Zhihao Cui
Biographic Data
| ID | 9587805 |
|---|---|
| NAME | Zhihao Cui |
| GIVEN NAMES | Zhihao |
| FAMILY NAME | Cui |
| SIGNATURE | CUI Z |
| AFFILIATIONS | Department of Curriculum and Instruction, The Chinese University of Hong Kong |
| ORCID | 0000-0002-3271-4054 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Effects of a Self‐Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self‐Efficacy
Middle School Students' In‐Moment Engagement in Synchronous Online 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…
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…
No prominent works on this page.
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…
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…
Middle School Students' In‐Moment Engagement in Synchronous Online Learning
Effects of a Self‐Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self‐Efficacy
Computer Science (3 works) · Mathematics education (3 works) · Educational Games and Gamification (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics (2 works) · Pedagogy (2 works) · Psychology (2 works) · Qualitative research (2 works) · Sociology (2 works) · Teaching and Learning Programming (2 works)