. (in press). 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
  2. Ng, O., & Park, M. (in press). Using an enhanced video-engagement innovation to support STEM teachers’ professional development in technology-based instruction. Educational Technology and Society, 24(4).
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
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
2019 and prior
  1. 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
  2. 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
  3. 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.
  4. 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
  5. 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). ChamSpringer. doi: 10.1007/978-3-319-92907-1_11
  6. 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.
  7. 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
  8. 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.
  9. 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.
  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. 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
  12. 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.
  13. 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. 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
  2. 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.
  3. 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.
  4. 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.
  5. 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).
  6. 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].
  7. 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.
  8. 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.
  9. Ng, O. (2019, November). Supporting teacher education with video-based noticing: A technological innovation. Paper presented at the Asian Conference on Education 2019. Tokyo, Japan.
  10. 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
  11. 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
  12. 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
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. 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.
  24. 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.
  25. 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. (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.
  2. 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.
  3. Ng, O. (2021, January). Using videos to support STEM teachers’ professional development regarding technology integration. Invited presentation at PALMS Virtual Symposium 2021.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.