Dr LIANG, Biyao

Dr LIANG, Biyao
梁碧瑤
Assistant Professor
Academic Unit of Teacher Education and Learning Leadership
BSc. (South China Normal University), PhD (University of Georgia)
[javascript protected email address]
(852) 2241 5085
Room 321, Runme Shaw Building
Research Expertise
- Mathematics Education
- Teacher Education and Development
- Primary and Secondary Education
- Learning Sciences
- Collaborative Learning
Prospective PhD/ EdD/ MPhil Applications
I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.
Links
Areas of Expertise
Research Areas:
- One of my research lines is centred on students' and teachers' mathematical cognition regarding algebra, geometry, pre-calculus and STEM ideas. I investigate individuals' mathematical thinking through the lenses of quantitative reasoning, covariational reasoning, and computational thinking.
- Another research line is focused on the area of (mathematics) teacher education and professional development. I study teachers' mathematical knowledge for/in teaching, and in particular, how teachers develop their mathematical knowledge and knowledge of students' mathematical thinking through listening, noticing, and decentering when interacting with students or analysing student thinking. Relatedly, I am interested in understanding what conditions teachers to learn from students and ways to support teachers as researchers.
- I am also interested in how students learn from each other mathematically through student-student interactions.
Epistemological and Theoretical Orientations: radical constructivism, Piagetian learning theories
Qualitative Methodologies: constructivist teaching experiment, task-based clinical interview, video-stimulated recall interview
Teaching Areas: mathematics content, mathematics pedagogy, mathematics learning
Awards
The Chinese University of Hong Kong Research Fellowship Scheme (2021/22)
Graduate Education Advancement Board Fellowship (UGA; 2020)
100 Honor Graduates of South China Normal University (Class of 2015)
Projects
Principal Investigator
- Investigating Interplays Between Computational Thinking and Mathematical Thinking (2023-2025). Seed Fund for Basic Research for New Staff (HK$150,000)
- Learning to Conduct Constructivist Teaching Experiment: A Collaboration with Graduate Students, Pre-service Teachers, and In-service Teachers (2023-2024). Faculty’s Project-based Research Funding (HK$60,000)
Co-Investigator
- Mathematical Problem Solving through Digital Making: Envisioning a Computationally Enhanced Mathematics Curriculum in Hong Kong’s Primary and Secondary Schools (2021-2023). Research Grants Council (Hong Kong), General Research Fund (HK$638,908). P.I.: Oi-Lam Ng
Other Collaborative Work
- Supporting Hong Kong Ethnic Minority Learners’ Multimodal Mathematics Learning Through Responsive Teaching in Technology-Enhanced Environments (2021-2022). Research Grants Council (Hong Kong), General Research Fund . P.I.: Oi-Lam Ng
- Advancing Secondary Mathematics Teachers’ Quantitative Reasoning (2015-2021). National Science Foundation(USA). P.I.: Kevin C. Moore
- Generalization Across Multiple Mathematical Areas (GAMMA) (2016-2017). National Science Foundation (USA). P.I. Amy Ellis
- Diagnosing Chinese In-service Teachers’ Multiplicative Reasoning (2017-2020). National Science Foundation (USA). P.I. Andrew Izsak; Subproject Leader: Rui Kang
- Eye-tracking Dynamic Geometry Proofs (2012-2013). Q-Center at Kansas State University. P.I. Andrew Bennett
Publications
Journal Articles
- Liang, B. (in press). Mental processes underlying mathematics teachers' learning from student thinking. Journal of Mathematics Teacher Education.
- 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, Article 3. https://doi.org/10.1186/s40594-023-00396-w
- Liang, B., Ng, O., & Chan, Y. (2023). Seeing the continuity behind “double discontinuity”: Investigating Hong Kong prospective mathematics teachers’ secondary–tertiary transition. Educational Studies in Mathematics, 113, 107-124. https://doi.org/10.1007/s10649-022-10197-7
- Ng, O., Liang, B., Chan, A., Ho, T. C., Lam, L. P., Law, M. H., Li, E. M., Lu, T. Y (2022). A collective reflection on the transition from secondary to university mathematics through the lens of the “double discontinuity” by Felix Klein. EduMath, 45.
- Liang, B. & Moore, K. C. (2021). Figurative and operative partitioning activity: Students’ meanings for amounts of change in covarying quantities. Mathematical Thinking and Learning, 23(4), 291-317. https://doi.org/10.1080/10986065.2020.1789930
- Liang, B., & Castillo-Garsow, C. (2020). Undergraduate students’ meanings for central angle and inscribed angle. The Mathematics Educator, 29(1), 53-84. https://openjournals.libs.uga.edu/tme/article/view/2093/2599.
- Moore, K. C., Stevens, I. E., Paoletti, T., Hobson, N. L. F., & Liang, B. (2019). Pre-service teachers’ figurative and operative graphing actions. The Journal of Mathematical Behavior, 56, Article 100692. https://doi.org/10.1016/j.jmathb.2019.01.008
Book Chapters
- Moore, K. C., Stevens, I., Tasova, H., & Liang, B. (accepted). Operationalizing figurative and operative framings of thought. Genetic Epistemology in Mathematics Education. Springer.
- Ng, O., Sinclair, N., Ferrara, F., & Liang, B. (in press). Transforming arithmetic through digital resources. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education. Springer.
- Ng, O., Liang, B., & Leung, A. (2023). Using first- and second-order models to characterise in-service teachers’ video-aided reflection on teaching and learning with 3D Pens. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era: International Research on Professional Learning and Practice(pp. 95-117). Springer. https://doi.org/10.1007/978-3-031-05254-5_4
- Moore, K. C., Liang, B., Stevens, I. E., Tasova, H., & Paoletti, T. (2022). Abstracted quantitative structures: Using quantitative reasoning to define concept construction. In G. Karagöz Akar, İ.Ö. Zembat, S. Arslan, & P. W. Thompson (Eds.), Quantitative Reasoning in Mathematics and Science Education (pp. 35-69). Springer. https://doi.org/10.1007/978-3-031-14553-7_3
Professional Community Services
- Journal Reviewer: Educational Studies in Mathematics; Journal of Mathematics Teacher Education; The Journal of Mathematical Behavior; Digital Experiences in Mathematics Education; The Mathematics Educator
- Member of the Organizing Committee of the Topic Study Group 5.3 (Cognition, learning sciences, and neurosciences in mathematics education) at the ICME15 (International Congress on Mathematics Education, Sydney, Australia, 2024).