Biyao Liang
Biographic Data
| ID | 9590441 |
|---|---|
| NAME | Biyao Liang |
| GIVEN NAMES | Biyao |
| FAMILY NAME | Liang |
| SIGNATURE | LIANG B |
| AFFILIATIONS | Faculty of Education The University of Hong Kong Hong Kong China |
| ORCID | 0000-0001-7176-1876 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| 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…
Competing meanings, perturbation, and engendering shifts in (prospective) teacher meanings
Through building models of student thinking, researchers have identified quantitative reasoning as a foundation for students’ mathematical development. This has generated a need to support teachers’ capacity to teach for such reasoning. In this paper, we discuss a perspective on supporting prospective and practicing teachers in constructing meanings that foreground quantitative reasoning and research-based models of student thinking. We call this…
A Learner‐Centred Exploration of Teachers' Solution Pathways in K‐12 Programming‐Based Mathematical Problem‐Solving
No prominent works on this page.
A Learner‐Centred Exploration of Teachers' Solution Pathways in K‐12 Programming‐Based Mathematical Problem‐Solving
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…
Competing meanings, perturbation, and engendering shifts in (prospective) teacher meanings
Through building models of student thinking, researchers have identified quantitative reasoning as a foundation for students’ mathematical development. This has generated a need to support teachers’ capacity to teach for such reasoning. In this paper, we discuss a perspective on supporting prospective and practicing teachers in constructing meanings that foreground quantitative reasoning and research-based models of student thinking. We call this…
Cognition (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Mathematics Education and Teaching Techniques (2 works) · Teaching and Learning Programming (2 works) · Computer programming (1 work) · Computer Science (1 work) · Computer-Assisted Instruction (1 work) · Concept learning (1 work) · Conceptual framework (1 work) · Educational Games and Gamification (1 work)