Prof. NG Oi-lam

B.A., B.Ed., M.Ed. (UBC), Ph.D. (SFU)

Assistant Professor

Introduction

Dr. Oi-Lam Ng earned her PhD in Mathematics Education at Simon Fraser University and formerly served as a SSHRC post-doctoral fellow at University of Calgary. She began her career as a high-school Mathematics teacher in Vancouver, Canada, where she completed a BA in Mathematics (First Class graduate), and an MEd in Curriculum and Instructions at The University of British Columbia. Since 2018, Dr. Ng has been serving as Deputy Programme Coordinator for the Bachelor of Education in Mathematics and Mathematics Education (BMED) Programme. She has taught or is currently teaching the following courses: Research Teaching and Learning Mathematics in the Changing Curriculum; Researching Action in Mathematics Teaching; Teaching Number and Number Sense, Mathematics Curriculum and Teaching: Instructional Technology and Design of STEM Activities; Mathematics Teaching Project Report; Special Topics in STEAM Education and Research. Dr. Ng serves as a member of the Editorial Board for Educational Studies in Mathematics (Springer), Journal of Mathematical Behavior (Elsevier), Journal of Educational Computing Research (SAGE), Digital Experience in Mathematics Education (Springer), and Journal for STEM Education Research (Springer). She is recipient of the Young Researcher Award 2020.


Research Areas

Dr. Ng's research interests cover three areas of local and global significance: technology innovations in mathematics classroomslanguage and mathematics discourse, and constructionist learning in STEM education. It is informed by previous scholarship on the interaction between technological and mathematical evolution, and by research on new ways of doing, communicating, and representing mathematics as afforded by technology innovations. In particular, she is interested in examining mathematics classroom discourse as situated in technology-rich learning environments. As shown in her research, this type of discourse is often rich in a multimodal sense, involving both verbal and non-verbal communication, such as gestures. Dr. Ng's RGC-funded research contributes towards advancing a Papert-inspired conception of "learning as making" in technology-rich mathematics classrooms. It explores the new opportunities entailed by engaging learners in constructionist practices with emergent and digital technologies (e.g. 3D printing, programmable electronics, dynamic and multi-touch mathematics environments, etc):

  1. Principal Investigator (2019-2021). The Effects of Implementing a 'Learning as Making' Pedagogy on School Mathematics Learning: Primary Students' Inquiry-based Making with 3D Printing Pens. Funded by Research Grant Council (Hong Kong), Early Career Scheme ($499,381 HKD).
  2. Principal Investigator (2021-present). Mathematical Problem Solving through Digital Making: Envisioning a Computationally Enhanced Mathematics Curriculum in Hong Kong's Primary and Secondary Schools. Funded by the Research Grants Council (Hong Kong), General Research Fund ($638,908 HKD). 
  3. Principal Investigator (2022-present). Supporting Hong Kong ethnic minority learners’ multimodal mathematics learning through responsive teaching in technology-enhanced environments. Funded by the Research Grants Council (Hong Kong), General Research Fund ($424,000 HKD).
For more details on research projects, see: http://oilamn.ca


Selected Publications

2022

  1. Ng, O., Sinclair, N., Ferrara, F., Liang, B. (forthcoming). Transforming arithmetic through digital resource. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital (Curriculum). Resources in Mathematics Education. Springer
  2. Ng, O., & Ye, H. (forthcoming). Doing mathematics with 3D pens: Five years of research on 3D printing integration in mathematics classrooms. In F. Dilling, F. Pielsticker, & I. Witzke (Eds.), International Symposium on 3D Printing in Mathematics Education. Springer.
  3. Ng, O., Liang, B., & Leung, A. (in press). Using first- and second-order models to characterise in-service teachers’ video-aided reflection on teaching and learning mathematics with 3D Pens. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.). The Mathematics Teacher in the Digital Era (2nd Edition). Springer: Cham, Switzerland
  4. Helliwell, T., & Ng, O. (2022). Imagining possibilities: Innovating mathematics (teacher) education for sustainable futures. Research in Mathematics Education.
  5. Huang, Y., Ng, O., & Ha, A. S. C. (2022). A Qualitative Exploration of Facilitators and Barriers to Physical Activity Participation among Chinese Retired Adults in Hong Kong. International Journal of Environmental Research and Public Health.
  6. Weng, X., Cui, Z., Ng, O., Jong, M. S. Y., & Chiu, T. K. F. (2022). Characterizing students’ 4C skill development during problem-based digital making. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-022-09961-4
  7. Ng, O., & Ye, H. (2022). Mathematics learning as embodied Making: Primary students’ investigation of 3-dimensional geometry with handheld 3d printing technology. Asia Pacific Education Review. http://doi.org/10.1007/s12564-022-09755-8
  8. de Freitas, E., Sinclair, N., Le Roux, K., Solares, A., Coles, A., Ng, O. (2022). New spatial imaginaries for international curriculum projects: Creative diagrams, mapping experiments, and critical cartography. Qualitative Inquiry [Special Issue on “Posthuman Creativity”], 1-15. https://journals.sagepub.com/doi/pdf/10.1177/10778004211068201

2021

  1. Ng, O., & Park, M. (2021). Using an enhanced video-engagement innovation to support STEM teachers’ professional development in technology-based instruction. Educational Technology and Society24(4), 193-204. https://www.jstor.org/stable/48629255.
  2. Ng, O., Liu, M, & Cui, Z. (2021). Students’ in-moment challenges and developing maker perspectives during problem-based digital making. Journal of Research on Technology in Educationhttps://doi.org/10.1080/15391523.2021.1967817
  3. Ni, Y., Shi, L., Cheung, A., Chen, G., Ng, O., & Cai, J. (2021). Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101758
  4. Ng, O., Cui, Z. (2021). Examining primary students’ mathematical problem-solving in a programming context: Toward a computationally enhanced mathematics education. ZDM Mathematics Education, 53, 847–860. https://doi.org/10.1007/s11858-020-01200-7
  5. Cui, Z., & Ng, O. (2021). The interplay between mathematical and computational thinking in primary students’ mathematical problem-solving within a programming environment. Journal of Educational Computing Research, 59(5), 988–1012. https://doi.org/10.1177/0735633120979930
  6. Yeung, W.L., & Ng, O. (2021). Developing the meaning of volume and deriving the volume of hemispheres with dynamic geometry. International Journal of Mathematical Education in Science and Technologyhttps://doi.org/10.1080/0020739X.2021.1949058
  7. Ng, O., & Tsang, W. K. (2021). Constructionist learning in school mathematics: Implications for education in the Fourth Industrial Revolution. ECNU Review of Education. https://doi.org/10.1177/2096531120978414
  8. Ng, O., & Chan, T. (2021). In-service mathematics teachers’ video-based noticing of 3D Printing Pens ‘in action’. British Journal of Educational Technology, 52(2), 751-767. http://dx.doi.org/10.1111/bjet.13053
  9. Ng, O., Ni, Y., Shi, L., Chen, G., & Cui, Z. (2021). Designing and validating a coding scheme for analysis of teacher discourse behaviours in mathematics classrooms. Journal of Education for Teaching47(3), 337-352. http://dx.doi.org/10.1080/02607476.2021.1896340
  10. 曾詠琪,吳藹藍 (2021). 為三角形「度高」:以3D打印筆進行建構式學習的課堂構思. 數學教育, 43(1), 50-58.

2020

  1. Ng, O., Shi, L., & Ting, F. (2020). Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: Dynamic geometry and 3D Printing. International Journal of STEM Education, 7, 50. doi: 10.1186/s40594-020-00244-1
  2. Ng, O. (2020). How ‘tall’ is the triangle? Constructionist learning of shape and space with 3D Pens. International Journal of Mathematical Education in Science and Technology, 52 (9), 1426-1432. https://doi.org/10.1080/0020739X.2020.1844910
  3. Ng, O., Tsang, W. K., Tsoi, C. K., Ng, W. H., Cheng, P. K. (2020). Teaching secondary mathematics students about climate change: Towards an environmentally conscious mathematics education. EduMath, 42, 82-91.
  4. 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
  5. Ng, O., Cheng, W.K., Ni, Y., & Shi, L. (2020). How linguistic features and patterns of discourse moves influence authority structures in mathematics classrooms. Journal of Mathematics Teacher Education. doi: 10.1007/s10857-020-09475-z
  6. Ng, O., & Ferrara, F. (2020). Towards a materialist vision of ‘learning as Making’: The case of 3D Printing Pens in school mathematics. International Journal of Science and Mathematics Education, 18, 925–944. doi: 10.1007/s10763-019-10000-9

2019 and prior

  1. 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
  2. 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
  3. 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.
  4. 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
  5. 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
  6. 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.
  7. 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
  8. 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.
  9. 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.
  10. Ng, O. (2016). 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
  11. 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
  12. Ng, O., & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. ZDM Mathematics Education, 47(3), 421-434. doi: 10.1007/s11858-014-0660-5.
  13. 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.

Conference Presentations and Conference Proceedings
  1. Tsoi, D., Chan, A., Law, M., Liu, A., Ho, T., Liang, B., & Ng, O. (2022, February). Integration of programming, problem Solving and recreational mathematics for a computationally enhanced mathematics education. Paper Presentation at Hong Kong Mathematics Education Conference 2021/22.
  2. Cui, Z., Ng, O., Jong, M. S. Y. (2021). Integration of programming-based tasks into mathematical problem-based learning. In M. M. T. Rodrigo et al. (Eds.), Proceedings of the 29th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education.
  3. Ng, O. (2021). Doing mathematics with 3D pens: Five years of research on 3D printing integration in mathematics classrooms. Paper Presentation at International Symposium on 3D Printing in Mathematics Education [Virtual]
  4. Yeung, W.L., Ng, O., So, H.-S.C., Kwo, C.-M.T. (2021, August). Affective dimensions of STEM education for gifted students: The case of empathy map. Presentation at the 24th Biennial World Conference by World Council for Gifted and Talented Children
  5. Baccaglini-Frank, A., Jones, K., Lew, H.-C., Ng, O., Venkat, H. (2021, July). Will the Fourth Industrial Revolution transform or disrupt mathematics education?. Plenary Panel Discussion at the 44th Conference of the International Group of Psychology in Mathematics Education.
  6. Jones, K., & Ng, O. (2021). The 4th Industrial Revolution is a marketing hype; it is educators, working with stakeholders, that can transform the teaching and learning of mathematics. In M. Inprasitha, N. Changsri, Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 67-75). Khon Kaen, Thailand: PME.
  7. Ahn, A., Brown, J., Coles, A., Le Roux, K., Mellone, M., Ng, O., Solares, A. (2021, July). Researching mathematics curriculum innovation in complex, changing, uncertain times. Working group paper presented at the 2021 Virtual Meeting of the IGPME.
  8. Ng, O., & Leung, S. (2021, July). Online-streaming based service-learning for prospective teachers: Responses for teacher education in the new normal. E-Poster presented at the International Symposium and Expo on Service-Learning and Socially Responsible Global Citizenship (Online).
  9. Ng, O. (2020, December). Exploring an innovation to support preservice teachers’ video-based noticing in the context of technology-enhanced instructions. Long paper presented at the Annual Meeting of AREA [iPoster Session].
  10. Brown, J., Coles, A., Helliwell, T., Le Roux, K., Mellone, M., Ng, O., Solares, A. (2020, July). Innovating the mathematics curriculum in times of change: Towards local and global relevance. Working group paper presented at the 2020 Virtual Meeting of the IGPME.
  11. Ng, O. (2019, 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.
  12. Ng, O. (2019, November). Supporting teacher education with video-based noticing: A technological innovation. Paper presented at the Asian Conference on Education 2019. Tokyo, Japan.
  13. Ng, O. & Ni, Y. (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
  14. 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
  15. 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
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. Ng, O. (2017, April). A non-deficit view for studying bilingual learners engaging in mathematical activities with touchscreen technology. Long paper presented at the Annual Meeting of AERA. San Antonio, Texas, USA.
  21. 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.
  22. 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.
  23. 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.
  24. 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.
  25. 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.
  26. 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.
  27. 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.
  28. 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