Dr. MOK Ah-chee, Ida

B.Sc. (HKU), Cert. Ed. (HKU), Adv. Dip. Ed. (HKU), M.Ed. (HKU), Ph.D. (KCL)

Senior Lecturer
Dr. MOK Ah-chee, Ida

Dr. MOK Ah-chee, Ida

Senior Lecturer

HTB Rm. 402
3943 5656


Introduction
B.Sc. (HKU), M.Ed. (HKU), Adv. Dip. Ed. (HKU), Cert. Ed. (HKU), PhD. (KCL). Formerly served in Faculty of Education, the University of Hong Kong, as Assistant and Associate Professor, Lecturer (1990-2024), former Associate Dean (2010-2021), Head of Division of Science, Mathematics and Computing (2009-2010), Programme Director of Master of Education Programme (2005-2007), Course coordinator for M.Ed. (Mathematics Education Specialism) (1999-2024). She was awarded Diamond Jubilee International Visiting Fellowships, University of Southampton (2013). She is currently Editor-in-chief, International Journal of Harmony and Humanity and Associate Editor, Frontiers in Education (STEM Education Section). Courses taught include courses in mathematics education, pedagogical methods and strategies, research methodology in educational research; Mathematics Curriculum and Teaching, Basic Theory and Practice; The Teaching of Number and Algebra; Action Research in Mathematics Classroom; SCT1(Mathematics).
Research Areas
Mathematics education, STEM education, Lesson Study, Pedagogical Content Knowledge (PCK), Classroom research, Qualitative research, Chinese pedagogy of mathematics, International comparative studies in mathematics education.
Selected Publications
Journal Articles
  1. Chen, M., & Mok, I.A.C. (2023). Perceived parental involvement influences students’ academic buoyancy and adaptability: the mediating roles of goal orientations. Frontiers in Psychology, 14.
  2. Mok, I.A.C., & Park, Y. H. (2022). Integrating research into practice: The growth of collective pedagogical content knowledge for primary mathematics via lesson study. Asian Journal for Mathematics Education, 1(2), 187-203. DOI: 10.1177/27527263221105111
  3. Jiang, Z.; Mok, I.A.C.; Yang, X.; Liu, S.; Chen, M. (2022). Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher. Sustainability 2022, 14, 9097. https://doi.org/10.3390/su14159097
  4. Jiang, Z., Mok, I.A.C., & Li, J. (2021). Chinese Students’ Hierarchical Understanding of Part-whole and Measure Subconstructs. International Journal of Science and Mathematics Education, 19(7), 1441-1461.
  5. Jiang, Z., Mok, I.A.C., & Yin, H. (2021). The relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China. International Journal of Educational Research, 108, 101792.
  6. Zhao, W., Mok, I.A.C. & Cao, Y. (2020). Factors influencing teachers’ implementation of a reformed instructional model in China from the theory of planned behavior perspective: A multiple case study. Sustainability 2020, 12, 1; DOI:10.3390/su12010001
  7. Bokhove, C., Miyazaki, M., Komatsu, K., Chino, K., Leung, A. & Mok, I.A.C. (2019). The role of ‘opportunity to learn’ in the geometry curriculum. Frontiers in Education. DOI: 10.3389/feduc.2019.00063
  8. Li, N., Mok, I.A.C., & Cao, Y. (2019). The evolution of mathematical thinking in Chinese mathematics education. Mathematics, 7(3), 297. DOI:10.3390/math7030297.
  9. Mok, I.A.C. (2019). From the Confucian tradition to the digital era: The case of mathematics teaching in Hong Kong. International Journal of Chinese Education, 8(2).
  10. Mok, I.A.C., & Fan. L. (2018). Curriculum ergonomics: A rich task experience from an Asian perspective. International Journal of Ergonomics, 8(1), 36-57.
  11. Cai, J., Mok, I.A.C., Vijay, R., & Stacey, K. (2017). A book chapter “International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students’ Learning” in Proceedings of the 13th International Congress on Mathematical Education. Springer.
  12. Huang, R., Zhang, J., Mok, I.A.C., Zhao, W., Wu, Z., & Zhou, Y. (2017). “Perceived Professional Knowledge and Competence of mathematics specialists and its development in China”, International Journal for lesson and learning studies. Special issue 2017(4): Theory and practice of Chinese lesson study and its adaptation in other countries.
  13. Fung, D., Kutnick, P., Mok, I.A.C., Leung, F., Lee, B. P. Y., Mai, Y. Y., & Tyler, M. T. (2017). Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study. International Journal of Educational Research, 81, 119-130.
  14. Chiu, T. K.F. & Mok, I.A.C. (2017). Learner expertise and mathematics different order thinking skills in multimedia learning. Computers & education, 107, 147-164.
  15. Zhao, W., Mok, I.A.C., & Cao, Y. (2016). Curriculum reform in China: student participation in classrooms using a reformed instructional model. International Journal of Educational Research, 75, 88-101.
  16. Yau, K. & Mok, I.A.C. (2016). Insights from students' private work in their notebooks: How do students learn from the teacher's examples? Educational Studies in Mathematics. 93:275–292.
  17. Li N., Cao Y.M. and Mok, I.A.C. (2016). A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms, EURASIA Journal of Mathematics, Science & Technology Education. 12(9): 2465-2480.
  18. Kutnick, P., Fung, D. C., Mok, I.A.C., Leung, F. K., Li, J. C., Lee, B. P. Y., & Lai, V. K. (2016). Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong. International Journal of Science and Mathematics Education, 1-22.
  19. Bridges, S.M., Jackson, L., Yeung, P. Chan, K., Mok, I.A.C., Aiston, S.J. (2016). Researching Diversity in Education in the Hong Kong Special Administrative Region. The International Journal of Diversity in Education.
  20. Mok, I.A.C. (2010). Towards a Reflective Practice: The case of a prospective teacher in Hong Kong. Journal of Mathematics Education. December issue.
  21. Mok, I.A.C. (2010). Students’ algebra sense via their understanding of the distributive law. Pedagogies: An International Journal, Vol. 5, No. 3, July–September, 251–263.
  22. Mok, I.A.C. (2009). In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials. Zentralblatt fuer Didaktik der Mathematik (ZDM). 41, 319-332.
  23. Mok, I.A.C. (2009). A Glimpse of A Mathematical Enculturator in Chinese Mathematics Classrooms: An Example from A Shanghai Lesson. Selected Papers of The ICME 11 Topic Study Group 24: Research on classroom practice. A monograph for Topic Study Group 24, ICME 11, July 6 – 13, 2008, Monterrey, Mexico. QUADERNI DI RICERCA IN DIDATTICA (Scienze Matematiche) of G.R.I.M. Supplemento n. 4 al N.19- PALERMO 2009. pp. 1-7. ISSN 1592-4424. Available at http://math.unipa.it/~grim/quaderno19_suppl_4.htm
  24. Brousseau, G., & Mok, I.A.C. (2009). Preparation of Selected Papers of The ICME 11. Selected Papers of The ICME 11 Topic Study Group 24: Research on classroom practice. A monograph for Topic Study Group 24, ICME 11, July 6 – 13, 2008, Monterrey, Mexico. QUADERNI DI RICERCA IN DIDATTICA (Scienze Matematiche) of G.R.I.M. Supplemento n. 4 al N.19- PALERMO 2009. 2009. pp. 1-7. ISSN 1592-4424.
  25. Mok, I.A.C., Cai, J., & Fung, A.T.F. (2008). Missing learning opportunities in classroom instruction: Evidence from an analysis of a well-structured lesson on comparing fractions. The Mathematics Educator. Vol. 11, No.1/2, 111-126.
  26. Clarke, D., Mesiti, C., O’Keefe, C., Xu, L. H., Jablonka, E., Mok, I.A.C., & Shimizu, Y. (2007). Addressing the challenge of legitimate international comparisons of classroom practice. International Journal of Educational Research 46, 280–293.
  27. Mok, I.A.C. (2006). Shedding Light on the East Asian Learner Paradox: Reconstructing Student-centredness in a Shanghai Classroom. Asia Pacific Journal of Education, 26(2), 131-142.
  28. Runesson, U. & Mok, I.A.C. (2005). The teaching of fractions: A comparative study of a Swedish and a Hong Kong classroom. Nordic Studies in Mathematics Education, 10(2), October 2005. 1-15.
  29. Chiu, M.M., Wong, N.Y., Lam, C.C., Wong K.M., Leung, F.K.S. & Mok, I.A.C. (2005). Architectures of Mathematics Beliefs: Individual and school-level differences among Hong Kong primary 6 students. Educational Research Journal, 20(1), 27-55.
  30. Lee, A.M.S., Wong, K.L. and Mok, I.A.C. (2003). Implementation of ICT in the Mathematics Teaching in Hong Kong: Teacher Conceptions and Evolving Classroom Practices. Information Technology, Education and Society, 4(1), 117-133.
  31. Lopez-Real, F.J. & Mok, I.A.C. (2002). Is there a Chinese Pedagogy of Mathematics Teaching. Perspectives in Education, 18(2), 125-128.
  32. Wong, N.Y., Lam, C.C., Wong, K.M., Leung, F.K.S., Mok, I.A.C. (2001). Students’ View of Mathematics Learning: A Cross-sectional Survey in Hong Kong. Education Journal, 29(2), 37-59.
  33. Mok, I.A.C. & Morris, P. (2001). The Metamorphosis of the 'Virtuoso': Pedagogic patterns in Hong Kong primary mathematics classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 17(4), 455-468.
  34. Mok, I.A.C., & Johnson, D.C. (2000). Reasoning algebraically with IT: A cognitive perspective. Mathematics Education Research Journal, 12(3), 286-302.
  35. Mok, I.A.C., Johnson, D.C., Cheung, J.Y.H., and Lee, A.M.S. (2000). Introducing Technology in algebra in Hong Kong: Addressing Issues in Learning, International Journal of Mathematics Education in Science and Technology, 31(4), 553-567.
  36. Wong, N.Y. Lam, C.C., Leung, F.K.S., Mok, I.A.C., Wong, K.M. (1999). Holistic Reform of the Mathematics Curriculum – The Hong Kong Experience. Journal of the Korean Society of Mathematical Education. 3(2), 69-88.

Books
  1. Mok Ah Chee. (2022). An Inspiring Journey to Mathematics (Books 1A, 1B, 2A, 2B, 3A, 3B). Hong Kong Educational Publishing Company Ltd.
  2. 莫雅慈. (2022). 创思数学（卷1A、1B、2A、2B、3A、3B）。香港教育教图有限公司。
  3. Cai, J., Mok, I.A.C., Reddy, V., Stacey, K. (2016). International comparative studies in mathematics: Lessons for improving students’ learning. ICME-13 Topical Surveys book series. Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-42414-9_1.
  4. Mok, I.A.C. (2009). Learning of algebra: Inspiration from students’ understanding of the distributive law. Hong Kong: Hong Kong Association for Mathematics Education.
  5. Mok, I.A.C. (Chief Editor), Guy Brousseau (Advisor), Ma. Guadalupe Cabañas, Ricardo Cantoral-Uriza, Hélia Oliveira, João Pedro da Ponte, Filippo Spagnolo (Eds.) (2009). Selected Papers of The ICME 11 Topic Study Group 24: Research on classroom practice. A monograph for Topic Study Group 24, ICME 11, July 6 – 13, 2008, Monterrey, Mexico. QUADERNI DI RICERCA IN DIDATTICA (Scienze Matematiche) of G.R.I.M. Supplemento n. 4 al N.19- PALERMO 2009. (2009). ISSN 1592-4424. Available at http://math.unipa.it/~grim/quaderno19_suppl_4.htm
  6. Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (Eds.) (2006). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers B.V.
  7. Mok, I.A.C. & Fung, C.I. (Eds.) (1998). Hong Kong Mathematics Education Conference Collected Papers 95-97. Hong Kong: Hong Kong Association for Mathematics Education.
  8. Leung, K.T., Mok, I.A.C. and Suen, S.N., (1992). Polynomials and Equations, Hong Kong: Hong Kong University Press, 232pp.

Book Chapter
  1. Mok, I.A.C. & Ren, Z. (2022). The contextual and personal aspects of the development of a school-based STEM curriculum: A case in Hong Kong. In Tang Wee Teo, Aik-Ling Tan, Paul Teng, (Eds.). STEM education from Asia: Trends and perspectives. (pp. 114-126). Routledge.
  2. Cai, J., Mok, I.A.C., Reddy, V., & Stacey, K. (2017). International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students’ Learning. In Proceedings of the 13th International Congress on Mathematical Education, pp. 79-99. Springer, Cham.
  3. Qi, C. Wang, R., Mok, I.A.C. & Huang, D. (2017). Teaching the Formula of Perfect Square through Bianshi Teaching. In R. Huang and Y. Li (Eds.) Teaching and Learning Mathematics through Variation: Confucian heritage meets western theories, pp. 127-150. Rotterdam/Boston/Taipei: Sense Publishers.
  4. Mok, I.A.C. (2017). Teaching algebra through variations: Contrast, separation and fusion. In R. Huang and Y. Li (Eds.). Teaching and Learning Mathematics through Variation: Confucian heritage meets western theories, pp. 187-208. Rotterdam/Boston/Taipei: Sense Publishers.
  5. Mok, I.A.C. (2015). What is important in a lesson on factorization? The reflection of an experienced teacher in Hong Kong. In S.F. Ng (Ed.) Cases of mathematics professional development in East Asian countries: Using video to support grounded analysis, pp. 137-154. Singapore: Springer.
  6. Mok, I.A.C. (2015). Research on Mathematics Classroom Practice: An International Perspective, In: Sung Je Cho, (Ed.), Selected Regular Lectures From The 12th International Congress On Mathematical Education. Cham, Springer International Publishing, 2015, 589-605.
  7. Mok, I.A.C. and Clarke D. (2015). The Contemporary Importance of Triangulation in a Post-Positivist World: Examples from the Learner’s Perspective Study, In: Bikner-Ahsbahs, A., Knipping, C. and Presmeg, N., Approaches to Qualitative Research in Mathematics Education, 403-425. Netherland, Springer.
  8. Fan L., Miao Z. and Mok, I.A.C., (2015). How Chinese Teachers Teach Mathematics And Pursue Professional Development: Perspectives From Contemporary International Research, In: Fan Lianghuo, Wong Ngai-ying, Cai Jinfa, Li Shiqui, How Chinese Teach Mathematics: Perspectives From Insiders, pp. 43-70. World Scientific.
  9. Mok, I.A.C. (2014). Teaching the Graphical Method of Solving Equations: An Example in the Shanghai Lessons. In F. K.S. Leung, K. Park, D. Holton and D. Clarke (Eds.) Algebra Teaching around the World (pp. 173-190). Rotterdam: Sense Publishers.
  10. Huang R., Mok, I.A.C. and Leung F.K.S., (2014). Teaching algebraic concepts in Chinese classrooms: A case study of systems of linear equations, In: Leung, F.K.S., Park, K., Holton, D. and Clarke, D., (Eds.), Algebra Teaching around the World. Rotterdam, Sense Publishers, 5: 191-212.
  11. Mok, I.A.C., Kaur, B., Zhu, Y., & Yau, K.W. (2013). What Really Matters to Students? A Comparison between Hong Kong and Singapore Mathematics Lessons. In B. Kaur, G. Anthony, M. Ohtani, and D. Clarke (Eds.). Student Voice in mathematics classrooms around the world. 189-208. Rotterdam: Sense Publishers B.V.
  12. Mok, I.A.C. (2013). Five Strategies for Coherence: Lessons from a Shanghai Teacher. In Y. Li and R. Huang (Eds.). How Chinese teach mathematics. 120-133. New York and London: Routledge, Taylor and Francis Group.
  13. Cao, Y., Guo, K., Ding, L., Mok, I.A.C. (2013). Students at the Front: Examples from a Beijing Classroom. In B. Kaur, G. Anthony, M. Ohtani, and D. Clarke (Eds.). Student Voice in mathematics classrooms around the world. 53-64. Rotterdam: Sense Publishers B.V.
  14. Mok, I.A.C., Yang, X. & Zhu, Y. (2012). Mathematical Discourse in Chinese Classrooms: An Insider’s Perspective. In B. Sriraman, J. Cai, K-H. Lee, L. Fan, Y. Shimuzu, L.C. Sam, & K. Subramanium (Eds.) The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India. Information Age Publishing.
  15. Mok, I.A.C. (2010). Comparison of learning task lesson events between Australian and Shanghai lessons. In Y. Shimizu, B. Kaur, R. Huang & D. J. Clarke (Eds.), Mathematical tasks in classrooms around the world. 119–145. Rotterdam: Sense Publishers B.V.
  16. Leung, F.K.S., Lee, A.M.S., Leung, A.Y.L., Lopez-Real, F., Mok, I.A.C., & Wong, K.L. (2010). What can we teach mathematics teachers? Lessons from Hong Kong. In F.K.S. Leung & Y. Li (Eds.), Reforms and issues in school mathematics in East Asia: Sharing and understanding mathematics education policies and practices, pp. 153-168. Rotterdam/Boston/Taipei: Sense Publishers.
  17. Mok, I.A.C. (2006). Teacher-dominating lessons in Shanghai – An insiders’ story. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.
  18. Mok, I.A.C. & Lopez-Real, F. (2006). A tale of two cities: A comparison of six teachers in Hong Kong and Shanghai. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.
  19. Mok, I.A.C. & Kaur, B. (2006). Learning Tasks. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers B.V.
  20. Huang, R., Mok, I.A.C. & Leung, F.K.S. (2006). Repetition or Variation - “Practice” in the mathematics classrooms in China. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.
  21. Clarke, D., Emanuelsson, J., Jablonka, E. and Mok, I.A.C. (2006). Chapter 1: The Learner’s Perspective Study and International Comparisons of Classroom Practice. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers B.V.
  22. Tsui, A. B.M., Marton, F., Mok, I.A.C. and Ng. F. P. Questions and the space of learning. In Marton, F. and Tsui, A.B.M. with P. Chik, P.Y. Ko, M.L. Lo, I.A.C. Mok, D. Ng, M.F. Pang, W.Y. Pong and U. Runesson, (2004). Classroom Discourse and the Space of Learning. Chapter 5. pp.113-138. N.J.: Lawrence Erlbaum.
  23. Lopez-Real, F.J., Mok, I.A.C., Leung, F.K.S. & Marton, F. (2004). Identifying a Pattern of Teaching: An analysis of a Shanghai teacher’s lessons. In Lianghuo Fan, Ngai-Ying Wong, Jinfa Cai & Shiqi Li (Eds.) How Chinese Learn Mathematics: Perspectives from Insiders. NJ: World Scientific publishing Co.
  24. Runesson, U. and Mok, I.A.C. (2004). Discernment and the Question "What can be Learned"? In Marton, F. and Tsui, A.B.M. with P. Chik, P.Y. Ko, M.L. Lo, I.A.C. Mok, D. Ng, M.F. Pang, W.Y. Pong and U. Runesson, Classroom Discourse and the Space of Learning. Chapter 3. pp. 63-88. N.J.: Lawrence Erlbaum.
  25. Mok, I.A.C. (2002). The analysis of an "Open" mathematics lesson. In Dai Z. (Ed.) Open-ended Problems: New Models in Mathematics Pedagogy. Chapter 6, pp. 90-105. Shanghai: Shanghai Education Publishers. (In Chinese)
  26. Mok, I.A.C., Runesson, U., Tsui, A., B.M., Wong, S.Y., Chik, P., and Pow, S. (2002) Questions and Variation. In F. Marton & P. Morris (Eds.) What matters? Discovering critical conditions of classroom learning, pp.75-92. Göteborg: Acta Universitatis Gothoburgensis.
  27. Mok, I.A.C., Chik, P.M.; Ko, P.Y.; Kwan, T.; Lo, M.L.; Marton, F.; Ng, F.P.; Pang, M.F.; Runesson, U.; Sze-To, L.H. (2001). Solving the Paradox of the Chinese Teacher. In Watkins and Biggs (Eds.) Teaching the Chinese Learner. Hong Kong: Comparative Education Research Centre, The University of Hong Kong. pp. 161-180. September 2001.
  28. Mok, I.A.C. & Ko, P.Y. (2000). Beyond Labels - Teacher-centred and Student Activities. In Adamson, B., Kwan, T., & Chan, K.K (Eds.) Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong, pp175-194. Hong Kong: Hong Kong University Press.