Publications

Refereed Journal Articles

  1. Ng, O., Tsang, W., Ng, M., Tsoi, D., Cheng, D. (in press). Teaching secondary mathematics students about climate change: Towards an environmentally conscious mathematics education. EduMath.
  2. Ng, O., Cheng, W.K., Ni, Y., & Shi, L. (in press). How linguistic features and patterns of discourse moves influence authority structures in mathematics classrooms. Journal of Mathematics Teacher Education.
  3. Ng, O., Ting, F., Lam, W.H., Liu, M. (2020). Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards. The Asia-Pacific Education Researcher, 29, 285–294. doi: 10.1007/s40299-019-00481-1
  4. Ng, O., & Ferrara, F. (2019). Towards a materialist vision of ‘learning as Making’: The case of 3D Printing Pens in school mathematics. International Journal of Science and Mathematics Education, 1-20 . doi: 10.1007/s10763-019-10000-9
  5. Ng, O. (2019). Examining technology-mediated communication using a commognitive lens: The case of touchscreen-dragging in dynamic geometry environments. International Journal of Science and Mathematics Education, 17(6), 1173-1193. doi: 10.1007/s10763-018-9910-2
  6. Ng, O., & Chan, T. (2019). Learning as Making: Using 3D computer-aided design to enhance the learning of shapes and space in STEM-integrated ways. British Journal of Educational Technology, 50(1), 294-308. doi: 10.1111/bjet.12643
  7. Ng, O., Sinclair, N., & Davis, B. (2018). Drawing off the page: How new 3D technologies provide insight into cognitive and pedagogical assumptions about mathematics. The Mathematics Enthusiast, 15(3), 563-578.
  8. Ng, O. (2017). Exploring the use of 3D computer-aided design and 3D printing for STEAM learning in mathematics. Digital Experience in Mathematics Education, 3(3), 257–263. doi: 10.1007/s40751-017-0036-x.
  9. Ni, Y., Ho, G., Cai, J., Cheung, A., Chen, G., & Ng, O. (2017). Research Protocol: Teacher Interventions in Engaging Students with Dialogic Classroom Discourse for Rich Learning Opportunity in Mathematics Classrooms. International Journal of Educational Research, 86, 23-35. doi: 10.1016/j.ijer.2017.08.008
  10. Chorney, S., Ng, O., & Pimm, D. (2016). A tale of two more metaphors: Storylines about mathematics education in Canadian national media. Canadian Journal of Science, Mathematics and Technology Education, 16(4), 402-418. doi: 10.1080/14926156.2016.1235746.
  11. Ng, O. (2016). Comparing calculus communication across static and dynamic environments using a multimodal approach. Digital Experiences in Mathematics Education, 2(2), 115-141. doi: 10.1007/s40751-016-0014-8.
  12. Hare, A., & Ng, O. (2015). ‘Looking back, looking forward’: The past 15 years of mathematics education in CJSMTE. The Canadian Journal of Science, Mathematics, and Technology Education, 15(4), 387-397. doi: 10.1080/14926156.2015.1091900
  13. Ng, O. (2015). The interplay between language, gestures, dragging, and diagrams in bilingual learners’ mathematical communications. Educational Studies in Mathematics, 91(3), 307-326. doi: 10.1007/s10649-015-9652-9
  14. Ng, O., & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. ZDM: The International Journal of Mathematics Education, 47(3), 421-434. doi: 10.1007/s11858-014-0660-5.
  15. Ng, O., & Sinclair, N. (2015). ‘Area without numbers’: Using touchscreen dynamic geometry to reason about shape. The Canadian Journal of Science, Mathematics, and Technology Education, 15 (1), 84-101. doi: 10.1080/14926156.2014.993048.

Refereed Book Chapter

  1. Ng, O., & Sinclair, N. (2018). Drawing in space: Doing mathematics with 3D pens. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, C. Vale (Eds.). Uses of Technology in Primary and Secondary Mathematics Education (pp. 301-313). Cham: Springer. doi: 10.1007/978-3-319-76575-4_16
  2. Ng, O. (2018). Supporting the development of bilingual learners’ mathematical discourse through dynamic, touchscreen technology. In T. Bartell (Ed). Toward equity and social justice in mathematics education (pp. 173-189). ChamSpringer. doi: 10.1007/978-3-319-92907-1_11

Conference Presentations and Conference Proceedings

  1. Ng, O. (2020, December). Developing computational thinking and mathematical problem solving through digital Making. Paper presented at the International Conference on Advances in STEM Education 2019. Hong Kong.
  2. Ng, O. (2020, November). Supporting teacher education with video-based noticing: A technological innovation. Paper presented at the Asian Conference on Education 2019.Tokyo, Japan.
  3. Ng, O. (2019). The relationship between discourse moves and authority structures in mathematics classrooms. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.) Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p.169). Pretoria, South Africa: PME
  4. Ng, O. (2019). Hands-on Making: Doing STEM in Mathematics Classrooms. In K.L. Wong, Y.L. Li, K.W. Yau., & K.W. Wong (Eds.). Proceedings of the Hong Kong Mathematics Education Conference (pp.108-121). HKAME: Hong Kong
  5. Ng, O. (2018). In-service mathematics teachers’ video-based noticing of technology integration. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 118). Umeå, Sweden: PME
  6. Ting, F., Ng, O., & Lam, C. (2018). Active learning in an undergraduate calculus class using interactive online whiteboards. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education (p.165). Taipei, Taiwan.
  7. Wong, W., & Ng, O. (2018). Learning algebraic expressions through rich tasks with learners’ generated examples. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education (p.164). Taipei, Taiwan.
  8. Ho, C.O., Ng, O. (2017). Investigating secondary students’ concept images on division algorithm and relation between these concept images to early learning experience. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol 2 (p.67). PME: Singapore.
  9. Ng, O., & Chan, T.H. (2017). Visualizing 3D solids with 3D printing technology. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol 2 (p.30). PME: Singapore.
  10. Ng, O. (2017, April). A non-deficit view for studying bilingual learners engaging in mathematical activities with touchscreen technology. Paper presented at the Annual AERA Conference. San Antonio, Texas, USA.
  11. Ng, O., & Sinclair, N. (2016, July). Drawing in space: Doing mathematics with 3D pens. Paper presented at the 13th International Congress on Mathematical Education. Hamburg, Germany.
  12. Ng, O. (2015). Saming, reification and encapsulation in dynamic calculus environment. In N., Amado, & S. Carreira (Eds.). Proceedings of the 12th International Conference on Technology in Mathematics Teaching (pp.473-481)University of Algarve, Faro, Portugal.
  13. Ng, O. (2015). Bilinguals’ non-linguistic communication: Gestures and touchscreen dragging in calculus. In T.G. Bartell, K.N. Bieda, R.T. Putnam, K. Bradfield, & H. Dominguez, H. (Eds.) Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp.526-533. East Lansing, MI: Michigan State University.
  14. Ng, O., & Ferrara, F. (2015). A materialist conception of early algebraic thinking. In X. Sun, B. Kaur, J. Novotna (Eds.), Proceedings of International Commission on Mathematical Instruction (ICMI) Study 23 (pp.550-558). Macau SAR, China.
  15. Ferrara, F., & Ng, O. (2014). Mathematical activities in a social learning framework: How multimodality works in a community of practice. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Conference of PME 38 and PMENA 36 (Vol. 3, pp.65-72). Vancouver, Canada: PME.
  16. Ng, O. (2014). The interplay between language, gestures, dragging, and diagrams in bilingual learners’ mathematical communications. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Conference of PME 38 and PMENA 36 (Vol. 4, pp.289-296). Vancouver, Canada: PME.
  17. Ng, O. (2014). ‘They are getting married!’ Towards a dynamic, functional understanding of symmetry in primary school. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Conference of PME 38 and PMENA 36 (Vol. 1, pp.197-198). Vancouver, Canada: PME.
  18. Ng, O., & Sinclair, N. (2013). Gestures and temporality: Children’s use of gestures on spatial transformation tasks. In A.M. Lindmeier, & A. Heinze. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 361-368). Kiel, Germany: PME

Selected Invited Presentations

  1. Ng, O. (2018, June). Supporting visualization in STEM: 3D printing. Invited presentation at the Mini-symposium on TEAL in Tertiary STEM Education, Hong Kong Polytechnic University, Hong Kong.
  2. Ng, O. (2017, June). Using emergent technologies to enhance the learning and teaching of STEM in Hong Kong’s secondary schools. Invited seminar presented at the Chinese University of Hong Kong, Hong Kong.
  3. Ng, O. (2017, February). From classroom teaching to classroom researching: Reflections, sharing and perspectives from a teacher-researcher. Invited research seminar presented at the Simon Fraser University, Burnaby, BC, Canada.
  4. Ng, O. (2016, June). “3D pens” and 3D printing: Research, ideas and discussion. Invited seminar presented at the Imperial Oil Science Technology Engineering and Mathematics (IOSTEM) 2016 Research Symposium, Vancouver, BC, Canada.
  5. Ng, O. (2016, January). Language, gestures and touchscreen-dragging in school calculus: Bilinguals’ linguistic and non-linguistic communication. Invited research seminar presented at the Chinese University of Hong Kong, Hong Kong.
  6. Ng, O. (2015, October). Doing MUCH more with your tablet PC, iPads, Androids, and student-owned technology. Presentation at the 54th Annual Northwest Mathematics Conference, Whistler, BC, Canada.
  7. Ng, O. (2014, October). FTC: Explained! Teaching pre-calculus and calculus visually, conceptually, and dynamically. Presentation at the Annual Conference of the British Columbia Association of Mathematics Teacher, Guilford Park Secondary, Surrey, BC, Canada.
  8. Ng, O. (2013, October). Introduction to dynamic mathematics environment: Designing applets and lessons that foster dynamic thinking and multiple representations in pre-calculus and calculus. Presentation at the Annual Conference of the British Columbia Association of Mathematics Teacher, Steveston London Secondary, Richmond, BC, Canada.