Oi-Lam Ng
Biographic Data
| ID | 144551 |
|---|---|
| NAME | Oi-Lam Ng |
| GIVEN NAMES | Oi-Lam |
| FAMILY NAME | Ng |
| SIGNATURE | NG O |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0003-3736-7845 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From Output to Understanding
Programming has been advanced as a productive epistemic tool and catalyst for K-12 mathematics learning. Specific to the context of block-based programming, researchers have examined the supporting and constraining roles of immediate visual feedback in students’ mathematics learning. Yet few studies offer a fine-grained cognitive account of how mathematics learning unfolds as students engage with different kinds of programming feedback. This stud…
Applying Computational Thinking to Facilitate Children’s Mathematics Learning through Animation Making
This study investigates the application of computational thinking (CT) to facilitate early mathematics through digital visual arts, specifically animation making, in a Hong Kong kindergarten. Although the role of CT in science, technology, engineering, arts and mathematic (STEAM) is well documented, the connection between CT, early mathematics, and digital visual arts has not been extensively explored in early childhood education. This research a…
A Learner‐Centred Exploration of Teachers' Solution Pathways in K‐12 Programming‐Based Mathematical Problem‐Solving
Middle School Students' In‐Moment Engagement in Synchronous Online Learning
Prospective Mathematics Teachers’ Hiccups and Professional Noticing During Technology-Rich Teaching and Learning
Students’ in-moment challenges and developing maker perspectives during problem-based digital making
We report on a case study of eight grade 5 to 6 students (ages 12–14) involved in a three-day “digital-making summer camp” focused on mathematical problem-solving through block-based programming combined with programmable electronics. Data analysis focused on the computational thinking (CT), mathematics, and problem-solving challenges that surfaced during the activities and on the students’ developing perspectives about themselves as computationa…
Competency development of pre-service teachers during video-based learning
Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)
New Spatial Imaginaries for International Curriculum Projects
This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a…
A Qualitative Exploration of Facilitators and Barriers to Physical Activity Participation among Chinese Retired Adults in Hong Kong
The purpose of this study was to identify facilitators and barriers associated with physical activity participation among retired Chinese adults in Hong Kong. This study adopts an interview research design in order to generate an in-depth understanding and insights into the participants' thoughts, motivators and experiences of physical activity participation. Independent, semi-structured interviews with 10 retired participants (aged 54-74) were c…
Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools
Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms
This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objective of this coding scheme was to systematically analyse teacher discourse behaviours before and after an intervention programme; the programme aimed to assist in-service teachers to develop conceptual and practical tools for engaging students in dialogic…
In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”
We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers’ noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally identified as important or noteworthy in the …
A Tale of Two More Metaphors
Looking Back, Looking Forward
Area Without Numbers”
No prominent works on this page.
Area Without Numbers”
Looking Back, Looking Forward
A Tale of Two More Metaphors
Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools
Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms
This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objective of this coding scheme was to systematically analyse teacher discourse behaviours before and after an intervention programme; the programme aimed to assist in-service teachers to develop conceptual and practical tools for engaging students in dialogic…
In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”
We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers’ noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally identified as important or noteworthy in the …
New Spatial Imaginaries for International Curriculum Projects
This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a…
A Qualitative Exploration of Facilitators and Barriers to Physical Activity Participation among Chinese Retired Adults in Hong Kong
The purpose of this study was to identify facilitators and barriers associated with physical activity participation among retired Chinese adults in Hong Kong. This study adopts an interview research design in order to generate an in-depth understanding and insights into the participants' thoughts, motivators and experiences of physical activity participation. Independent, semi-structured interviews with 10 retired participants (aged 54-74) were c…
Students’ in-moment challenges and developing maker perspectives during problem-based digital making
We report on a case study of eight grade 5 to 6 students (ages 12–14) involved in a three-day “digital-making summer camp” focused on mathematical problem-solving through block-based programming combined with programmable electronics. Data analysis focused on the computational thinking (CT), mathematics, and problem-solving challenges that surfaced during the activities and on the students’ developing perspectives about themselves as computationa…
Competency development of pre-service teachers during video-based learning
Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)
Prospective Mathematics Teachers’ Hiccups and Professional Noticing During Technology-Rich Teaching and Learning
A Learner‐Centred Exploration of Teachers' Solution Pathways in K‐12 Programming‐Based Mathematical Problem‐Solving
Middle School Students' In‐Moment Engagement in Synchronous Online Learning
From Output to Understanding
Programming has been advanced as a productive epistemic tool and catalyst for K-12 mathematics learning. Specific to the context of block-based programming, researchers have examined the supporting and constraining roles of immediate visual feedback in students’ mathematics learning. Yet few studies offer a fine-grained cognitive account of how mathematics learning unfolds as students engage with different kinds of programming feedback. This stud…
Applying Computational Thinking to Facilitate Children’s Mathematics Learning through Animation Making
This study investigates the application of computational thinking (CT) to facilitate early mathematics through digital visual arts, specifically animation making, in a Hong Kong kindergarten. Although the role of CT in science, technology, engineering, arts and mathematic (STEAM) is well documented, the connection between CT, early mathematics, and digital visual arts has not been extensively explored in early childhood education. This research a…
Mathematics education (10 works) · Computer Science (9 works) · Psychology (9 works) · Pedagogy (7 works) · Sociology (7 works) · Mathematics Education and Teaching Techniques (6 works) · Mathematics (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Education and Technology Integration (4 works) · Medicine (4 works)