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Professor ZHANG, Qiaoping

Professor ZHANG, Qiaoping

Professor ZHANG, Qiaoping

張僑平

Associate Professor

Academic Unit of Mathematics, Science, and Technology

Email

[javascript protected email address]

Location

Room 708, Meng Wah Complex

Prospective PhD/ EdD/ MPhil Applications

I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

External Grants

As Co-PI, Assessing the HKDSE curriculum’s effect on secondary students’ academic performance and stem career interest in the GBA: A big data approach to teaching quality monitoring. Research Grants Council (RGC) Matching Grant Scheme (HK$6,600,000, 2024-2027)

As PI, The impact of students’ mathematical well-being on STEM career interest: A comparative study between Hong Kong and Japan, The Sumitomo Foundation/Fiscal Year 2023 Grant for Japan-related Research Projects (US$6000, 01/4/2024-31/3/25)

As PI, Shaping students’ lived space of mathematics learning: How mathematics teachers’ beliefs and values affect their teaching, Research Grants Council (RGC) Early Career Scheme (ECS) (HK$455,000, 2022-2024)

As Co-I, Preparation for post pandemic society: Providing technology-supported adaptive scaffoldings for students with mathematics learning difficulties in Hong Kong primary schools. Research Grants Council (RGC) General Research Fund (GRF) (HK$586,987, 2022-2024)

 

Internal Grants

As PI, The relationship between mathematics teachers noticing and their teaching practice: An exploratory study, Faculty of Liberal Arts and Social Sciences (FLASS)/Dean’s Research, EdUHK ($150,000, 2023-2024)

Examining novice and experienced mathematics teachers’ beliefs and practice during the pandemic: A comparative study between Hong Kong and Italy. FLASS/Dean’s Research, EdUHK ($150,000, 2021-2022)

As PI, An exploratory study of secondary mathematics teachers’ conceptions of STEM education in Hong Kong and Taiwan. FLASS/Dean’s Research, EdUHK ($150,000, 2020-2021)

As PI, Why I Find Important (WhyFI) in mathematics teaching: how mainland China and Hong Kong mathematics teachers’ values influence their teaching. FLASS/Dean’s Research, EdUHK ($150,000, 2019-2020)

As PI, Design of picture books in learning mathematics in primary mathematics classrooms. Knowledge Transfer Fund, EdUHK ($100,000, 2018-2019)

Scholarly Books, Monographs and Chapters

  1. Zhang, Q., Ding, R., & Lee, J. C.-K. (2025). Research on innovative teaching methods in mathematics in Hong Kong SAR, China and Mainland China: A scoping review. In T. Ehmke & J. C.-K. Lee (Eds.), Innovative teaching and classroom processes: Research perspectives from Germany and China (pp. 54-73). Routledge. https://doi.org/10.4324/9781003436065-7

  2. Zhang, Q. (2025). Affective-related content in the Chinese mathematics curriculum: A comprehensive review of syllabus changes in compulsory education in Mainland China. In H. Xu (Ed.), Curriculum innovation in East Asian schools: Contexts, innovations and impacts (pp. 250-270). Routledge. https://doi.org/10.4324/9781003396284

  3. Zhang, Q., Deng, X., & Chen, Y. (2025). Big ideas in the mathematics curriculum: Critical characteristics and teaching principles in an Asian educational context. In H. Xu (Ed.), Curriculum innovation in East Asian schools: Contexts, innovations and impacts (pp. 71-86). Routledge. https://doi.org/10.4324/9781003396284-7

  4. Buchholtz, N., Ribeiro, M., Sajka, M., Zhang, Q. P., & Scheiner, T. (2024). Knowledge in/for teaching mathematics at secondary level. In J. P. Wang (Ed.), Proceedings of the 14th International Congress on Mathematical Education (Vol 1, pp. 488-492). World Scientific.
  5. Zhang, R. Y., Li, S. H, & Zhang, Q. P. (2024). What novice mathematics teachers perceived in assessing students’ learning of functions. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 225-232). Auckland, New Zealand: PME.
  6. Murawska, J., Guo, J., &Zhang, Q. P. (2024). Teachers noticing in the mathematics classroom: Insights from TRU math framework. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 188). Auckland, New Zealand: PME.
  7. Chia, H. M., & Zhang, Q. P. (2024). Towards a reconceptualisation of values research in mathematics education: A systematic review. In Y. Dede, G. Marschall, P. Clarkson (Eds)., Values and valuing in mathematics education: Moving forward into practice (pp. 37-56). Singapore: Springer. https://doi.org/10.1007/978-981-99-9454-0_3
  8. Zhang, Q. P., & Lam, C. Y. (2024). Mathematics teachers’ mathematics educational values in teaching: A case study in Hong Kong. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 1514-1521). Alfréd Rényi Institute of Mathematics and ERME.
  9. Zhang, Q. P. (2023). Facing change in challenging times: The experiences of Hong Kong mathematics teachers during the COVID-19 pandemic. In K. W. H. Yung, & H. X. Xu, Educating Teachers Online in Challenging Times: The Case of Hong Kong (pp. 52-74). New York: Routledge Doi:10.4324/9781003288978-6.
  10. Chia, H. M., & Zhang, Q. P. (2022). Assessment of/for/as online learning: Mathematics teachers' views on online assessment during the COVID-19 pandemic. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 1-8). Bozen-Bolzano, Italy: Free University of Bozen-Bolzano and ERME https://hal.science/hal-03753411/
  11. Zhang, Q. P., Zhang, X. L., & Liu, J. B. (2021). A Holistic Review of Authentic Assessment in Mathematics Education. In T. Barkatsas & P. McLaughlin (Eds.), Authentic Assessment and Evaluation Approaches and Practices in a Digital Era: A Kaleidoscope of Perspectives (pp. 95-115). The Netherlands: Brill Publisher https://doi.org/10.1163/9789004501577_005.
  12. Zhang, Q. P. (2021). Examining mathematics teachers’ professional knowledge base during the pandemic crisis: the perspective of SWOC analysis. In M. Inprasitha, N. Changsri, & N., Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (pp. 335-343). Khon Kaen, Thailand: PME. https://pme44.kku.ac.th/home/uploads/volumn/pme44_vol4.pdf
  13. 張僑平 (2020)。教師問責時代的評估。輯於蔡金法（編），《數學教育研究手冊第四冊》(頁72-103)。北京：人民教育出版社。
  14. Hannula, M., Leder, G., Morselli, F., Vollstedt, M. & Zhang, Q.P. (2019). Fresh perspectives on motivation, engagement, and identity: A conclusion. In M. S. Hannula, G. Leder, F. Morselli, M. Vollstedt & Q. P. Zhang (Eds.), Affect and Mathematics Education. ICME-13 Monographs (pp. 431-437). Cham, Switzerland: Springer.
  15. Hannula, M., Leder, G., Morselli, F., Vollstedt, M. & Zhang, Q.P. (2019). Fresh perspectives on motivation, engagement, and identity: An introduction. In M. S. Hannula, G. Leder, F. Morselli, M. Vollstedt & Q. P. Zhang (Eds.), Affect and Mathematics Education. ICME-13 Monographs (pp. 3-14). Cham, Switzerland: Springer.
  16. 張僑平、陳葉祥、黃毅英、鄧國俊（2019）。從教師的疑問作切入點談數學「學養教師」的養成，載黃家樂、李玉潔、丘琼媛、王嘉慧（編），《香港數學教育會議2019論文集——讓教與學和數學世界接軌》（頁177-183）。香港：香港數學教育學會。
  17. 張淑冰、楊詠盈、張僑平（2019）。運用繪本教學提升學生的4C能力，載黃家樂、李玉潔、丘琼媛、王嘉慧（編），《香港數學教育會議2019論文集——讓教與學和數學世界接軌》（頁171-176）。香港：香港數學教育學會。
  18. Zhang, Q. P. (2019). Values in mathematics learning: Perspectives of Chinese Mainland primary and secondary students. In P. Clarkson, W. T. Seah & J. S. Pang (Eds.), Values and valuing in mathematics education (pp. 185-196). Cham, Switzerland: Springer.
  19. Hannula, M., Leder, G., Morselli, F., Vollstedt, M., & Zhang, Q. P. (Eds.) (2019). Affect and mathematics education. Cham: Springer International Publishing.
  20. 張僑平（2018）。基於核心素養的數學教育改革——香港的經驗，輯於廣東省教育研究院編，《南方教育評論:2018中國南方教育高峰年會思維盛宴》（頁234-237）。廣州：廣東高等教育出版社。
  21. Hannula, M., Morselli, F., Erktin, E., Vollstedt, M. & Zhang, Q.P. (2017). Topic Study Group No. 28: Affect, Beliefs and Identity in Mathematics Education. In G. Kaiser (ed.), Proceedings of the 13th International Congress on Mathematical Education, ICME-13 Monographs (pp. 507-510). Cham: Springer.
  22. Seah, W. T., Baba, T., & Zhang, Q. P. (2017). The WIFI study: Students’ valuing of mathematics learning in Hong Kong and Japan. In J. W. Son, T. Watanabe & J. J. Lo (Eds.), What matters?: Research trends in international comparative studies in mathematics education (pp. 333-354). Cham, Switzerland: Springer.
  23. Wong, N. Y., Ding, R., & Zhang, Q. P. (2016). From classroom environment to conception of mathematics. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins(pp. 541-557). Singapore: Springer.
  25. Wong, N. Y., Ding, R., & Zhang, Q. P. (2016). From classroom environment to conception of mathematics. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins(pp. 541-557). Singapore: Springer.
  26. Zhang, Q. P., & Wong, N. Y. (2015). Beliefs about mathematics, mathematics knowledge and approaches to teaching among Chinese teachers. In L. Fan, N.Y. Wong, J. Cai., & S. Li (Eds.), How Chinese teach mathematics: Perspectives from insiders (pp. 457-492). Singapore: World Scientific.
  27. Zhang, Q. P., Sze, N. L., & Panarach, Y. (2015). Pre-service teachers’ beliefs about mathematics in China and Thailand. In C. Vistro-Yu (Ed.) In pursuit of quality mathematics education for all: Proceeding of the 7th East Asia Regional Conference on Mathematics Education (EARCOME-7) (pp. 517-523). Quezon City: Philippine Council of Mathematics Teacher Educators (MATHTED), Inc. 
  28. Zhang, Q. P., Cheung, K. C., & Cheung, K. F. (2015). An analysis of two-digit numbers subtraction in Hong Kong primary mathematics textbooks. In X. Sun, B. Kaur, & J. Novotna (Eds.), Proceedings of International Commission on Mathematical Instruction (ICMI) Study 23 (pp. 488-495). Macau SAR, China.
  29. Wong, N.Y., Zhang, Q. P., & Li, X. Q. (2014). (Mathematics) curriculum, teaching and learning. In Y. Li & G. Lappan (Eds.), Mathematics curriculum in school education (pp. 607-620). Berlin, Heidelberg: Springer.
  30. Seah, W. T., Zhang, Q. P, Barkatsas, T., Law, H-Y., & Leu, Y-C. (2014). Mathematics learning in mainland China, Hong Kong and Taiwan: The values perspective. In Nicol, C., Oesterle, S., Liljedahl, P., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 5, pp. 145-152). Vancouver, Canada: PME.
  31. Zhang, Q. P., Wong, N. Y., & Chan, Y. C. (2014). Teaching insights from textbook analysis: A topic in primary mathematics. In O. Shi & Z. T. Zhang (Eds.), Commentary on textbooks (pp. 122-131). Beijing: Capital Normal University Press.
  32. 黃毅英 (主編)、張僑平 (副主編)、蔡勁航、黃麗珍、謝明初、張家麟、陳鎮民、蘇洪雨和許世紅（2012）。《數學教師不怕給學生難倒了！——中小學數學教師所需的數學知識》。武漢：華中師範大學出版社。繁體版（2013）香港：課程發展處數學教育組。
  33. Zhang, Q. P., & Wong, N. Y. (2010). Mathematics teachers’ professional knowledge, beliefs and their implications on their teaching. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.), Proceedings of the 5th East Asia Regional Conference on Mathematics Education (Vol.2, pp. 849-856). Tokyo: Japan Society of Mathematics Education.
  34. 黃毅英、張僑平、丁銳、李瓊、張爽、許家齡、楊光、韓繼偉（2010）。《教授現在告訴你！——如何開展教育研究？》。武漢：華中師範大學出版社。
  35. Zhang‚Q. P.‚ & Wong‚ N. Y. (2009). Beliefs about mathematics and professional knowledge among pre-service mathematics teachers in the Chinese mainland and Taiwan. In F. Furinghetti & F. Morselli (Eds.), Proceedings of the 15th Conference of Mathematical Views (MAVI): Ongoing research on beliefs in mathematics education (pp. 139-150). Genoa‚ Italy: University of Genoa.
  36. Wong, Q. T., Wong, N. Y., Lam, C. C., & Zhang, Q. P. (2009). Beliefs about mathematics and effective teaching among elementary mathematics teachers in Hong Kong. In J. Cai, G. Kaiser, B. Perry, & N. Y. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and cross-national studies (pp. 217-234). Rotterdam, The Netherlands: Sense Publishers.
 
Publications in international refereed articles

  1. Zhang, Q. P.*, Ning, R. C, Xu, X. Y., & Tang, X. R. (2025). Implementing big ideas in mathematics education: insights from China’s mathematics curriculum reform. Curriculum Perspectives. http://doi.org/10.1007/s41297-025-00317-7

  2. Wen, S.-C., & Zhang, Q. P*. (2025). Curriculum materials in cultivating the mathematical creativity of gifted elementary students: A case study. Mathematics Education Research and Practice, 28(3), 239-261.

  3. Zhang, Q.*, Fang, H., & Tang, X. (2025). Modeling mathematical well-being among undergraduates: An exploratory study in Mainland China. International Journal of Educational Research Open, 9, Article 100507. https://doi.org/10.1016/j.ijedro.2025.100507

  4. Zhang, Q. P.*, Choy, B. H., & Lee, M. Y. (2025). Teacher Noticing in Diverse Educational Contexts: Concepts, Research, and Future Pathways. ECNU Review of Education, 8(3), 924-934. https://doi.org/10.1177/20965311251350160

  5. Chen, K., Zhang, Q. P.*, Lee, M. Y., & Cao, Y. (2025). In-service mathematics teacher’s professional noticing of exemplary video lessons through two frameworks: An exploratory study in China. ECNU Review of Education. ECNU Review of Education, 8(3), 803-829. https://doi.org/10.1177/20965311241304418

  6. Wang, L., Zhang, Q. P.*, & Sun, D. (2025). Exploring the impact of an augmented reality-integrated mathematics curriculum on students’ spatial skills in elementary school. International Journal of Science and Mathematics Education, 23, 387-414. https://doi.org/10.1007/s10763-024-10473-3
  7. Xu, X. Y., Broadbent, Zhang, Q. P.* (2025). Cultivating mathematical mindset via online video interventions: a mixed-methods investigation in Chinese higher education. Frontier in Psychology, 15. http://doi.org/10.3389/fpsyg.2024.1494702  
  8. Yun, H., Zhang, Q., Chen, Y., & Chau, W. N. (2024). Incorporating mathematics into STEAM project-based learning activity: A pedagogical model. Journal of Educational Research in Mathematics, 34(4), 889–910. https://doi.org/10.29275/jerm.2024.34.4.889
  9. Sun, D. D., & Zhang, Q. P.* (2024). Evolution of teachers’ teaching beliefs about mathematics in a teacher education program. Behavioral Sciences, 14(10), 934. https://doi.org/10.3390/bs14100934
  10. Yun, H., Zhang,Q P.*, Cao, W. & Zhang, X. (2024). Teacher noticing within the context of lesson study: A systematic review and prospective trends. International Journal for Lesson and Learning Studies, 13(4), 361-381. https://doi.org/10.1108/IJLLS-03-2024-0057
  11. Zhang, Q. P.*, & Lam, C. (2024). Contrasting mathematics educational values: An in-depth case study of primary and secondary teachers in Hong Kong. Asian Journal for Mathematics Education, 3(2), 191-209. https://doi.org/10.1177/27527263241258263
  12. Yang, K. L.*, He, X. B., Tambunan, S. N. B., & Zhang, Q. (2023). Values of mathematics as a pivot of the perceptions of secondary mathematics teachers in iSTEM education. Research in Science & Technological Education, 1–19. https://doi.org/10.1080/02635143.2023.2275131
  13. Zhang, Q.*, Chia, H.M. & Morselli, F. (2023). Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives. Mathematics Education Research Journal, 36, 871-894.https://doi.org/10.1007/s13394-023-00476-8  
  14. Chia H. M.*, & Zhang, Q. P. (2023). Comparing Malaysian secondary school teachers’ and students’ values in mathematics learning: A mixed method study. International Journal of Mathematical Education in Science and Technology, 54(8), 1697-1715. https://doi.org/10.1080/0020739X.2023.2204103
  15. Zhang, Q. P*, Sun, J., & Yeung, W. Y. (2023). Effects of using picture books in mathematics teaching and learning: A systematic literature review from 2000–2022. Review of Education, 11(1), e3383, https://doi.org/10.1002/rev3.3383 
  16. Wei, Y., Zhang, Q*., Guo, J., & Chen, M. (2023). Learning to teach through noticing: a bibliometric review of teacher noticing research in mathematics education during 2006–2021. Humanities and Social Sciences Communications, 10, 218.https://doi.org/10.1057/s41599-023-01718-7
  17. Zhang, Q.*, Guo, J. & Wei, Y. (2023). Mathematical dispositions among Hong Kong mathematics pre-service teachers: a metaphor-based exploration. Asian Education and Development Studies, 12(2/3), 221-235.  https://doi.org/10.1108/AEDS-09-2022-0120
  18. Xu, L*., Guo, J., Zheng L. Z., & Zhang, Q. P.* (2023). Teacher well-being in Chinese universities: Examining the relationship between challenge-hindrance stressors, job satisfaction, and teaching engagement. International Journal of Environmental Research and Public Health. 20(2),1523.https://doi.org/10.3390/ijerph20021523
  19. Xu, X. Y., Zhang, Q. P.*, Sun, J., & Wei, Y. C.  (2022). A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education. Frontiers in Psychology.13, 1039761. https://doi.org/10.3389/fpsyg.2022.1039761
  20. Wei, Y. C., Zhang, Q. P.*, & Guo, J. (2022). Can mathematical modelling be taught and Learned in primary mathematics classrooms: A systematic review of empirical studies. Education Science, 12(12). 923. https://doi.org/10.3390/educsci12120923
  21. Zhang, Q. P. (2022). Understanding Chinese mathematics teaching: How secondary mathematics teachers’ beliefs and knowledge influence their teaching in mainland China. ZDM-Mathematics Education, 54(3), 673-707. https://doi.org/10.1007/s11858-022-01336-8
  22. Zhang, Q. P.,* Chia, H. M., & Chen, K. (2022). Examining students’ perceptions of STEM subjects and career interests: An exploratory study among secondary students in Hong Kong. Journal of Technology Education, 33(2), 4–19. http://doi.org/10.21061/jte.v33i2.a.1
  23. Sun J., Qin H., Lee, K., Bautista, A., & Zhang Q. P. (2022). Early mathematics learning and teaching in Chinese preschools: A content analysis of teaching reference books for preschool teachers. Mathematics, 10(1), 1-15. https://doi.org/10.3390/math10010010
  24. Zhang, Q. P.*, & Seah, W. T. (2021). Thematic issue on values and valuing in mathematics education: Revisiting mathematics education from cultural perspectives. ECNU Review of Education, 4(2), 225-229. https://doi.org/10.1177/20965311211011628 
  25. Seah, W. T., Zhang, Q. P.*, & Bishop, A. J. (2021). Mentors expressing what they value through their writings: Emphasizing the person in mathematics. ECNU Review of Education, 4(2), 230-240.  
  26. Tang, H. J., Seah, W. T., Zhang, Q. P., & Zhang, W. Z. (2021). The mathematics learning attributes valued by students in Eastern China. ECNU Review of Education, 4(2), 261-284.  
  27. Zhang, Q. P. (2021). Opportunities to learn three-dimensional shapes in primary mathematics: The case of content analysis of primary mathematics textbooks in Hong Kong. EURASIA Journal of Mathematics, Science and Technology Education, 17(6), em1971. https://doi.org/10.29333/ejmste/10884 
  28. Zhang, Q. P*, & Wong, N.-Y. (2021). The learning trajectories of similarity in mathematics curriculum: An epistemological analysis of Hong Kong secondary mathematics textbooks in the past half century. Mathematics, 9(18), 2310.https://doi.org/10.3390/math9182310 
  29. Wang, W., Yin, H., Lu, G., & Zhang, Q. (2017). Environment matters: Exploring the relationships between the classroom environment and college students’ affect in mathematics learning in China. Asia Pacific Education Review, 18(3), 321-333.  
  30. Barlow, A.T., Huang, R., Law, H-Y., Chan., Y.C., Zhang, Q., Baxter, W.A., & Gaddy, A.K. (2016). Hong Kong and U.S. teachers’ perceptions of mathematical disagreements and their resolution processes. International Journal of Education in Mathematics, Science and Technology, 4(4), 299-318.
  31. Zhang, Q.*, Barkatsas, T., Law, H. Y., Leu, Y-C., Seah, W.T., & Wong, N. Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. International Journal of Science and Mathematics Education, 14(5), 907-924. SSCI 
  32. Zhang, Q. P. (2014). The third wave: Chinese students’ values in effective mathematics teaching in two secondary schools.Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education. 18(3), 209-221..
  33. Zhang, Q. P.*, Wong, N. Y., & Lam, C. C. (2013). Teacher’s gender-related beliefs about mathematics. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education. 17(3), 153-167. 
Publications in refereed Chinese articles

  1. Sun, D., & Zhang, Q. P. (2025). How do teachers hold their conceptions of teaching? A case study based on reflective conception model. Journal of Tianjin Academy of Educational Sciences,37(1), 15-24.
  2. Chen, M., Zhang, Q. P.*, Jin, X. Z., & Guo, J. (2024). Fostering virtue trough mathematics education: A systematic review of affective domain objectives in compulsory mathematics curriculum standards in China. Journal of Mathematics Education, 33(6), 27-31, 76. 
  3. Zhang, R. Y., Zhang Q. P., Ren, Y., & Li, S. H. (2024).  Rethinking mathematics education together —A Report of the 47th Conference of the International Group for the Psychology of Mathematics Education. Journal of Mathematics Education, 33(5), 93-102.  
  4. Cao, Y., Zhang, Q. P.*, Ma, Y., & Chen, M. (2024). Pre-service mathematics teachers’ noticing under the focused analytical framework: an exploratory study based on national elementary exemplary mathematics lessons. Journal of Mathematics Education, 33(4), 60-65. 
  5. Seah, W. T., & Zhang, Q. P.* (2024). Mathematical wellbeing: connotation, significance, and analytical framework. Journal for Zhejiang Normal University (Natural Science), 47(1), 106-112.
  6. Zhang, Q. P. (2021). The development and challenges of mathematics education in Hong Kong since the new academic structure. Journal of Curriculum Studies. 16(1), 41-60. 
  7. Chen, M. Y. & Zhang, Q. P.* (2021). The effect of using picture book to teach mathematics for first grade students: An exploratory study. Taiwan Journal of Mathematics Teachers, 42(2), 31-55.
  8. Zhang, Q. P.*, Chen, M., & Jin, X. Z. (2021).In-depth understanding of deep learning: Inspiration and reflection on deep teaching. Educational Science Research, 4, 50-54. 
  9. Zhang, Q. P.*, Xing, J. L., & Jin, X. Z. (2021) Mathematical reasoning in primary mathematics teaching. Journal of Mathematics Education. 30(5), 1-7. 
  10. Zhang, Q. P. (2021). The design of mathematical open questions and parallel tasks: a way to cater for learning differences in mathematics. Curriculum, Teaching Material and Method, 41(1),105-109+137. 
  11. Zhang, Q. P.*, & Wong, N. Y. (2020). The reasonableness of teaching arrangements: The case of similar figures in Hong Kong mathematics textbooks. Taiwan Journal of Mathematics Teachers. 41(2), 1-21.
  12. Zhang, Q. P.*, & Chen, M. (2020). The origins and evolution of lesson study: Review and prospection. Globe Education, 49(8), 75-91. 
  13. Xing, J. L., & Zhang, Q. P.* (2020). Practices in developing students' creativity by using mathematical activities. Curriculum, Teaching Material and Method. 40(3), 43-49. 
  14. Zhang, Q. P.*, & Tang, C. B. (2019). The implementation of competency-based mathematics teaching: Open-ended teaching approach. Journal of Mathematics Education, 28(6), 61-64. 
  15. Zhang, Q. P. (2018). Developing students’ problem-solving skills: What mathematical activities tell us. Curriculum, Teaching Material and Method, 37(1), 97-102.  
  16. Zhang, Q. P. (2017). Mathematical competencies in Western mathematics education: Comparison and prospect. Global Education, 3, 29-44.
  17. Zhang, Q. P.*, & Wong, N. Y. (2017). Thirty years of mathematics education research in Hong Kong: Achievements, highlights, challenges and reflections. Journal of Mathematics Education, 26(1),32-36.
  18. Zhang, Q. P.*, Ding, R., &Wong, N. Y., (2015). Misunderstandings in educational research methods. Educational Science Research, 4, 33-36.  
  19. Wong, N. Y., & Zhang, Q. P.* (2013). CHC learner’s phenomenon: Review, reflection, and previewing. Global Education, 42(5), 14-25.    
  20. Zhang, Q. P.*, Lam. C. C., & Wong, N. Y. (2012). Teachers’ involvements in curriculum reform. Global Education, 6, 39-46.     
  21. Wong, N. Y., Zhang, Q. P., & Ding, R. (2012). Key elements in academic research and writing thesis. Educational Science Research, 5, 72-75. 
  22. Zhang, Q. P.*, Wong, N. Y., & Lam, C. C. (2009). A comprehensive analysis of research on beliefs about mathematics in Chinese Mainland. Journal of Mathematics Education, 18(6), 16-22. 

 

Publications in professional journals (focus on Teaching & Learning

  1. Zhang, Q. P., Jin, Z. Y., & Baba, T. (2025). Interdisciplinary learning integrating mathematics and science: Insights from Japan’s “Basic Inquiry-Based Study of Science and Mathematics” curriculum. Hong Kong Science Teachers’ Journal, 41, 112-119.

  2. Zhang, Q. P. (2025). Mathematics learning in the age of Artificial Intelligence: To think or not to think—Is that the question? Primary Mathematics Teacher, 7/8, 10-13.

  3. Mi, X., & Zhang, Q. P. (2025). A review of empirical research on the impact of mathematics picture books on early childhood mathematics learning. Basic Education Research, 11, 85-90.

  4. Zhao, L., & Zhang, Q. P. (2025). Theoretical exploration and values of mathematical modelling in elementary mathematics education. Teaching Monthly (Elementary School Edition),4, 10-15.

  5. Zhang, Q. P., & Yun, H. (2025). The implicit manifestation of mathematical modelling in mathematics curriculum in Hong Kong. Teaching Monthly (Elementary School Edition),4, 16-20.

  6. Yun, H, G., & Zhang, Q. P. (2024). Primary mathematics and interdisciplinary education: an analysis based on the ICME-15 research theme. Primary Teaching (Mathematics), 12, 18-22.
  7. Fan, T., Chen, Y. R., & Zhang, Q. P. (2024). Applications and impact of artificial intelligence in mathematics education.Primary Teaching (Mathematics), 12, 23-26.
  8. Shen, H. F.,& Zhang, Q. P. (2024). An analysis of the application of formative assessment in moral education activities in primary school mathematics: an example of the project-based learning activity of “Creative Tangrams”. Primary Teaching (Mathematics), 2, 13-16.
  9. Chen, M., Zhang, Q. P., & Zhou J. (2024). Changes and implications of matching strategies for second graders in a classroom context. Teaching Monthly (Primary Mathematics), 11, 42-47.
  10. Chen, M., & Zhang, Q. P. (2024). Pre-test on students’ understanding of fraction division and its application.  Primary Teaching (Mathematics), 1, 9-12.
  11. Zhang, Q. P., Chen, Y. R., & Deng, X. X. (2024). A comparative study of the new mathematics curriculum standards for primary schools in China and Singapore: Content, objectives and methods (Part II). Teaching Monthly (Primary Mathematics), 1-2, 87-90.
  12. Zhang, Q. P., Chen, Y. R., & Deng, X. X. (2023). A comparative study of the new mathematics curriculum standards for primary schools in China and Singapore: Content, objectives and methods (Part I). Teaching Monthly (Primary Mathematics), 12, 52-56.
  13. Yu, Y. Y., & Zhang, Q. P. (2023). Experiences of teaching practice in the Greater Bay Area: Reflections on the lesson of trigonometric equations. Hong Kong Science Teachers’ Journal, 39, 9-20.
  14. Yeung, W. Y., Cheung, S. P., & Zhang, Q. P. (2023). “Mathematical Journey to the West”:An experience of integrating mathematics with Chinese culture. Hong Kong Science Teachers’ Journal, 39, 21-25.
  15. Zhang, Q. P. (2023). The integration of mathematics and STEM education: perspectives from mathematics teachers. School Mathematics Newsletter, 26, 28-40.
  16. Chen, Y. H., & Zhang, Q. P. (2022). Seeing the spark of students’ thinking in the teaching of mathematics picture books: An example of “Encountering Math in Art Museums”. Primary Teaching (Mathematics), 5, 45-48.
  17. Zhang, Q. P., & Ci, Yan. (2022). Enrich teaching materials: An example of the Chicken and Rabbit problem. Teaching Monthly (Primary Mathematics), 4, 30-33.
  18. Zhang, Q. P., Chou, W. N., Chan, M. L., & Mak, H. L. (2022). Design of STEM teaching activities based on mathematical topics: An example of understanding three-dimensional figures. EduMath, 44, 3-17.
  19. Tsang, M. Y., & Zhang, Q. P. (2022). Reflections on using mathematical picture books in teaching. EduMath, 44, 32-37.
  20. Choy, Y. W., & Zhang, Q. P. (2022). The practice and reflection of using mathematical picture books for teaching in the lower grades of primary school. School Mathematics Newsletter, 25, 29-40.
  21. He, J., Zhang, Q. P., & Lai, Y. C. (2021). Research status and optimization path of the integration of courses and certificates in higher vocational education. Contemporary Vocational Education, 5, 75-82.
  22. Yang, Y., Ci, Y., & Zhang, Q. P. (2021). An exploration of using picture books to guide students’ deep learning in mathematics. Primary School Teaching Research, 28, 9-11.
  23. Gong, H. X., Zhang, Q. P., & Tang, H. J. (2021). The application of chained-problem thinking in a kind of dynamic geometry problems at junior high school. Journal of Junior Mathematics, 8, 17-20.
  24. Zhang, Q. P. (2021). Promotes students mathematical thinking in the classroom. Primary School Teaching. Z1, 1.
  25. Zhang, Q. P., & Xie, Y. W. (2021). Mathematics in the eyes of children: what is most important in mathematics learning. Primary School Teaching, Z1, 11-13.
  26. Chen, M., & Zhang, Q. P. (2021). Studying the law of computation and developing argumentative thinking: the case of a computational exercise class. Primary School Teaching, Z1, 14-18.
  27. Ci, Yan., & Zhang, Q. P. (2021). Learning by doing and learning by thinking: Stimulate students’ mathematical thinking in practical activities. Primary School Teaching, Z1, 19-21.
  28. Pei, Y. R., Cao, Y., & Zhang, Q. P. (2021). The trend of international primary mathematics education research: An analysis of ICME-14 Topic Study Groups in primary mathematics education. Teaching Monthly (Primary Mathematics), 6, 61-63.
  29. Zhang, Q. P. (2021). Online mathematics teaching during the pandemic: Teachers’ voices. School Mathematics Newsletter, 24, 6-21.
  30. Zhang, Q. P., & Chen, M. D. (2021). Computer-Based mathematical assessment: Implications from the PISA2021 Mathematical Literacy Assessment. Teaching Monthly (Elementary School Edition), 4, 53-57.
  31. Yeung, W. Y., & Zhang, Q. P. (2020).  Online teaching by using mathematics picture books.  Hong Kong Science Teachers’ Journal, 36, 25-31.
  32. Zhang, Q. P., Wang, W., & Qin, Z. Q. (2020). Different thinking in the same class: An instructional design of a secondary mathematics review lesson. Mathematics Teaching, 11, 28-32.
  33. Wang, W., Zhang, Q. P., & Lin, W. (2020). The application of counterexample in secondary geometry instruction: Examples of recognizing the conditions of congruent triangles. Research in Secondary Mathematics Research, 38(11), 31-34.
  34. Wang, W., Zhang, Q. P., & Lin, W. (2020). Practice and reflection of Onion Academy e-learning platform in mathematics education. Teacher Education Forum, 10, 37-40.
  35. Zhang, Q. P., & Chan, M. (2020). Mathematics teaching during the pandemic: Counting by “0”.  Primary Mathematics Teacher, 8, 153-158.
  36. Chan, M., & Zhang, Q. P. (2020). Teaching redesign oriented to improve students’ acquisition level: Examples of “Triangles of equal base and height are equal in area”. Primary Teaching (Mathematics),10, 17-21.
  37. Zhang, Q. P. (2020). Mathematical activities and mathematics problem solving. Primary Teaching (Mathematics),4,12-14.
  38. Zhang, Q. P., Chu, S. H., & Wong, N. Y. (2020).  Is the recycling system fairer than the elimination system? EduMath, 41, 35-44.
  39. Xing, J. L., & Zhang, Q. P. (2020). Use manipulates to accumulate students’ experience in activities: Teaching thinking of “Surrounding shapes on the nail board”. Primary Teaching (Mathematics),3,28-31.
  40. Chen, M. D. & Zhang, Q. P (2020). A comparative analysis of senior secondary mathematics curriculum in Chinese Mainland and Hong Kong. Mathematics Teaching, 1, 38-44.
  41. Zhang, Q. P. (2020). Differentiated instruction in school mathematics: The principles and design. School Mathematics Newsletter, 23, 15-27.
  42. Siu, M. K., Wong, N. Y., & Zhang, Q. P. (2019). Mathematics in celebrating birthday. EduMath, 41, 40-48.
  43. Zhang, Q. P., & Xing, J. L. (2019). Cultivation of spatial ability: A case study of “Division and splicing of 3D-shapes”. Primary Mathematics Teacher, 9, 15-19.
  44. Zhang, Q. P., & Chen, Y. H. (2019). Reading in mathematics and reading children. Contemporary Educator, 8, 53.
  45. Zhang, Q. P., & Xing, J. L. (2019). Listen to the students’ voices in the classroom and promote teachers’ professional development: Cases of two primary mathematics problems. Primary Teaching (Mathematics), 6, 63-66.
  46. Zhang, Q. P., Leung, A. Y. L., Chan, Y. C., Wong, K. M., Wong, N. Y., & Tang, K. C. (2019). Our position paper on mathematics education. School Mathematics Newsletter, 22, 6-16. 
  47. Zhang, Q. P., & Xing, J. L. (2019). Cultivation of students’ spatial ability: Case studies of three orthographic views. New Century Primary Mathematics, 1, 4-8.
  48. Zhang, Q. P. (2018). How to respond to students ‘misconception: A case study of congruent triangle. Mathematics Teaching, 9, 1-4. 
  49. Zhang, Q. P. (2018). Breaking the routines: A case of mathematical interview question. School Mathematics Newsletter, 21, 64-70. 
  50. Zhang, Q. P. (2017). Observing the world with mathematics eyes: Middle-Autumn Festival and mathematical problems. Primary Teaching (Mathematics), 11, 60-61. 
  51. Zhang, Q. P., Wong, N. Y., Zhang, Q., & Li, X. Q. (2017). Assessment for learning: How to facilitate. Teacher Education Forum, 30(10), 51-54. 
  52. Yeung, W. Y., Cheung, S. B., & Zhang, Q. P. (2017). Teaching mathematics by using mathematics picture books: School-based experience. Hong Kong Science Teachers’ Journal, 33, 109-117. 
  53. Zhang, Q. P. (2017). Teaching mathematics through problem solving: Inspirations from geometrical problem. Mathematics Teaching, 8, 1-4, 18. 
  54. Zhang, Q. P., & Lam, C.C. (2017). Reflections on competency-based mathematics education. People’s Education, 6, 43-47.
  55. Zhang, Q. P., & Chu, S. H. (2016). Fun in learning mathematics: Singing mathematics. Hong Kong Science Teachers’ Journal. 32, 58-63.
  56. Chu, S. H., & Zhang, Q. P. (2015). Games and mathematics: The maximum power problem of Puzzle and Dragons. Hong Kong Science Teachers’ Journal. 31, 52-55.
  57. Zhang, Q. P., & Lai, K. T. (2015). How to teach a mathematical topic without calculations. EduMath, 37, 41-46.
  58. Chu, S. H., & Zhang, Q. P. (2014). Games and mathematics. Hong Kong Science Teachers’ Journal. 30, 13-19.
  59. Wong, N. Y., & Zhang, Q. P. (2014). Using probability to interpret real-life events: Some successful and unsuccessful example. EduMath, 36, 40-43.
  60. Wong, N. Y., & Zhang, Q. P. (2014). Fundamental problems in mathematics teaching: Problem solving, concepts and understanding. School Mathematics Newsletter, 18, 1-18.
  61. Zhang, Q. P., & Lai, K. T. (2014). Rationalization: Some insights from a worksheet. EduMath, 36, 24--28.
  62. Zhang, Q. P., & Ng, M. Y. (2014). An instructional design of coordinate geometry: A case of rotation. EduMath, 36, 61-65.
  63. Zhang, Q. P. (2014). Learning mathematics through calendar. Primary Mathematics Teacher, 3, 72-74.
  64. Zhang, Q. P. (2014). The development of pedagogical expertise and teacher education. Teacher Education Forum, 27(2), 23-27. 
  65. Zhang, Q. P. (2013). Pedagogical content knowledge and mathematics teacher education: Implications and reflections. Teacher Education Forum, 26(2), 35-39.
  66. Zhang, Q. P., & Wong, N. Y. (2013). Mathematics magic: Enjoy in math. Hong Kong Science Teachers’ Journal, 29, 6-9.
  67. Zhang, Q. P. (2010). A comparative study of Hong Kong and Taiwan senior mathematics Curriculum syllabus. Mathematics Teaching, 9, 14-19.
  68. Zhang, Q. P., & Yang, X. (2009). Mathematics beauty and mathematics education. EduMath, 28, 41-51.
  69. Zhang, Q. P., & Yan, Q. P. (2006). Investigation about the curriculum and teaching methods in the department of mathematics and application mathematics. Journal of Hubei University (Natural Science), 28(3), 244-247. 
  70. Zhang, Q. P. (2005). The changes of the mathematics teachers’ role under the new mathematics curriculum standard. Journal of Hubei University (Natural Science) (Special Issue), 27, 1-3.

Conference Papers 

  1. Xie, S., Li, S., & Zhang, Q. P. (2025). Investigating How Secondary School Students Use Intelligent Technology in Mathematics Learning. Paper accepted to present at the 3rd International Exchange Forum for Early to Mid-Career Mathematics Educators. University of Macau, Macau, China.
  2. Luo, J., Zhao, Q., & Zhang, Q. P. (2025). Exploring the role of generative AI in mathematical reasoning from the perspective of curriculum: A study of geometric proofs in junior high textbooks. Paper accepted to present at the 3rd International Exchange Forum for Early to Mid-Career Mathematics Educators. University of Macau, Macau, China.

  3. Qi, Y., Han, S., Xiong, B., & Zhang, Q. P. (2025). Using LLM-based virtual student agents to facilitate preservice mathematics teachers’ in-the-moment noticing skills. Paper accepted to present at the 3rd International Exchange Forum for Early to Mid-Career Mathematics Educators. University of Macau, Macau, China.

  4. Lo, C, K.,  Huang, X., Yee, T. L., Bai, S., Singh, M., Zhang, Q. P., Cheung, H. W., & Ko, L. W. (2025). Evaluating an AI-powered platform for generating instructional materials on mathematical modelling of direct variation. Paper accepted to present at the7th International Workshop on Artificial Intelligence and Education (WAIE 2025). Yokohama, Japan. 

International 

Panellist, The 3rd International Forum for Young and Middle-aged Mathematics Educators (2025/10/18-10/19) (Macau, China)

TSG 4 Co-Chair, The 9th ICMI-East Asia Regional Conference on Mathematics Education (EARCOME-9)

TSG Member, the 15th International Congress on Mathematical Education (ICME-15) (Sydney, Australia), ICME-14 (Shanghai, China), ICME-13 (Hamburg, Germany). 

Chair and Moderator, the 46th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME46) (Haifa, Israe)

Plenary Panelists, the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education (PME42) (Umeå, Sweden)

National

Representative of Hong Kong Mathematics Education of ICMI (since March 2025)

Member of International Exchange Working Group of the Chinese Society of Mathematics Education (CSME), China

Member of Chinese Society of Mathematics Education, the Chinese Mathematical Society (CMS), China

Council Member and Academic Committee Member of the Primary Mathematics Education Professional Committee, The Chinese Society of Education, China

Regional

Member of Academic Committee,The Third Guangdong-Hong Kong-Macao Greater Bay Area Mathematics Education Forum (2025/11/21-11/24)

Member of the Curriculum Development Council Committee (CDCC) on Mathematics Education, Education Bureau, Hong Kong SAR, China (2019-2025)

Member of the Coordinating Committee on Basic Competency and Assessment Literacy in the Hong Kong Education Bureau, Hong Kong SAR, China (2022-2025)

Chief Examiner for Territory-side System Assessment (2023, 2024), Hong Kong Examinations and Assessment Authority, Hong Kong SAR, China

Member of the Assessment Panel on Mathematics Education KLA of Chief Executive’s Award for Teaching Excellence (CEATE), Education Bureau, Hong Kong SAR (2020-2021; 2024-2025)

Member, Hong Kong Mathematics Olympiad Organizing Committee (HKMO), Education Bureau, Hong Kong SAR (2018-2021)

External Examiner of M. E.d. in Teaching in Key Subject Areas (National Excellent Teacher Training Initiative) Programme of CUHK for 2025-26, 2026-27 and 2027-28. 

Professional Consultant for Pok Leung Kuk Hong Kong Primary Mathematics Contest (2020-present)

Academic Committee Member, the First Guangdong-Hong Kong-Macao Greater Bay Area Mathematics Education Forum (2022-present)

Co-Chair of the Organising Committee for Hangzhou-Hong Kong Primary Mathematics Education Symposium (2024, Hong Kong; 2025, Hangzhou)

Chair of the Organising Committee for Cross-Strait Four Regions Conference on Mathematics Education (2019, Hong Kong)

Editorial boards

  • Editorial Board Member, Educational Research and Evaluation
  • Editorial Board Member, The Journal of Mathematical Behavior
  • Editorial Board Member, Humanities and Social Sciences Communications

 

Awards and honors

  • 2023.12. The article of Zhang et al. (2023) was recognized as the Edutopia’s Top 10 Significant Education Studies of 2023 (https://www.edutopia.org/article/10-most-significant-education-studies-2023)
  • 2023. 06. Certificate of Merit, Faculty Caring Teacher Award Scheme 2022/23
  • 2023.04. The Sixth Outstanding Achievements in Educational Empirical Research（第六屆「全國教育實證研究優秀成果獎」）
  • 2023. 06. Second Prize of Guilin Basic Education Teaching Achievement Award（桂林市基礎教育教學成果獎二等獎）
  • 2021.05. Best Paper Prize at the 2nd International Congress of Pedagogical Research, Istanbul, Turkey
  • 2021. 01. FLASS Dean’s Research Fund (DRF) Knowledge Transfer Prize

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