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Professor MOK, Ida A. C.

Professor MOK, Ida A. C.

Professor MOK, Ida A. C.

莫雅慈

Associate Professor

Academic Unit of Mathematics, Science, and Technology

Qualification

B.Sc. (HKU), Cert. Ed. (HKU), M.Ed. (HKU), Ph.D. (King’s College, London)

Email

[javascript protected email address]

Phone

(852) 2859 2536

Location

Room 405, Runme Shaw Building

Research Expertise

  • Curriculum and Instruction
  • Mathematics Education

Prospective PhD/ EdD/ MPhil Applications

I am not accepting any further PhD/EdD/MPhil applications.

Links

Research Interests:
Mathematics education;; Mathematics teacher education; Research in mathematics classrooms; Learning and teaching of mathematics; Learning Tasks; Qualitative research; Pedagogy of variations

  1. 2013-05-01: Diamond Jubilee International Visiting Fellowship 2013-2016: University Of Southampton

Principal investigator

  1. 2014: Fundamental challenges in using digital technologies in secondary mathematics classrooms: a comparison between different paradigms, over time, and between places, External Grant ($439,076)
  2. 2013: Catering for students’ learning diversity through rich tasks and collaborative learning (junior secondary mathematics), External Grant ($1,889,200)
  3. 2011: Mathematical Tasks in Grade-8 classrooms: A Cross-cultural study between Australia, Hong Kong and Singapore, External Grant ($700,900)
  4. 2001: An exploratory study on primary four students' appreciation of shape and space, External Grant ($22,200)

Co-Investigator

  1. 2020: The Impact of Small-Class Teaching in Hong Kong Primary Schools: An Exploration of Teaching Strategies to Effect a Paradigm Shift in the Chinese Classroom, External Grant ($739,308)
  2. 2018: Education Equity in Hong Kong: Secondary analysis of the factors that contribute to Hong Kong students’ mathematics performance in Trends in International Mathematics and Science Study (TIMSS) 2015, External Grant ($274,992)
  3. 2015: L2 Classroom Talk and Subject Content Learning: Investigating the Relationship Between L2 Learning and Content Learning in EMI Mathermatics and Science Classrooms EDB(LE)/P&R/EL/164/20, External Grant ($6,916,338)
  4. 2002: Quality classroom practice in mathematics: an international collaborative study of the eighth grade, External Grant ($1,149,762)
  5. 2000: Quality education with Chinese as the medium of instruction, External Grant ($21,334,900)
  6. 2000: The Chinese pedagogy of mathematics education: an inquiry into its characteristics through international comparisons, External Grant ($807,817)
  7. 1999: Language teaching in TOC classrooms, External Grant ($900,000)
  8. 1996: Changing Hong Kong's primary schools: an evaluation of the target oriented curriculum (TOC), External Grant ($1,325,000)

Articles

  1. Jiang, Z., Mok, IAC., Li, J. (2021). Chinese Students’ Hierarchical Understanding of Part-whole and Measure Subconstructs. International Journal of Science and Mathematics Education.
  2. JIANG, Z., Mok, IAC., Yin, H. (2021). The relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China. International Journal of Educational Research.
  3. Mok, IAC. (2019). From The Confucian Tradition To The Digital Era: The Case Of Mathematics Teaching In Hong Kong. International Journal of Chinese Education.
  4. Li, N., Mok, IAC., Cao, Y. (2019). The Evolution of Mathematical Thinking in Chinese Mathematics Education. Mathematics.
  5. Bokhove, C., Miyazaki, M., Komatsu, K., Chino, K., Leung, A., Mok, IAC. (2019). The role of ‘opportunity to learn’ in the geometry curriculum: A Multilevel Comparison of Six Countries. Frontiers in Education.
  6. Mok, IAC., Fan, L. (2018). Curriculum Ergonomics: A rich task experience from an Asian perspective. International Journal of Ergonomics.
  7. Kutnick, PJ., Fung, CL., Mok, IAC., Leung, FKS., Li, JCH., Lee, PY., Lai, VKW. (2017). Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong. International Journal of Science and Mathematics Education.
  8. Chiu, KF., Mok, IAC. (2017). Learner expertise and mathematics different order thinking skills in multimedia learning. Computers & Education.
  9. Huang, R., Zhang, J., Mok, IAC., Zhao, W., Zhou, Y., Wu, Z. (2017). Perceived Professional Knowledge And Competence Of Mathematics Specialists And Its Development In China. International Journal for Lesson and Learning Studies.
  10. Fung, CL., Kutnick, PJ., Mok, IAC., Leung, FKS., Lee, PY., Man, YY., Tyler, MT. (2017). Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study. International Journal of Educational Research.
  11. LI, N., Cao, YM., Mok, IAC. (2016). A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms. EURASIA: Journal of Mathematics, Science & Technology Education.
  12. ZHAO, W., Mok, IAC., Cao, B. (2016). Curriculum reform in China: student participation in classrooms using a reformed instructional model. International Journal of Educational Research.
  13. Yau, KW., Mok, IAC. (2016). Insights From Students' Private Work In Their Notebooks: How Do Students Learn From The Teacher's Examples?. Educational Studies in Mathematics.
  14. Bridges, SM., Jackson, EJ., Yeung, Patcy., Chan, Kit., Mok, IAC., Aiston, SJ. (2016). Researching Diversity in Education in the Hong Kong Special Administrative Region. The International Journal of Diversity in Education.
  15. Mok, IAC. (2010). Students' algebra sense via their understanding of the distributive law. Pedagogies.
  16. Mok, IAC. (2010). Towards a Reflective Practice: The case of a prospective teacher in Hong Kong. Journal of Mathematics Education.
  17. Mok, IAC. (2009). In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials. ZDM Mathematics Education.
  18. Mok, IAC., Cai, J., Fung, ATF. (2008). Missing learning opportunities in classroom instruction: Evidence from an analysis of a well-structured lesson on comparing fractions. The Mathematics Educator.
  19. Clarke, D., Mesiti, C., O'Keefe, C., Xu, LH., Jablonka, E., Mok, IAC., Shimizu, Y. (2007). Addressing the challenge of legitimate international comparisons of classroom practice. International Journal of Educational Research.
  20. Mok, IAC. (2006). Shedding Light on the East Asian Learner Paradox: Reconstructing Student-centredness in a Shanghai Classroom. Asia Pacific Journal of Education.
  21. Chiu, M.M., Wong, N.Y., Lam, C.C., Wong, KMP., Leung, FKS., Mok, IAC. (2005). Architectures of Mathematics Beliefs: Individual and School-level Differences among Hong Kong Primary 6 Students. Educational Research Journal, 敎育硏究學報.
  22. Runesson, U., Mok, IAC. (2005). The Teaching of Fractions: A Comparative Study of a Swedish and a Hong Kong Classroom. Nordic Studies in Mathematics Education.
  23. Wong, NY., Lam, CC., Wong, KM., Leung, FKS., Mok, IAC. (2003). How do Hong Kong Students Think about Mathematics. Edumath.
  24. Lee, AMS., Wong, KL., Mok, IAC. (2003). Implementation of ICT in the Mathematics Teaching in Hong Kong: Teacher Conceptions and Evolving Classroom Practices. Information Technology, Education and Society.
  25. Wong, NY., Lam, CC., Wong, PKM., Leung, FKS., Mok, IAC. (2002). How do Hong Kong Students Think about the Mathematics Curriculum and Teaching. EduMath.
  26. Lopez-Real, FJ., Mok, IAC. (2002). Is there a Chinese Pedagogy of Mathematics Teaching?. Perspectives in Education.
  27. Wong, NY., Lam, CC., Wong, PKM., Leung, FKS., Mok, IAC. (2002). Students' View of Mathematics Learning: A Cross-sectional Survey in Hong Kong. Education Journal.
  28. Mok, IAC., Morris, P. (2001). The metamorphosis of the 'virtuoso': Pedagogic patterns in Hong Kong primary mathematics classrooms. Teaching and Teacher Education.
  29. Mok, IAC., Johnson, DC., Cheung, JYH., Lee, AMS. (2000). Introducing technology in algebra in Hong Kong: Addressing issues in learning. International Journal of Mathematical Education in Science and Technology.
  30. Mok, IAC., Johnson, DC. (2000). Reasoning algebraically with IT: A cognitive perspective. Mathematics Education Research Journal.
  31. Wong, NY., Lam, CC., Wong, KM., Mok, IAC., Leung, FKS. (1999). A holistic review of the Hong Kong mathematics curriculum. EduMath, 數學教育.
  32. Wong, NY., Lam, CC., Leung, FKS., Mok, IAC., Wong, PKM. (1999). Holistic reform of the mathematics curriculum - the Hong Kong experience. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education.
  33. Mok, IAC. (1997). Algebraic thinking of secondary-one students in Hong Kong: a case study. Curriculum Forum, 課程論壇.
  34. Fung, CI., Mok, IAC. (1997). Primary school arithmetic in Hong Kong: Shall we discard the procedural paradigm?. Education Journal.
  35. Mok, IAC. (1995). Some potential problems in school algebra: the case of Hong Kong. Curriculum Forum.
  36. Mok, IAC. (1994). A means to an end: let students solve problems. Hong Kong Science Teachers' Journal, 香港數理敎育學會會刊.

 

Conference Papers

  1. Mok, IAC. (2019). Developing students’ positive attitude and mathematics competence in a digital environment: Lessons from university-school partnership. 11th International Conference on Technology and Mathematics Education (ICTME), 2019年第十一屆科技與數學教育國際學術演討會暨數學教學工作坊.
  2. Mok, IAC. (2019). Early learning and parenting: play and work. Conference for Home and School Influences on Early Learning.
  3. Xu, D., Chan, YYC., Chan, KH., Fung, DCL., Harfitt, GJ., Lee, AMS., Mok, IAC., Tsui, ABM., Yip, WYV. (2017). A critical examination of Teachers’ Analysis of Language Use and Scaffolded Interaction in CLIL Science Classrooms. The 40th Annual Conference of the American Association for Applied Linguistics (AAAL), 2017.
  4. Mok, IAC. (2017). From Routine Textbook Problems to Non-Routine Teaching and Learning in Classrooms. International Research Forum on Mathematics Curriculum and Teaching Materials in Secondary School.
  5. Cai, J., Mok, IAC., Reddy, V., Stacey, K. (2017). International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students’ Learning. International Congress on Mathematical Education, ICME-13.
  6. Chan, YYC., Harfitt, GJ., Poon, S., Lee, AMS., Chan, KKH., Fung, DCL., Mok, IAC., Tsui, ABM., Yip, WYV. (2017). Speaking Metaphorically? Language and Conceptual Awareness in L2 Mathematics and Science Junior High Classroom Talk. American Association for Applied Linguistics (AAAL) Annual Conference, 2017.
  7. Mok, IAC. (2016). A Change Of Paradigm: A Close-up At Learning Tasks. International Conference for Chinese Association of Mathematics Education (全国数学教育研究会国际学术年会), 全国数学教育研究会2016年国际学术年会.
  8. Mok, IAC. (2016). Changing Paradigms Under The Impact Of Technology On Mathematics Classroom Teaching: A Few Snapshots Of The Students’ Perspectives In Hong Kong. University of Southampton, Seminar.
  9. Mok, IAC., Li, N., Zhao, W., Lu, X., Zuo, H. (2016). Classroom video studies from various perspectives. International Conference For Chinese Association of Mathematics Education, 全国数学教育研究会 2016年国际学术年会.
  10. Kutnick, PJ., Fung, CL., Mok, IAC. (2016). Developing effective group work for mathematical achievement in Hong Kong primary school classrooms. Annual Conference of the Chinese Education Research Association, CERA 2016.
  11. Mok, IAC. (2016). Experiencing meaningful school mathematics: the case of inequalities. International Congress on Mathematical Education, ICME-13.
  12. Li, N., Mok, IAC. (2016). Some issues on the coding of classroom interaction. International Congress on Mathematical Education, ICME-13.
  13. Mok, IAC. (2016). Technology And Mathematics Education: Looking Back And Looking Forward. International Conference On Education & E-learning (EeL 2016).
  14. Jiang, Z., Li, J., Mok, IAC. (2016). Understanding levels of fraction's measure interpretation. International Congress on Mathematical Education, ICME-13.
  15. Mok, IAC. (2015). Research On Mathematics Classroom Practice: An International Perspective. Selected Regular Lectures From The 12th International Congress On Mathematical Education.
  16. Mok, IAC. (2014). How technology use is being reflected in junior secondary mathematics textbooks in Hong Kong. International Conference on Mathematics Textbook Research and Development, ICMT-2014.
  17. Mok, IAC., Yau, KW. (2014). The use of technology in textbooks: a Grade-7 example from Hong Kong. International Conference on Mathematics Textbook Research and Development, ICMT 2014.
  18. Mok, IAC. (2014). What Matters for His Students: Quality Teaching From the Classroom of a Hong Kong Mathematics Teacher. Annual Meeting for the American Educational Research Association (AERA).
  19. Mok, IAC. (2013). A story of his own lesson: an example from Hong Kong. EARLI Conference 2013.
  20. Mok, IAC. (2013). ICT and Mathematics Education: Rich Tasks. University of Southampton, Southampton Education School, Seminar.
  21. Kutnick, PJ., Mok, IAC., Leung, FKS., Fung, DCL., Lee, PY., Mai, YY., Tyler, M. (2013). Relationships between subject knowledge, subject efficacy, background and student achievement in primary school mathematics in Hong Kong; an opportunistic study. International Conference on Education Research, ICER 2013.
  22. Mok, IAC. (2012). Algebra problem types in Hong Kong senior secondary mathematics textbooks: Changes in the new senior secondary curriculum. Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education.
  23. Yau, KW., Mok, IAC. (2012). Students’ class works: an example in Hong Kong 8th grade mathematics classroom. Proceedings of ICME-12.
  24. Mok, IAC. (2012). What Hong Kong students saw as important in their mathematics lessons: a case study. Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education.
  25. Mok, IAC. (2011). Lessons from students’ understanding of the distributive law. The Classroom Teaching Research for All Students (CTRAS) Conference.
  26. Mok, IAC. (2011). Seeking coherence in mathematics teaching: an example in Hong Kong lessons. Biennial Conference of the European Association for Research on Learning and Instruction, EARLI 2011.
  27. Mok, IAC. (2011). The story of a competent Mathematics Teacher in Hong Kong: a case study. European Conference on Educational Research, ECER 2011.
  28. Mok, IAC. (2011). What else is important besides the teacher? The case of a Hong Kong Mathematics classroom. European Conference on Educational Research, ECER 2011.
  29. Mok, IAC. (2010). Representations in Mathematics Textbooks, Learning and Teaching: Multiple perspectives. International Workshop on Textbooks in Mathematics, Physics and Chemistry.
  30. Mok, IAC. (2010). Researching mathematics learning task events: a project for mathematics student teachers in Hong Kong. International Conference on Mathematics Education in China.
  31. Mok, IAC. (2010). Researching mathematics learning task events: a project for mathematics student teachers in Hong Kong. East Asia Regional Conference on Mathematics Education.
  32. Mok, IAC. (2010). The Learner’s Perspective Study: A Hong Kong Story. International Workshop of Enhancing Mathematical Teaching for Creativity.
  33. Mok, IAC. (2009). A glimpse of a mathematical enculturator in Chinese mathematics classrooms: an example from a Shanghai lesson. Quaderni di Ricerca in Didattica.
  34. Mok, IAC., Brousseau, G., Cabañas, MG., Cantoral-Uriza, R., Oliveira, H., Pedro da Ponte, J., Spagnolo, F. (2009). Research on classroom practice: A monograph for topic study group 24, ICME 11 - The introductory chapter. Quaderni di Ricerca in Didattica.
  35. Mok, IAC., Ng, HM. (2009). Teacher development by "parallel lessons": an example of mathematics. AARE International Education Research Conference 2009.
  36. Mok, IAC. (2009). The Learner’s Perspective Studies: The Hong Kong (& Shanghai) Component. International Center for Mathematics Classroom Research, School of Mathematical Sciences, Beijing Normal University, invited talk.
  37. Park, YH., Mok, IAC. (2007). A Dynamic Model for a School-Based Lesson Study. The World Association of Lesson Studies International Conference, WALS 07.
  38. Leung, FKS., Mok, IAC., Huang, R., Lopez-Real, FJ. (2007). Repetition or Variation? Practicing in the Mathematics Classrooms in China. AREA Annual Conferece: Symposium on 'Interrogating Prevalent Dichotomies in Mathematics Classrooms Internationally: The Learner's Perspective Study'.
  39. Mok, IAC. (2007). Teacher and student perspectives on mathematics lessons: A Shanghai case study. European Association for Research on Learning and Instruction (EARLI) Biennial Conference.
  40. Mok, IAC., Park, YH. (2006). Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals. 30th Annual Conference of the International Group for the Psychology of Mathematics Education, PME-30, Prague, 16 -21 July, 2006.
  41. Mok, IAC. (2005). An Insiders's Story of a Teacher's Lessons in Shanghai. Redesigning Pedagogy.
  42. Mok, IAC., Park, YH. (2005). Primary mathematics teachers’ pedagogical content knowledge of the teaching of quadrilaterals. European Association for Research on Learning and Instruction Biennial Meeting, EARLI 2005.
  43. Huang, R., Mok, IAC. (2005). Repetition or Variation - 'Practice' in the Mathematics Classrooms in Hong Kong and Shanghai. The Third East Asia Regional Conference on Mathematics Education EARCOME3, Shanghai, Nanjing and Hangzhou, People's Republic of China, Aug 7 - 12, 2005.
  44. Mok, IAC. (2005). Teacher-dominating lessons in Shanghai: A triangulation from three perspectives. European Association for Research on Learning and Instruction Biennial Meeting, EARLI 2005.
  45. Mok, IAC., Cai, J., Fung, A.T.F. (2005). Teaching Mathematics through Problem Solving: Struggles A Hong Kong Teacher Faces. The Third East Asia Regional Conference on Mathematics Education EARCOME3, Shanghai, Nanjing and Hangzhou, People's Republic of China, Aug 7 - 12, 2005.
  46. Mok, IAC. (2004). Learning Tasks in Six Cultures. Annual Meeting of the Australian Association for Research in Education.
  47. Runesson, U., Mok, IAC. (2004). Lessons from a Small-scale Observational Study - An Example of the Teaching of Fractions. Annual Meeting of the International Group for the Psychology of Mathematics Education (PME).
  48. Mok, IAC., Cai, J., Fung, ATF. (2004). Teaching for Basic Skills' Versus 'Teaching for Understanding': Analysis of a Lesson from Hong Kong. Proceedings of the 10th International Congress on Mathe­ma­tical Education.
  49. Mok, IAC., Cai, J., Fung, ATF. (2004). Two sides of a coin in teaching: An analysis of a lesson on comparing fractions. Proceedings of the 10th International Congress on Mathe­ma­tical Education.
  50. Mok, IAC. (2003). A 'Teacher – Dominating' Lesson in Shanghai: The Teacher's and the Learner's Perspectives. Learner's Perspective Study Project Conference, December 1-3, 2003.
  51. Mok, IAC. (2003). Characteristics of Learning Tasks in Shanghai Classrooms from the Perspective of Variation. Annual Conference of the International Congress for School Effectiveness & Improvement.
  52. Mok, IAC. (2003). The Development of Open-ended Problems and Its Teaching in Hong Kong (Invited Plenary). The Second International Conference for Open-ended Questions and Pedagogy.
  53. Mok, IAC. (2003). The Story of a Teacher-dominating Lesson in Shanghai. Biennial Conference of the European Association for Research on Learning and Instruction.
  54. Runesson, U., Mok, IAC. (2003). The Teaching of Fractions. Two Examples of Simultaneity and Variation. Biennial Conference of the European Association for Research on Learning and Instruction.
  55. Mok, IAC., Tse, BSW. (2002). Mathematical Literacy in Hong Kong Primary Curriculum: An Experience from the Target Oriented Curriculum. Mathematical Literarcy in the Digital Era, Proceedings of CIEAEM53.
  56. Mok, IAC., Tse, BSW. (2002). Students' appreciation of 3-dimensional Solids: A Study in Hong Kong Short Oral Presentation. The 26th Conference of the International Group for the Psychology of Mathematics Education.
  57. Mok, IAC., Tse, BSWT. (2001). Mathematical Literacy in Hong Kong Primary Curriculum: An Experience from the Target Oriented Curriculum. International Commission for the Study and Improvement of Mathematics Education, Commission Internationale pour I'Etude et L' Amelioration de I 'Enseignement des Mathematiques CIEAEM 53, 21-27 July, Verbania, Italy..
  58. Mok, IAC. (2001). The anatomy of an 'open' mathematics lesson. Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education.
  59. Mok, IAC. (2000). An 'open' mathematics lesson in Shanghai. Hong Kong Mathematics Education Conference.
  60. Mok, IAC. (2000). An Open Mathematics Lesson in Shanghai', paper presentation in Topic group TSG22, Topics in Mathematics Education in Asian Countries. International Congress on Mathematical Education, ICME-9.
  61. Mok, IAC. (2000). Learning Asymptotes with Graphing Calculators: A Case Study. Hong Kong Mathematics Education Conference.
  62. Mok, IAC. (2000). Learning Asymptotes with Graphing Calculators: A Case Study in Hong Kong. International Congress on Mathematical Education, ICME-9.
  63. Mok, IAC. (2000). The anatomy of an 'Open' mathematics lesson. Proceedings of 24th Conference of the International Group for the Psychology of Mathemaatics Education.
  64. Wong, NY., Lam, CC., Leung, FKS., Mok, IAC., Wong, PKM. (2000). Towards holistic reform of the Hong Kong mathematics curriculum (Poster presentation). The 9th International Congress on Mathematical Education.
  65. Chik, PPM., Ko, PY., Kwan, TYL., Lo, ML., Marton, FI., Mok, IAC., Ng, FP., Pang, MF., Runesson, U., Szeto, SLH. (1999). Being good at teaching language. Departmental Conference, Department of Curriculum Studies, The University of Hong Kong.
  66. Mok, IAC., Ko, PY. (1999). Beyond labels: teacher-centred and student activities. International Conference on Teacher Education.
  67. Mok, IAC. (1999). Learning opportunities with graphing calculators: The case of asymptotes. Proceedings of the Fourth Asian Technology Conference in Mathematics (ACTM '99), December 17-21, 1999, Guangzhou Normal University, Guangzhou, P.R. China.
  68. Mok, IAC., Chik, PPM., Ko, PY., Kwan, TYL., Lo, ML., Marton, FI., Ng, FP., Pang, MF., Runesson, U., Szeto, SLH. (1999). The anatomy of a Chinese lesson. European Conference for Research on Learning and Instruction, Earli 99.
  69. Huang, R., Mok, IAC. (1999). The impact of information technology on mathematical open-ended problem solving. Proceedings of the Fourth Asian Technology Conference in Mathematics (ACTM '99), Chinese Volume, 17-21 December 1999, Guangzhou Normal University, Guangzhou, P.R. China.
  70. Mok, IAC., Tang, RF. (1998). An example of open-ended questions in quadratic functions (in Chinese). Proceedings of the National Conference for the Open-ended Questions and Pedagogy in Mathematics, Shanghai, 5-8 November 1998.
  71. Mok, IAC. (1997). A hierarchy of students' formulation of an explanation. Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education.
  72. Mok, IAC. (1997). Algebra: students' interpretation for 'a (bc)=a ba c'. Algebraic Process and Structure Working Group 1997 in the 21st International Conference for the Psychology of Mathematics Education.
  73. Mok, IAC. (1997). Introducing new technology in Algebra in Hong Kong: addressing issues in learning. The International Federation for Information Processing (IFIP) WG3.1 Working Conference for Secondary School Mathematics in the World of Communication Technologies.
  74. Mok, IAC. (1996). A framework for the quality of explanation in relation to the distributive law. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME 20) (20th, Valencia, Spain, July 8-12, 1996). Volume 1..
  75. Mok, IAC. (1996). A framework for the understanding of the distributive law, Communicaciones Breves (short presentations). The 8th International Congress on Mathematics Education (ICME 8), Seville, Spain, July 14-21, 1996.
  76. Mok, IAC. (1996). Algebraic Thinking of Secondary-one Students in Hong Kong: A Case Study. Hong Kong Mathematics Education Conference.
  77. Chow, WM., Mok, IAC. (1996). How does the HK school based curriculum project scheme foster professional competency? The case of mathematics. Proceedings of ITEC '95, Teacher Education in the Asian Region.
  78. Mok, IAC. (1995). A framework for describing progression in algebraic thinking. Mathematics Education Seminar of School of Education, King's College.
  79. Mok, IAC. (1995). Formal operational thinking and algebra. Mathematics Education Seminar of School of Education, King's College.
  80. Chow, WM., Mok, IAC. (1995). How does the Hong Kong school based curriculum project scheme foster professional competency: the case of mathematics. International Conference on Teacher Education in the Asian Region.
  81. Mok, IAC. (1994). Progression in the understanding of an algebraic rule. Proceedings of the 18th International Conference for the Psychology of Mathematics Education, Lisbon, July 29 - August 3, 1994.
  82. Mok, IAC., Law, YLM. (1994). The understanding of algebra of secondary students in Hong Kong. Annual Conference of the Hong Kong Educational Research Association.

 

Books

  1. Cai, J., Mok, IAC., Reddy, V., Stacey, K. (2016). International Comparative Studies In Mathematics: Lessons For Improving students’ Learning. SpringerOpen.
  2. Mok, IAC. (2009). Learning of algebra : inspiration from students' understanding of the distributive law. Hong Kong Association for Mathematics Education.
  3. Leung, FKS., Yung, BHW., Wong, ASL., Mok, IAC. (2009). The Hong Kong Component of Trends in International Mathematics and Science Study (TIMSS) 2007 Final Report. IEA Centre.
  4. Marton, F., Tsui, ABM., Chik, PMP., Ko, PY., Lo, ML., Mok, IAC., Ng, FP., Pang, MF., Pong, WY., Runesson, U. (2004). Classroom Discourse and the Space of Learning. Lawrence Erlbaum Association.
  5. Morris, PJTF., Adamson, B., Wan Chan, CKK., Che, MW., Chik, PPM., Fung Lo, ML., Ko, PY., Kwan, TYL., Mok, IAC., Ng, FP., Tong, ASY. (1999). Target Oriented Curriculum Feedback and Assessment in Hong Kong Primary Schools: Final Report. Education Department.

 

Book Chapters

  1. Lopez-Real, FJ., Mok, IAC., Leung, FKS., Marton, F. (2017). Identifying a pattern of teaching: An analysis of a Shanghai teacher's lessons. 辨認一種教學模式 -- 對一個上海教師課堂教學的分析. In 范良火.. 等主编, 華人如何學數學(新版), p. 297-319. 南京: 鳳凰教育出版社, 2017
  2. Mok, IAC. (2017). Teaching Algebra Through Variations: Contrast, Generalization, Fusion, and Separation. Teaching Algebra Through Variations: Contrast, Generalization, Fusion, and Separation. In Huang, R & Li, Y (Eds.), Teaching And Learning Mathematics Through Variation: Confucian Heritage Meets Western Theories, p. 187-208. Rotterdam: Sense Publishers, 2017
  3. Qi, C., Wang, R., Mok, IAC., Huang, D. (2017). Teaching the Formula of Perfect Square through Bianshi Teaching . Teaching the Formula of Perfect Square through Bianshi Teaching . In Huang, R & Li, Y (Eds.), Teaching and Learning Mathematics through Variation: Confucian heritage meets western theories., p. 127-150. Rotterdam: Sense Publishers, 2017
  4. Fan, L., Miao, Z., Mok, IAC. (2015). How Chinese Teachers Teach Mathematics And Pursue Professional Development: Perspectives From Contemporary International Research. How Chinese Teachers Teach Mathematics And Pursue Professional Development: Perspectives From Contemporary International Research. In Fan, L .. (et al.) (Eds.), How Chinese Teach Mathematics: Perspectives From Insiders, p. 43-70. Singapore ; Hackensack, NJ: World Scientific, 2015
  5. Mok, IAC., Yang, X., Zhu, Y. (2015). Mathematical Discourse in Chinese Classrooms: An Insider’s Perspective. Mathematical Discourse in Chinese Classrooms: An Insider’s Perspective. In Sriraman, B .. (et al) (Eds.), The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India, v. 1, p. 705-732. Charlotte, NC: Information Age Publishing, 2015
  6. Mok, IAC., Clarke, D. (2015). The Contemporary Importance of Triangulation in a Post-Positivist World: Examples from the Learner’s Perspective Study. The Contemporary Importance of Triangulation in a Post-Positivist World: Examples from the Learner’s Perspective Study. In Bikner-Ahsbahs, A., Knipping, C & Presmeg, N (Eds.), Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods , p. 403-425. Netherland: Springer, 2015
  7. Mok, IAC. (2015). What Is Important In A Lesson On Factorization? The Reflection Of An Experienced Teacher In Hong Kong. What Is Important In A Lesson On Factorization? The Reflection Of An Experienced Teacher In Hong Kong. In Ng, SF (Ed.), Cases Of Mathematics Professional Development In East Asian Countries: Using Video To Support Grounded Analysis, p. 137-154. Singapore: Springer, 2015
  8. Huang, R., Mok, IAC., Leung, FKS. (2014). Teaching algebraic concepts in Chinese classrooms: A case study of systems of linear equations. Teaching algebraic concepts in Chinese classrooms: A case study of systems of linear equations. In Leung, FKS .. (et al.) (Eds.), Algebra Teaching around the World, p. 191-212. Rotterdam: Sense Publishers, 2014
  9. Mok, IAC. (2014). Teaching the Graphical Method of Solving Equations: An Example in the Shanghai Lessons. Teaching the Graphical Method of Solving Equations: An Example in the Shanghai Lessons. In Leung, FKS .. (et al.) (Eds.), Algebra Teaching around the World, p. 173-190. Rotterdam: SensePublishers, 2014
  10. Mok, IAC. (2013). Five Strategies for Coherence: Lessons from a Shanghai Teacher. Five Strategies for Coherence: Lessons from a Shanghai Teacher. In Li, Y & Huang, R (Eds.), How Chinese Teach Mathematics and Improve Teaching, p. 120-133. New York: Routledge, 2013
  11. Cao, Y., Guo, K., Ding, L., Mok, IAC. (2013). Students at the Front: Examples from a Beijing Classroom. Students at the Front: Examples from a Beijing Classroom. In Kaur, B .. (et al) (Eds.), Student Voice In Mathematics Classrooms Around The World, p. 53-64. Rotterdam: Sense Publishers, 2013
  12. Mok, IAC., Kaur, B., Zhu, Y., Yau, KW. (2013). What Really Matters to Students? A Comparison between Hong Kong and Singapore Mathematics Lessons. What Really Matters to Students? A Comparison between Hong Kong and Singapore Mathematics Lessons. In Kaur, B .. (et al) (Eds.), Student Voice In Mathematics Classrooms Around The World, p. 189-208. Rotterdam: Sense Publishers, 2013
  13. Cheng, MMW., Wong, KL., Lee, AMS., Mok, IAC. (2012). Quantitative literacy in science communication. Quantitative literacy in science communication. In Gilbert, JK, Stocklmayer, SM (Eds.), Communication and Engagement with Science and Technology: Issues and Dilemmas, p. 110-129. UK: Routledge, 2012
  14. Mok, IAC. (2010). Comparison of learning task lesson events between Australian and Shanghai lessons. Comparison of learning task lesson events between Australian and Shanghai lessons. In Shimizu, Y .. (Eds.)(et al), Mathematical tasks in classrooms around the world, p. 119–145. Rotterdam: Sense Publishers, 2010
  15. Leung, FKS., Lee, AMS., Lopez-Real, FJ., Leung, A., Mok, IAC., Wong, KL. (2010). What can we teach mathematics teachers?: lessons from Hong Kong. What can we teach mathematics teachers?: lessons from Hong Kong. In Leung, FKS and Li, Y (Eds.), Reforms and issues in school mathematics in East Asia: Sharing and understanding mathematics education policies and practices, p. 153-167. Rotterdam: Sense Publishers, 2010
  16. Mok, IAC., Kaur, B. (2007). Learning Tasks. Learning Tasks. In Making Connections: Comparing Mathematics Classrooms Around the World, p. 147-163. Rotterdam: Sense Publishers B.V., 2006
  17. Clarke, D., Emanuelsson, J., Jablonka, E., Mok, IAC. (2007). The Learner's Perspective Study and International Comparisons of Classroom Practice. The Learner's Perspective Study and International Comparisons of Classroom Practice. In Making Connections: Comparing Mathematics Classrooms Around the World, p. 1-22. Rotterdam: Sense Publishers B.V., 2006
  18. Mok, IAC., Lopez-Real, FJ. (2006). A Tale of Two Cities: A Comparison of Six Teachers in Hong Kong and Shanghai. A Tale of Two Cities: A Comparison of Six Teachers in Hong Kong and Shanghai. In Clarke, D, Keitel, C, and Shimizu, Y, (Eds.), Mathematics Classrooms in Twelve Countries: The Insider's Perspective, p. 237-246. Rotterdam: Sense Publishers, 2006
  19. Leung, FKS., Mok, IAC., Huang, R. (2006). Characteristics of the School System in China: Hong Kong, Macau and Shanghai. Characteristics of the School System in China: Hong Kong, Macau and Shanghai. In Clarke, D, Keitel, C, and Shimizu, Y, (Eds.), Mathematics Classrooms in Twelve Countries: The Insider's Perspective, p. 331-333. Rotterdam: Sense Publishers, 2006
  20. Huang, R., Mok, IAC., Leung, FKS. (2006). Repetition or variation: practising in the Mathematics classrooms in China. Repetition or variation: practising in the Mathematics classrooms in China. In Clarke, D, Keitel, C, and Shimizu, Y, (Eds.), Mathematics Classrooms in Twelve Countries: The Insider's Perspective, p. 263-274. Rotterdam: Sense Publishers, 2006
  21. Mok, IAC. (2006). Teacher-Dominating Lessons in Shanghai: The Insiders' Story. Teacher-Dominating Lessons in Shanghai: The Insiders' Story. In Clarke, D, Keitel, C, and Shimizu, Y, (Eds.), Mathematics Classrooms in Twelve Countries: The Insider's Perspective, p. 87-97. Rotterdam: Sense Publishers, 2006
  22. Lopez-Real, FJ., Mok, IAC., Leung, FKS., Marton, F. (2005). Identifying a Pattern of Teaching: An analysis of a Shanghai teacher's lesson. Identifying a Pattern of Teaching: An analysis of a Shanghai teacher's lesson. In How Chinese Learn Mathematics: Perspectives from Insiders, p. 383-412. New Jersey: World Scientific, 2004
  23. Runesson, U., Mok, IAC. (2004). Discernment and the Question 'What can be Learned'? (Charpter 3). Discernment and the Question 'What can be Learned'? (Charpter 3). In Classroom Discourse and the Space of Learning, p. 63-88. NJ, London: Lawrence Erlbaum Association Publishers, 2004
  24. Runesson, U., Mok, IAC. (2003). Discernment and the Question 'What can be Learned'?. Discernment and the Question 'What can be Learned'?. In Classroom Discourse and the Space of Learning, p. Chapter 3. N J: Lawrence Erlbaum, 2003
  25. Mok, IAC., Ulla, R., Tsui, ABM., Wong, SY., Chik, PPM., Pow, J. (2003). What Matters? Discovering Critical Conditions of Classroom Learning. What Matters? Discovering Critical Conditions of Classroom Learning. In Questions and Variation, p. 75-92. Goteborg: Acta Universitatis Gothoburgensis, 2002
  26. Mok, IAC. (2001). An analysis of an open mathematics lesson. An analysis of an open mathematics lesson. In Open-ended Questions - A new model for mathematics teaching (in Chinese), p. 90-105. Shanghai, China: Shanghai Education Publishers, 2002
  27. Mok, IAC., Chik, PPM., Ko, PY., Kwan, TYL., Lo, ML., Marton, F., Ng, FP., Pang, MF., Runesson, U., Sze-To, LH. (2001). Solving the Paradox of the Chinese Teacher. Solving the Paradox of the Chinese Teacher. In Teaching the Chinese Learner: Psychological and Pedagogical Perspectives, p. 161-179. Hong Kong: Comparative Education Research Centre, HKU, 2001
  28. Mok, IAC., Ko, PY. (2000). Beyond labels: teacher-centred and student activities. Beyond labels: teacher-centred and student activities. In Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong, p. 175-194. Hong Kong: Hong Kong University Press, 2000
  29. Mok, IAC. (1995). A mathematics project experience. A mathematics project experience. In Edumath, p. 30-33. Hong Kong: Hong Kong Association for Mathematics Education, 1995
  30. Mok, IAC. (1995). Some questions relating to basic arithmatic operations in primary mathematics in Hong Kong. Some questions relating to basic arithmatic operations in primary mathematics in Hong Kong. In Edumath, p. 35-36. Hong Kong: Hong Kong Association for Mathematics Education, 1996

 

Others

  1. Tsui, Amy Bik May., Mok, Ah-chee Ida., Watkins, David (David A.). (2001). Reed relay ; Solving the paradox of the Chinese teacher?. Hong Kong : University of Hong Kong, Dept. of Curriculum and Educational Studies

 

Professional Societies

  1. 1 May 2003 – August, 2017: Member of the Management Committee, Comparative Education Research Centre
  2. Life Member, Hong Kong Association for Science and Mathematics Association
  3. Member, Hong Kong Association for Mathematics Education
  4. Member, International Group for the Psychology of Mathematics Education

 

Knowledge Exchange Activities

  1. 2022-07-22 to 2025-01-31: Provision of Services for On-site Teacher Workshops on Small Class Teaching , Short Course for Continuing Professional Development (CPD)
  2. 2022-06-06 to 2022-06-08: EDB-commissioned INSTEP-run Three-day Course for Secondary School Teachers on 'Teaching Mathematics Education Key Learning Area in the English Medium' (Event AA), Short Course for Continuing Professional Development (CPD)
  3. 2022-05-10 to 2022-05-31: EDB-commissioned INSTEP-run Four-day Course for Secondary School Teachers on 'Teaching Mathematics Education Key Learning Area in the English Medium' (Event AA), Short Course for Continuing Professional Development (CPD)
  4. 2022-05-07 to 2022-05-07: EDB-commissioned INSTEP-run School-based Support Programme on 'Developing Curriculum Materials to Enhance Teaching the Mathematics Education Key Learning Area in the English Medium' Training Session, Short Course for Continuing Professional Development (CPD)
  5. 2020-11-09 to 2020-11-11: EDB-commissioned INSTEP-run Three‐day Course on Roles of English Language Teachers in the Whole‐School Approach to Using the English Medium (Event AB), Short Course for Continuing Professional Development (CPD)
  6. 2020-11-03 to 2020-11-06: EDB-commissioned INSTEP-run Four-day Course for Secondary School Teachers on Teaching Mathematics Education Key Learning Area in the English Medium (Event AC), Short Course for Continuing Professional Development (CPD)
  7. 2020-07-14 to 2022-08-31: On-site Teacher Workshops on Small Class Teaching, Short Course for Continuing Professional Development (CPD)
  8. 2020-01-13 to 2020-01-16: EDB-commissioned INSTEP-run Four‐day Course for Secondary School Teachers on Teaching Mathematics Education Key Learning Area in the English Medium, Short Course for Continuing Professional Development (CPD)
  9. 2020-01-06 to 2020-01-08: EDB-commissioned INSTEP-run Three-day Course for Secondary School Teachers on Conducting Extended Learning Activities in English for the Mathematics Education Key Learning Area, Short Course for Continuing Professional Development (CPD)
  10. 2019-12-16 to 2019-12-18: EDB-commissioned INSTEP-run Three‐day Course on Roles of English Language Teachers in the Whole‐School Approach to Using the English Medium, Short Course for Continuing Professional Development (CPD)
  11. 2019-12-10 to 2019-12-12: EDB-commissioned INSTEP-run Professional Development Programme: Course for Secondary School Teachers on Catering for Learner Diversity in Learning and Teaching Non‐language Subjects in English, Short Course for Continuing Professional Development (CPD)
  12. 2019-05-20 to 2019-05-22: EDB-commissioned INSTEP-run Course for Secondary School Teachers on 'Conducting Extended Learning Activities in English for the Mathematics Education Key Learning Area' , Short Course for Continuing Professional Development (CPD)
  13. 2019-04-09 to 2021-01-12: EDB-commissioned INSTEP-run Project 'School-based Support Programme on Developing Curriculum Materials to Enhance Teaching the Mathematics Education Key Learning Area in the English Medium', Other KE Activity Types
  14. 2019-01-15 to 2019-01-18: EDB-commissioned INSTEP-run Four-day Course for Secondary School Teachers on 'Teaching Mathematics Education Key Learning Area in the English Medium' , Short Course for Continuing Professional Development (CPD)
  15. 2018-12-17 to 2019-06-14: EDB-commissioned INSTEP-run Course for Secondary School Teachers on 'Catering for Learner Diversity in Learning and Teaching Non-language Subjects in English', Short Course for Continuing Professional Development (CPD)
  16. 2018-01-09 to 2018-06-08: EDB-commissioned INSTEP-run Course for Secondary School Teachers on Teaching Mathematics Education Key Learning Area in the English Medium, Short Course for Continuing Professional Development (CPD)
  17. 2017-01-09 to 2017-01-12: EDB-commissioned INSTEP-run Course for Secondary School Teachers on Teaching Mathematics Education Key Learning Area in the English Medium, Short Course for Continuing Professional Development (CPD)
  18. 2016-08-31 to 2017-06-30: 2016/17 KE Impact Project Funding: KE-IP-2016/17-24: Rich Task (Junior Secondary Mathematics) (HK$100,000) , KE Project Grant
  19. 2016-05-16 to 2016-06-16: EDB-commissioned INSTEP-run MOI Courses for Secondary School Teachers on Teaching Mathematics in the English Medium , Short Course for Continuing Professional Development (CPD)
  20. 2015-06-27 to 2015-06-27: 我識數學（二）——孔醫生工作坊, Public Event (Delivering a Talk, Workshop, Exhibition, Performance, etc.)
  21. 2015-05-23 to 2015-05-23: 我識數學（一）——“家庭活動助數學及相關障礙”資源網介紹, Public Event (Delivering a Talk, Workshop, Exhibition, Performance, etc.)
  22. 2015-05-02 to 2015-05-31: Enhancing Knowledge Exchange: raising teachers' English language awareness in teaching different Key Learning Areas. , KE Project Grant
  23. 2015-04-25 to 2015-06-30: Enhancing KE: raising teachers' English language awareness in teaching different key leanring areas, Internal KE Committee
  24. 2015-04-01 to 2015-06-05: “家庭活動助數學及相關障礙”資源網介紹小冊子, Books and Other Media (Newspaper, Radio/TV, etc.) for Non-academic Audiences
  25. 2014-11-01 to 2015-06-27: Maths Buddy Website, KE Website and Mobile Device
  26. 2014-09-01 to 2015-08-31: Enhancing Knowledge Exchange: raising teachers' English language awareness in teaching different Key Learning Areas, KE Project Grant
  27. 2014-08-12 to 2015-06-30: 2014/15 KE Impact Project Funding: KE-IP-2014/15-67: Home-schooling wisdom in facilitating Mathematics and related learning going On-line (HK$70,000), KE Project Grant
  28. 2012-01-01 to 2021-06-30: Member of KE Working Group of HKU, Internal KE Committee
  29. 2011-11-28 to 2014-05-29: EDB-commissioned INSTEP MOI 'Course for Secondary School Teachers on Mathematics Education in the English Medium', Short Course for Continuing Professional Development (CPD)

 

Invited Lectures & Keynote Speeches

  1. 2019-05-01: Developing students’ positive attitude and mathematics competence in a digital environment: Lessons from university-school partnership11th International Conference on Technology and Mathematics Education
  2. 2019-03-01: Early learning and parenting: play and work.Conference for Home and School Influences on Early Learning, organized by University of Chicago, at The Hong Kong Jockey Club University of Chicago Academic Complex, The University of Chicago Francis and Rose Yuen Campus in Hong Kong.
  3. 2016-10-01: Changing Paradigms Under The Impact Of Technology On Mathematics Classroom Teaching: A Few Snapshots Of The Students’ Perspectives In Hong Kong.
  4. 2016-09-01: Technology And Mathematics Education: Looking Back And Looking Forward,The 6th Annual International Conference On Education & E-learning
  5. 2016-07-01: A Change Of Paradigm: A Close-up At Learning TasksInternational Conference for Chinese Association of Mathematics Education
  6. 2016-07-01: Plenary Panels: International Comparative Studies In Mathematics: Lessons For Improving Students' Learning13th International Congress On Mathematics Education
  7. 2015-01-01: Shedding light on the East-Asian Learner’s Paradox: Insights from the Learner’s Perspective Study (LPS)International Conference on the Understanding of Science & Mathematics Classroom Cultures in East Asia.
  8. 2014-11-01: Facets of Chinese mathematics lessons in the Learner’s Perspective StudyInvited seminar at East China Normal University, Shanghai, China
  9. 2013-10-01: ICT and Mathematics Education
  10. 2012-07-01: Research On Mathematics Classroom Practice: An International PerspectiveThe 12th International Congress On Mathematical Education
  11. 2011-09-01: The Learner’s Perspectives: Examples from Hong Kong lessonsKing’s College London
  12. 2011-09-01: The Use of Mathematical Tasks in the Hong Kong classroom: A Hong Kong teacher's perspectiveThe University of Southampton
  13. 2011-06-01: Lessons from students’ understanding of the distributive law.“The Classroom Teaching Research for All Students (CTRAS) Conference Effective Teaching Strategies in the Algebra Classroom with International Perspectives”. Changshu Institute of Technology, Changshu, China, June 19-22.
  14. 2010-10-01: The Learner’s Perspective Study: A Hong Kong Story.International Workshop of Enhancing Mathematical Teaching for Creativity. Taipei Municipal University of Education,
  15. 2010-09-01: Representations in Mathematics Textbooks, Learning and Teaching: Multiple perspectives.International Workshop on Textbooks in Mathematics, Physics and Chemistry, Santiago, Chile
  16. 2009-03-01: The Learner’s Perspective Studies: The Hong Kong (& Shanghai) ComponentInternational Center for Mathematics Classroom Research School of Mathematical Sciences, Beijing Normal University
  17. 2009-01-01:
  18. 2008-06-26: In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomialsInternational Centre for Classroom Research (ICCR) Research Seminar, Melbourne Graduate School of Education in the Faculty of Education at the University of Melbourne, Australia
  19. 2008-03-05: Secondary Students' Understanding of the Distributive PropertyInvited Workshop/Seminar for Association of Mathematics Educators, Supported by the Department of Mathematics and Science, Singapore Polytechnic, Singapore
  20. 2008-03-04: Shedding Light on the East Asian Learner Paradox: Examples from a Shanghai ClassroomInvited Seminar at National Institute of Education, Singapore

 

Editorship

  1. 2009: Selected Papers of The ICME 11 Topic Study Group 24: Research on classroom practice. A monograph for Topic Study Group 24, ICME 11, July 6 – 13, 2008, Monterrey, Mexico., QUADERNI DI RICERCA IN DIDATTICA (Scienze Matematiche) of G.R.I.M
  2. 2006: Editors, Making Connections: Comparing Mathematics Classrooms Around the World
  3. 1998: Editors, Hong Kong Mathematics Education Conference Collected Papers 95-97

 

Community Service

  1. 2013-01-01 to 2017-01-01: Member, The Chief Executive' s Award for Teaching Excellence Steering Committee
  2. 2012-09-01 to 2015-09-01: Member, HKDSE Mathematics Subject Committee, Hong Kong Examinations and Assessment Authority
  3. 2011-09-01 to 2017-09-01: independent manager, School Incorporated Management Committee HKUGA Primary School
  4. 2010-05-01 to 2011-10-01: chair, Assessment Panel on the Mathematics Education Key Learning Area, Chief Executive's Award for Teaching Excellence (2010-2011)
  5. 2010-05-01 to 2011-10-01: member, Assessment Working Group (2010-2011) of the Chief Executive's Award for Teaching Excellence 2010-2011.
  6. 2009-09-01 to 2013-08-01: member, Sixth Form Applied Mathematics Subject Committee
  7. 2008-09-01 to 2011-08-01: member, CE Mathematics Subject Committee, Hong Kong Examinations and Assessment Authority
  8. 2005-05-01 to 2006-10-01: chair, Assessment Panel on the Mathematics Education Key Learning Area, Chief Executive?s Award for Teaching Excellence (2005-2006)
  9. 2005-05-01 to 2006-12-01: member, Assessment Working Group (2005-2006) of the Chief Executive?s Award for Teaching Excellence 2005-2006
  10. 2005-05-01 to 2006-12-01: member, The Chief Executive?s Award for Teaching Excellence Steering Committee (2005-2006
  11. 2005-02-01 to 2009-08-01: member, CDC-HKEAA Working Group on New Senior Secondary Mathematics Curriculum (School Based Assessment)
  12. 2004-05-01 to 2006-10-01: chair, Executive Committee for Anglican Little Singers, Hong Kong Sheng Kung Hui East Kowloon Diocese
  13. 2003-08-01 to 2006-10-01: education advisor, Kei Lok Church, Hong Kong Sheng Kung Hui East Kowloon Dioceses
  14. 2002-09-01 to 2012-08-01: member, Hong Kong Certificate of Education Examination Mathematics Subject Committee, The Hong Kong Examinations and Assessment Authority
  15. 2002-08-01 to 2005-03-01: advisor, Validation of the Descriptions of Basic Competency for Primary Mathematics, Curriculum Development Institute
  16. 2001-06-01 to 2006-08-01: member, Joint Working Party on 2006 Hong Kong Certificate of Education Examination Mathematics Syllabus, Curriculum Development Council, The Hong Kong Examinations and Assessment Authority
  17. 2001-02-01 to 2002-08-01: member, Ad Hoc Committee on Assessment for Learning (Primary Mathematics)

 

Teaching List, Current

  1. 2022 S2, EDUC7161, 2B, Teaching primary Mathematics
  2. 2022 S2, MEDD7102, 2A, Pedagogical frameworks for mathematics, science and related subjects
  3. 2022 S1, CCST9002, 1AX, Quantitative Literacy in Science, Technology and Society
  4. 2022 S1, EDUR8061, 1A, Data Analysis in Educational Research: Experiences from International and Local Projects
  5. 2021 S2, CCST9002, 2A, Quantitative Literacy in Science, Technology and Society
  6. 2021 S2, EDUC7161, 2B, Teaching primary Mathematics
  7. 2021 S2, MEDD7102, 2A, Pedagogical frameworks for mathematics, science and related subjects
  8. 2021 S1, EDUR8060, 1A, Methodological Issues in Educational Research: Experiences from International and Local Projects
  9. 2021 S1, MEDD6387, 1A, Research into the teaching and learning of mathematics
  10. 2021 S1, MEDD8001, 1X, Educational issues and research
  11. 2020 S2, CCST9002, 2A, Quantitative Literacy in Science, Technology and Society
  12. 2020 S2, MEDD7102, 2A, Pedagogical frameworks for mathematics, science and related subjects
  13. 2020 S1, EDUC7161, 1B, Teaching primary Mathematics
  14. 2020 S1, EDUR8061, 1A, Data Analysis in Educational Research: Experiences from International and Local Projects
  15. 2020 S1, MEDD6014, 1X, Methods of research and enquiry
  16. 2019 S2, EDUR8060, 2A, Methodological Issues in Educational Research: Experiences from International and Local Projects
  17. 2019 S1, CCST9002, 1AX, Quantitative Literacy in Science, Technology and Society
  18. 2019 S1, MEDD6014, 1X, Methods of research and enquiry
  19. 2019 S1, MEDD6387, 1A, Research into the teaching and learning of mathematics
  20. 2018 S8, MEDD7116, SA, Effective teaching of mathematics, science and liberal studies for English language learners
  21. 2018 S8, MEDD8829, SA, Effective Strategies for Learning and Teaching in Small Class Environment for Primary Education
  22. 2018 S2, EDUR8061, 2A, Data Analysis in Educational Research: Experiences from International and Local Projects
  23. 2018 S2, MEDD7102, 2A, Pedagogical frameworks for mathematics, science and related subjects
  24. 2018 S1, CCST9002, 1AX, Quantitative Literacy in Science, Technology and Society
  25. 2018 S1, MEDD6014, 1X, Methods of research and enquiry

 

Supervision of Research Postgraduate Students

  1. 2020 PhD Ren Zhipeng, Mathematics Education
  2. 2019 PhD Shum Sheung-yun Alexander, Mathematics and Motivation
  3. 2019 PhD Liu Simiao, Comparative Studies in Mathematics Education; the Influence of Culture on Mathematics Teaching and Learning
  4. 2019 PhD Chen Mudan, Mathematics Education
  5. 2018 PhD Lu Hong, Comparison of Mathematics Education of Different Countries
  6. 2018 PhD Kang Xia, Mathematics Education; Comparative Studies in Mathematics Education
  7. 2017 PhD Lui Chi To, Mathematics Education
  8. 2017 PhD Liang Weijun: Fostering critical thinking through WebQuests-based collaborative learning : an exploratory cycle of a design research project in Hong Kong English classrooms, Critical Thinking and Group Work
  9. 2017 PhD Guo Meng: The relationship of parental involvement and expectations to students' goal orientations, engagement and mathematics achievement : a comparison between Chinese Miao and Han, Mathematics Education
  10. 2016 PhD Weldeana Hailu Nigus: Effects of concept-oriented professional development on secondary mathematics teachers' knowledge dimensions, Mathematics Education
  11. 2016 PhD Lin Yang, Teacher Professional Development
  12. 2015 PhD Jiang Zheng: The relationship between mathematics teacher emotions and classroom practice : a mixed methods study in senior secondary schools of China (Guangdong province), Curriculum and Instruction
  13. 2014 PhD Zhao Wenjun: Teachers' perceptions and implementation of the mathematics curriculum reform in China : a multiple case study of the DJP instructional model, Mathematics Education
  14. 2014 PhD Shintia-Revina: Influence of culture on the adaptation of realistic mathematics education in Indonesia, Mathematics Education
  15. 2013 PhD Yan Guorui: A comparative case study on textbook use of mathematics teachers in Beijing and Hong Kong, Mathematics Education, Education Assessment, Learning Science
  16. 2013 PhD Li Na: Mathematical thinking in the intended curriculum in China and three case studies in the implemented curriculum, Mathematics Education
  17. 2012 PhD Zuo Haode: Advanced mathematics knowledge of senior secondary school teachers in China and its influence on classroom teaching, Mathematics Education
  18. 2012 PhD Lu Xiaoli: Professional learning of beginning mathematics teachers at high schools in Shanghai, Mathematics Education (International Comparison of Curriculum, Culture and Mathematics Teaching and Learning, Mathematics Assessment)
  19. 2010 PhD Wadanambi Gayanthi Malika: Knowledge and beliefs of pre-service secondary mathematics teachers in Sri Lanka and the impact on their instructional practices, Mathematics Education
  20. 2010 PhD Pei Changgen: Factors that influence motivation, achievement and group problem solving outcome in mathematics of Chinese eighth graders in a cooperative learning setting, Mathematics Education
  21. 2008 PhD Lee Man Sang Arthur: Developing a dynamic geometry task platform for accessing students' perceptions of geometric properties through analysis of example spaces, Mathematics Education
  22. 2005 PhD Yung Wing Yee Angela: Thoughts and practice of a Hong Kong teacher in mathematics alternative assessment via concerns-based adoption model, Curriculum Studies in the Field of Mathematics Education

 

HKU Committee Appointments

  1. 2022-07-01 to Present: Faculty of Education, Board of the, Such other persons not being teachers as may be appointed to the Board by the Senate on the recommendation of the Board, provided that the number of such persons shall not exceed one-fourth of the whole number of members of the Board, Education Faculty Board
  2. 2020-07-01 to 2022-06-30: Faculty of Education, Board of the, Such other persons not being teachers as may be appointed to the Board by the Senate on the recommendation of the Board, provided that the number of such persons shall not exceed one-fourth of the whole number of members of the Board, Education Faculty Board
  3. 2020-04-16 to 2021-06-30: Library Committee, The Dean or Associate Dean of each Faculty, or his/her nominee
  4. 2007-07-01 to 2020-06-30: Faculty of Education, Board of the, The teachers who are members of the Faculty and who are full-time employees of the University
  5. 1998-10-13 to 2000-06-30: Discontinuation, Committee on, 1 member from each Faculty (Education) from a panel of three in order of precedence for a period of 2 years, renewable up to a maximum of 4 consecutive years, Education Faculty Board
  6. 1997-07-01 to 2000-06-30: Faculty of Education, Board of the, Lecturers in Faculty
  7. 1990-09-01 to 1997-06-30: Faculty of Education, Board of the, Lecturers in Faculty

 

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