Prof. NG Oi-lam

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

Assistant Professor

Prof. NG Oi-lam

Prof. NG Oi-lam

Assistant Professor

HTB Rm. 311
3943 6713
oilamn@cuhk.edu.hk

Website
Introduction
Dr. Oi-Lam Ng formerly earned a SSHRC post-doctoral fellowship at University of Calgary, and a SSHRC doctoral fellowship at Simon Fraser University. She began her career as a high-school Mathematics teacher in Vancouver, Canada. She completed a Master of Education in Curriculum and Instructions at The University of British Columbia, and a Doctor of Philosophy in Mathematics Education at Simon Fraser University. Some courses Dr. Ng has taught or is currently teaching at CUHK include: Research Teaching and Learning Mathematics in the Changing Curriculum; Researching Action in Mathematics Teaching; Teaching Number and Number Sense, Subject Curriculum and Teaching (Mathematics); Mathematics Curriculum and Teaching: Instructional Technology and Design of STEM Activities; Mathematics
Research Areas
Dr. Ng’s research interests cover three areas of local and global significance: technology innovations in mathematics classrooms, linguistic diversity in mathematics education, and tool-based 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 classroom discourse as situated in technologically-enhanced 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. Currently, Dr. Ng is working on a UGC-funded research project, “The effects of implementing a ‘learning as Making’ pedagogy on school mathematics learning: Primary students’ inquiry-based Making with 3D Printing Pens”
Selected Publications

For recent publications, see: http://oilamn.ca

Refereed Book Chapters
  1. 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
  2. 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). Cham: Springer. doi: 10.1007/978-3-319-92907-1_11

Refereed Journal Articles
  1. Ng, O., & Ferrara, F. (2019). Towards a materialist vision of ‘learning as Making’: The case of 3D Printing Pens in school mathematics. International Journal of Science and Mathematics Education. Advanced online publication. doi: 10.1007/s10763-019-10000-9
  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. (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
  4. 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.
  5. Ng, O. (2017). Exploring the use of 3D computer-aided design and 3D printing for STEAM learning in mathematics. Digital Experience in Mathematics Education. Advance online publication. doi:10.1007/s40751-017-0036-x.
  6. 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
  7. 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.
  8. 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.
  9. Ng, O., & Hare, A. (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
  10. Ng, O. (2015). 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. Ng, O., & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. ZDM: The International Journal of Mathematics Education, 47(3), 421-434. doi: 10.1007/s11858-014-0660-5.
  12. 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. 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.
  2. 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.
  3. 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.
  4. 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.
  5. Ng, O. (2017). A non-deficit view for studying bilingual learners engaging in mathematical activities with touchscreen technology. Annual AERA Conference 2017: Annual Meeting Paper. AREA Online Paper Depository: AERA.
  6. 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.
  7. 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.
  8. 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.
  9. Ng, O., & Ferrara, F. (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.
  10. 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.
  11. 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.
  12. 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