#### Top Cited Refereed Journal Article

**Ng, O.**, & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment.*ZDM Mathematics Education, 47*(3), 421-434. https://doi.org/10.1007/s11858-014-0660-5.

#### Five Representative Refereed Publications in Top STEM Education or Educational Technology Journals

**Ng, O.**, & Park, M. (in press). Using an enhanced video-engagement innovation to support STEM teachers’ professional development in technology-based instruction.*Educational Technology and Society*, 24(4).**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- 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 **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**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

#### Five Representative Refereed Publications in Top Mathematics Education Journals

**Ng, O.**, Cui, Z. (2021). Examining primary students’ mathematical problem-solving in a programming context: Toward a computationally enhanced mathematics education.*ZDM Mathematics Education,*https://doi.org/10.1007/s11858-020-01200-7*53, 847–860.***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**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**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**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

#### Refereed Publication List

##### 2021

**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**Ng, O.**, & Park, M. (in press). Using an enhanced video-engagement innovation to support STEM teachers’ professional development in technology-based instruction.*Educational Technology and Society*, 24(4).**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 Education*. https://doi.org/10.1080/15391523.2021.1967817- 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 **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- 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 - 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 Technology*. https://doi.org/10.1080/0020739X.2021.1949058 **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**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**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 Teaching*,*47*(3), 337-352. http://dx.doi.org/10.1080/02607476.2021.1896340

##### 2020

**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**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**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.**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**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**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

**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**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**Ng, O.**, Sinclair, N., & Davis, B. (2018).*The Mathematics Enthusiast, 15(3), 563-578.***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**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**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.- 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 - 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. **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.**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- 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 **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.**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

- 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 - Baccaglini-Frank, A., Jones, K., Lew, H.-C.,
**Ng, O.**, Venkat, H. (2021, July). Will the 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.* - 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. - 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. **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).**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].- 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. **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.**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.**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**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**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- Ting, F.,
**Ng, O.**, & Lam, C. (2018). Active learning in an undergraduate calculus class using interactive online whiteboards.*Proceedings of the 8*(p.165)^{th}ICMI-East Asia Regional Conference on Mathematics Education*.*Taipei, Taiwan. - Wong, W., &
**Ng, O.**(2018). Learning algebraic expressions through rich tasks with learners’ generated examples.*Proceedings of the 8*(p.164)^{th}ICMI-East Asia Regional Conference on Mathematics Education*.*Taipei, Taiwan. - 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. **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.**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.**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.**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.**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.**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.- 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, p*p.65-72). Vancouver, Canada: PME. **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.**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.**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

#### Selected Invited Presentations

**Ng, O.**(2021, April-May).*Transformative technologies or transformative pedagogies? Workshops on using technologies for conceptual mathematics teaching and learning*. Invited workshop series for Hong Kong Association of Mathematics Education.**Ng, O.**(2021, January).*Research and trends in mathematics teachers’ professional development.*Invited presentation at Annual General Meeting of Hong Kong Association of Mathematics Education.**Ng, O.**(2021, January).*Using videos to support STEM teachers’ professional development regarding technology integration.*Invited presentation at PALMS Virtual Symposium 2021.**Ng, O.**(2020, September).*Catering to learning diversity in the mathematics classroom*. Invited presentation at Fung Kai Liu Yun Sum Memorial School on Professional Development Day.**Ng, O.**(2019, October).*Learning as Making: Using 3D technologies to support the teaching and learning of secondary school mathematics.*Invited presentation at David Li Kwok Po College.**Ng, O.**(2019, August).*Implementing a ‘Learning as Making’ pedagogy in school mathematics*. Invited presentation at Fung Kai Liu Yun Sum Memorial School on Professional Development Day.**Ng, O.**(2018, June).*Supporting visualization in STEM: 3D printing.*Invited presentation at the Mini-symposium on TEAL in Tertiary STEM Education, Hong Kong Polytechnic University, Hong Kong.**Ng, O.**(2017, June).*Using emergent technologies to enhance the learning and teaching of STEM in Hong Kong’s secondary schools.*Invited seminar presented at the Chinese University of Hong Kong, Hong Kong.**Ng, O.**(2017, February).*From classroom teaching to classroom researching: Reflections, sharing and perspectives from a teacher-researcher.*Invited research seminar presented at the Simon Fraser University, Burnaby, BC, Canada.**Ng, O.**(2016, June).*“3D pens” and 3D printing: Research, ideas and discussion.*Invited seminar presented at the Imperial Oil Science Technology Engineering and Mathematics (IOSTEM) 2016 Research Symposium, Vancouver, BC, Canada.**Ng, O.**(2016, January).*Language, gestures and touchscreen-dragging in school calculus: Bilinguals’ linguistic and non-linguistic communication*. Invited research seminar presented at the Chinese University of Hong Kong, Hong Kong.**Ng, O.**(2015, October).*Doing MUCH more with your tablet PC, iPads, Androids, and student-owned technology*. Presentation at the 54th Annual Northwest Mathematics Conference, Whistler, BC, Canada.**Ng, O.**(2014, October).*FTC: Explained! Teaching pre-calculus and calculus visually, conceptually, and dynamically.*Presentation at the Annual Conference of the British Columbia Association of Mathematics Teacher, Guilford Park Secondary, Surrey, BC, Canada.**Ng, O.**(2013, October).*Introduction to dynamic mathematics environment: Designing applets and lessons that foster dynamic thinking and multiple representations in pre-calculus and calculus.*Presentation at the Annual Conference of the British Columbia Association of Mathematics Teacher, Steveston London Secondary, Richmond, BC, Canada.