Dr ZHANG, Qiaoping    張僑平 博士
Assistant Professor
Department of Mathematics and Information Technology
Contact
ORCiD
0000-0003-2029-7035
Phone
(852) 2948 7832
Email
zqiaoping@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
56486309200
Research Interests
  • Affect in mathematics education
  • Curriculum reform and textbook analysis
  • Cross-cultural comparison in mathematics education
  • Mathematics teacher education
  • Students’ problem solving
Teaching Interests
  • Research in Mathematics Education
  • Mathematics Curriculum and Assessment
  • Mathematics Problem-solving
  • Methods of Teaching Elementary and Secondary Mathematics
  • Educational Research Methods
External Appointments

Member of the Coordinating Committee on Basic Competency and Assessment Literacy, Hong Kong SAR (2022.4.1 - 2024.3.31) 香港教育局基本能力評估及評估素養統籌委員會委員

Member of Chinese Society of Mathematics Education, the Chinese Mathematical Society (CMS) (2021.10) 中國數學會數學教育分會會員

Member of the International Exchange Working Group of the Chinese Society of Mathematics Education, the Chinese Mathematical Society (CMS) (2022.7-2025.12) 中國數學會數學教育分會數學教育國際交流工作組組員

Member of Primary Mathematics Teaching Professional Committee of the Chinese Society of Education (CSE) (2020-2024) 中國教育學會小學數學教學專業委員會理事

Member of the Assessment Panel on Mathematics Education KLA of Chief Executive’s Award for Teaching Excellence (CEATE), Hong Kong SAR (2020-2021) 行政長官卓越教學獎數學教育學習領域評審團委員

Member of the Curriculum Development Council Committee on Mathematics Education, Hong Kong SAR (2019 - present) 香港教育局課程發展議會數學教育委員會委員

Professional Consultant for Pok Leung Kuk Hong Kong Primary Mathematics Contest (2020-present)

Professional Consultant for St. Paul’s Primary Catholic School (2019-present)

Consultant, The Education University of Hong Kong Jockey Club Primary School (2018-2020)

Member of the Hong Kong Mathematics Olympiad Organizing Committee (2018-2020)


Member of TSG 4.6 (Knowledge in/for teaching mathematics at secondary level), the 15th International Congress on Mathematical Education (ICME-15), 7-14 July 2024, Sydney, Australia

Co-Chair of TSG 1 (Mathematics Teacher Education and Professional Development), the 3rd ACME Symposium on Mathematics Education, 9-12 November 2023, Shanghai, China;

Member of TSG 33(Knowledge in/for teaching mathematics at secondary level), the 14th International Congress on Mathematial Education (ICME-14), 12-19 July 2020, Shanghai, China;

Chairman,Cross-strait four regions conference on mathematics education:Competency-based mathematics education reforms, 27 June 2019, Hong Kong;

Member of Plenary Panel, the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education (PME42), 3-8 July 2018, Umeå;

Member of TSG 28 (Affect, beliefs and identity in mathematics education), the 13th International Congress on Mathematical Education (ICME-13), 24-31 July 2016, Hamburg, Germany;

Chairman of a workshop, the 7th ICMI-East Asia Regional Conference on Mathematics Education (EARCOME-7), 11-15 May 2015, Cebu, Philippines.


Reviewer for journals

  • Asia Pacific Journal of Education
  • Education Journal
  • ECNU Review of Education
  • International Journal of Science and Mathematics Education
  • Global Education
  • Learning and Individual Differences
  • Journal of Mathematical Behavior
  • Journal of Mathematics Teacher Education
  • Journal for Research in Mathematics Education,
  • School Science and Mathematics
  • Teaching and Teacher Education
  • The Asia-Pacific Education Researcher
  • ZDM - Mathematics Education


Service on the editorial board

Educational Research and Evaluation (Since March 2023)

Humanities and Social Sciences Communications (Since March 2023)

Online Journal of Mathematics, Science and Technology Education (Since March 2021)

Pedagogical Research (Since 2016)


Other Activities

Invited prestigious presentation 

Invited Keynote speaker, 3rd Chinese Lesson Study Symposium,18 October 2023,Shanghai, China. 

Invited Keynote speaker, International Curriculum Reform Symposium: Knowledge, Curriculum and Classroom in the Era of Core Competencies, Northeast Normal University, 13 September, Changchun, China

Invited Keynote speaker, 15th International Conference on Technology and Mathematics Education (2023 ICTME), National Taipei University of Education, Taipei, 29-30 April 2023 

Invited Featured speaker, International Conference on Curriculum, Pedagogy and Assessment (ICCPA 2022), Universiti Brunei Darussalam, 26 October 2022. 

Invited speaker, University of Johannesburg, South Africa, 18 May 2022. 

Invited speaker, MEd (Mathematics & Science) Webinar Series, The University of Melbourne, 6 September 2021. 

Invited speaker, Asian Centre for Mathematics Education, East China Normal University, 23 June 2021. 

Invited speaker, Faculty of Education, Northeast Normal University, 23 June 2020. 

Invited speaker, Department of Mathematics Education, National Taichung University of Education, 25 December 2019. 

Invited speaker, Faculty of Education, Macau University, November 23, 2019. 

Invited Keynote speaker, the 10th Primary Mathematics Education Summit, Hangzhou, 30 October 2019. 

Invited Keynote speaker, Cross-strait four regions conference on mathematics education, EdUHK, 27 June 2019. 


Invited presentation at local schools

Invited speaker, Shau Kei Wan Government Primary, June 20, 2022. 

Invited speaker, Sham Shui Po Government Primary School, June 16, 2022.  

Invited speaker, Fanling Kau Yan College, May 17, 2022.  

Invited speaker, Christian Alliance S C Chan Memorial College, November 19, 2021. 

Invited speaker, CCC Kei Tsz Primary School, May 20, 2019.  

Invited speaker, Fung Kai No. 1 Primary School, October 2, 2019;2023.4.24.  

Invited speaker, The Education University of Hong Kong Jockey Club Primary School, September 7, 2019. 




Personal Profile

Dr. Qiaoping Zhang is currently an Assistant Professor of the Department of Mathematics and Information Technology at the Education University of Hong Kong (EdUHK), serving as the Programme Leader of the Master of Arts in Mathematics and Pedagogy [MA(MP)]. He serves as a member of the Curriculum Development Council Committee on Mathematics Education and a member of the Coordinating Committee on Basic Competency and Assessment Literacy in the Hong Kong Education Bureau. He has been invited as the Plenary Panelist at the PME-42 (Umeå, Sweden), and as a TSG member in ICME-13 (Hamburg, Germany), ICME -14 (Shanghai, China), and ICME -15 (Sydney, Australia). He also acted as the Deputy Director of The Third Wave Lab at the University of Melbourne. Before joined in EdUHK, he has worked at Hubei University, East China Normal University, and the Chinese University of Hong Kong. He obtained his PhD from the Chinese University of Hong Kong in 2010. His research interests are mainly on affect in mathematics education, mathematics teacher education, and students' mathematical problem-solving.



Research Interests

  • Affect in mathematics education
  • Curriculum reform and textbook analysis
  • Cross-cultural comparison in mathematics education
  • Mathematics teacher education
  • Students’ problem solving
Teaching Interests

  • Research in Mathematics Education
  • Mathematics Curriculum and Assessment
  • Mathematics Problem-solving
  • Methods of Teaching Elementary and Secondary Mathematics
  • Educational Research Methods
External Appointments

Member of the Coordinating Committee on Basic Competency and Assessment Literacy, Hong Kong SAR (2022.4.1 - 2024.3.31) 香港教育局基本能力評估及評估素養統籌委員會委員

Member of Chinese Society of Mathematics Education, the Chinese Mathematical Society (CMS) (2021.10) 中國數學會數學教育分會會員

Member of the International Exchange Working Group of the Chinese Society of Mathematics Education, the Chinese Mathematical Society (CMS) (2022.7-2025.12) 中國數學會數學教育分會數學教育國際交流工作組組員

Member of Primary Mathematics Teaching Professional Committee of the Chinese Society of Education (CSE) (2020-2024) 中國教育學會小學數學教學專業委員會理事

Member of the Assessment Panel on Mathematics Education KLA of Chief Executive’s Award for Teaching Excellence (CEATE), Hong Kong SAR (2020-2021) 行政長官卓越教學獎數學教育學習領域評審團委員

Member of the Curriculum Development Council Committee on Mathematics Education, Hong Kong SAR (2019 - present) 香港教育局課程發展議會數學教育委員會委員

Professional Consultant for Pok Leung Kuk Hong Kong Primary Mathematics Contest (2020-present)

Professional Consultant for St. Paul’s Primary Catholic School (2019-present)

Consultant, The Education University of Hong Kong Jockey Club Primary School (2018-2020)

Member of the Hong Kong Mathematics Olympiad Organizing Committee (2018-2020)


Member of TSG 4.6 (Knowledge in/for teaching mathematics at secondary level), the 15th International Congress on Mathematical Education (ICME-15), 7-14 July 2024, Sydney, Australia

Co-Chair of TSG 1 (Mathematics Teacher Education and Professional Development), the 3rd ACME Symposium on Mathematics Education, 9-12 November 2023, Shanghai, China;

Member of TSG 33(Knowledge in/for teaching mathematics at secondary level), the 14th International Congress on Mathematial Education (ICME-14), 12-19 July 2020, Shanghai, China;

Chairman,Cross-strait four regions conference on mathematics education:Competency-based mathematics education reforms, 27 June 2019, Hong Kong;

Member of Plenary Panel, the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education (PME42), 3-8 July 2018, Umeå;

Member of TSG 28 (Affect, beliefs and identity in mathematics education), the 13th International Congress on Mathematical Education (ICME-13), 24-31 July 2016, Hamburg, Germany;

Chairman of a workshop, the 7th ICMI-East Asia Regional Conference on Mathematics Education (EARCOME-7), 11-15 May 2015, Cebu, Philippines.


Reviewer for journals

  • Asia Pacific Journal of Education
  • Education Journal
  • ECNU Review of Education
  • International Journal of Science and Mathematics Education
  • Global Education
  • Learning and Individual Differences
  • Journal of Mathematical Behavior
  • Journal of Mathematics Teacher Education
  • Journal for Research in Mathematics Education,
  • School Science and Mathematics
  • Teaching and Teacher Education
  • The Asia-Pacific Education Researcher
  • ZDM - Mathematics Education


Service on the editorial board

Educational Research and Evaluation (Since March 2023)

Humanities and Social Sciences Communications (Since March 2023)

Online Journal of Mathematics, Science and Technology Education (Since March 2021)

Pedagogical Research (Since 2016)


Other Activities

Invited prestigious presentation 

Invited Keynote speaker, 3rd Chinese Lesson Study Symposium,18 October 2023,Shanghai, China. 

Invited Keynote speaker, International Curriculum Reform Symposium: Knowledge, Curriculum and Classroom in the Era of Core Competencies, Northeast Normal University, 13 September, Changchun, China

Invited Keynote speaker, 15th International Conference on Technology and Mathematics Education (2023 ICTME), National Taipei University of Education, Taipei, 29-30 April 2023 

Invited Featured speaker, International Conference on Curriculum, Pedagogy and Assessment (ICCPA 2022), Universiti Brunei Darussalam, 26 October 2022. 

Invited speaker, University of Johannesburg, South Africa, 18 May 2022. 

Invited speaker, MEd (Mathematics & Science) Webinar Series, The University of Melbourne, 6 September 2021. 

Invited speaker, Asian Centre for Mathematics Education, East China Normal University, 23 June 2021. 

Invited speaker, Faculty of Education, Northeast Normal University, 23 June 2020. 

Invited speaker, Department of Mathematics Education, National Taichung University of Education, 25 December 2019. 

Invited speaker, Faculty of Education, Macau University, November 23, 2019. 

Invited Keynote speaker, the 10th Primary Mathematics Education Summit, Hangzhou, 30 October 2019. 

Invited Keynote speaker, Cross-strait four regions conference on mathematics education, EdUHK, 27 June 2019. 


Invited presentation at local schools

Invited speaker, Shau Kei Wan Government Primary, June 20, 2022. 

Invited speaker, Sham Shui Po Government Primary School, June 16, 2022.  

Invited speaker, Fanling Kau Yan College, May 17, 2022.  

Invited speaker, Christian Alliance S C Chan Memorial College, November 19, 2021. 

Invited speaker, CCC Kei Tsz Primary School, May 20, 2019.  

Invited speaker, Fung Kai No. 1 Primary School, October 2, 2019;2023.4.24.  

Invited speaker, The Education University of Hong Kong Jockey Club Primary School, September 7, 2019. 




Research Outputs

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Chia, H. M., & Zhang, Q. P. (2024). Towards a reconceptualisation of values research in mathematics education: A systematic review.. In Y. Dede, G. Marschall, P. Clarkson (Eds)., Values and valuing in mathematics education: Moving forward into practice (37-56). Singapore: Springer. https://doi.org/10.1007/978-981-99-9454-0_3
Zhang, Q. P. (2023). Facing change in challenging times: The experiences of Hong Kong mathematics teachers during the COVID-19 pandemic. In K. W. H. Yung, & H. X. Xu, Educating Teachers Online in Challenging Times: The Case of Hong Kong (52-74). New York: Routledge. https://doi.org/10.4324/9781003288978-6
Chia, H. M., & Zhang, Q. P. (2022). Assessment of/for/as online learning: Mathematics teachers' views on online assessment during the COVID-19 pandemic. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 1-8). Bozen-Bolzano, Italy: Free University of Bozen-Bolzano and ERME. https://hal.science/hal-03753411/
Zhang, Q. P., Zhang, X. L., & Liu, J. B. (2021). A Holistic Review of Authentic Assessment in Mathematics Education. In T. Barkatsas & P. McLaughlin (Eds.), Authentic Assessment and Evaluation Approaches and Practices in a Digital Era: A Kaleidoscope of Perspectives (pp. 95-115). The Netherlands: Brill Publisher. https://doi.org/10.1163/9789004501577_005
Zhang, Q. P. (2021). Examining mathematics teachers’ professional knowledge base during the pandemic crisis: the perspective of SWOC analysis. In M. Inprasitha, N. Changsri, & N., Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (pp. 335-343). Khon Kaen, Thailand: PME. https://pme44.kku.ac.th/home/uploads/volumn/pme44_vol4.pdf
張僑平 (2020)。 教師問責時代的評估。輯於蔡金法(編), 《數學教育研究手冊第四冊》 (頁72-103)。北京: 人民教育出版社。
Hannula, M., Leder, G., Morselli, F., Vollstedt, M. & Zhang, Q.P. (2019). Fresh perspectives on motivation, engagement, and identity: A conclusion. In M. S. Hannula, G. Leder, F. Morselli, M. Vollstedt & Q. P. Zhang (Eds.), Affect and Mathematics Education. ICME-13 Monographs (pp. 431-437). Cham, Switzerland: Springer.
Hannula, M., Leder, G., Morselli, F., Vollstedt, M. & Zhang, Q.P. (2019). Fresh perspectives on motivation, engagement, and identity: An introduction. In M. S. Hannula, G. Leder, F. Morselli, M. Vollstedt & Q. P. Zhang (Eds.), Affect and Mathematics Education. ICME-13 Monographs. (pp. 3-14). Cham, Switzerland: Springer.
張僑平、陳葉祥、黃毅英、鄧國俊 (2019)。 從教師的疑問作切入點談數學「學養教師」的養成。載黃家樂、李玉潔、丘琼媛、王嘉慧(編), 《香港數學教育會議2019論文集——讓教與學和數學世界接軌》 (177-183)。香港: 香港數學教育學會。
張淑冰、楊詠盈、張僑平 (2019)。 運用繪本教學提升學生的4C能力。載黃家樂、李玉潔、丘琼媛、王嘉慧(編), 《香港數學教育會議2019論文集——讓教與學和數學世界接軌》 (171-176)。香港: 香港數學教育學會。
Zhang, Q. P. (2019). Values in mathematics learning: Perspectives of Chinese Mainland primary and secondary students.. In P. Clarkson, W. T. Seah & J. S. Pang (Eds.), Values and valuing in mathematics education (185-196). Cham, Switzerland: Springer.
張僑平 (2018)。 基於核心素養的數學教育改革——香港的經驗。輯於廣東省教育研究院編, 《南方教育評論:2018中國南方教育高峰年會思維盛宴》 (頁234-237)。廣州: 廣東高等教育出版社。
Hannula, M., Morselli, F., Erktin, E., Vollstedt, M. & Zhang, Q.P. (2017). Topic Study Group No. 28: Affect, Beliefs and Identity in Mathematics Education. In G. Kaiser (ed.), Proceedings of the 13th International Congress on Mathematical Education, ICME-13 Monographs (507-510). Cham: Springer.
Seah, W. T., Baba, T., & Zhang, Q. P. (2017). The WIFI study: Students’ valuing of mathematics learning in Hong Kong and Japan. In J. W. Son, T. Watanabe & J. J. Lo (Eds.), What matters?: Research trends in international comparative studies in mathematics education (333-354). Cham, Switzerland: Springer.
Wong, N. Y., Ding, R., & Zhang, Q. P. (2016). From classroom environment to conception of mathematics. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins (541-557). Singapore: Springer.
Zhang, Q., & Seah, W. T. (2015). Chinese secondary teachers’ and students’ perspectives of effective mathematics teaching: The underlying values. In K. Beswick, T. Muir, & J. Fielding-Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (337-344). PME.
Zhang, Q.P., & Wong, N. Y. (2015). Beliefs about mathematics, mathematics knowledge and approaches to teaching among Chinese teachers. In L. Fan, N.Y. Wong, J. Cai., & S. Li (Eds.), How Chinese teach mathematics: Perspectives from insiders (457-492). Singapore: World Scientific.
張僑平、陳葉祥、 黃毅英 (2014)。 從教科書分析帶出教學啟示:以小學數學的一個課題為例。輯於石鷗、張增田編, 《教科書評論2013》 (122-131)。北京: 首都師範大學出版社。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991006033359703410&vid=EDUHKFind@EdUHK Library
Wong, N.Y., Zhang, Q. P., & Li, X. Q. (2014). (Mathematics) curriculum, teaching and learning. In Y. Li & G. Lappan (Eds.), Mathematics curriculum in school education (607-620). Berlin, Heidelberg: Springer.
張僑平 (2013). 學科教學知識、數學教學與數學教師教育. 載於羅浩源、張僑平、林智中(編), 《漫漫教•研路——黃毅英教授榮休紀念文集》 (頁140-150). 香港: 香港數學教育學會.
張僑平 (2013)。 香港近半世紀漫漫“小學數教路”。載於鮑建生、徐斌豔(編), 《數學教育研究導引(二)》 (250-252)。南京: 江蘇教育出版社。
張僑平 (2013). 教與學的差異——國際比較的視角. 載於鮑建生、徐斌豔(編), 《數學教育研究導引》(第二版) (192-197). 南京: 江蘇教育出版社.
Edited book (editor)
Hannula, M., Leder, G., Morselli, F., Vollstedt, M., & Zhang, Q. P. (Eds.) (2019). Affect and mathematics education. Cham: Springer International Publishing.
羅浩源、張僑平、林智中 (2013)。 《漫漫教・研路:黃毅英教授退休文集》。香港: 香港數學教育學會。
黃毅英 (主編)、張僑平 (副主編)、蔡勁航、黃麗珍、謝明初、張家麟、陳鎮民、蘇洪雨和許世紅 (2012)。 《數學教師不怕給學生難倒了!——中小學數學教師所需的數學知識》。武漢: 華中師範大學出版社。繁體版(2013)香港:課程發展處數學教育組。
黃毅英、張僑平、丁銳、李瓊、張爽、許家齡、楊光、韓繼偉 (2010)。 《教授現在告訴你!——如何開展教育研究?》。武漢: 華中師範大學出版社。

Journal Publications
Publication in refereed journal
Yang, K-L., He, X-B., Tambunan, S. N. B., & Zhang, Q. P. (2023). Values of mathematics as a pivot of the perceptions of secondary mathematics teachers in iSTEM education. Research in Science & Technological Education, ##, 000-000. https://doi.org/10.1080/02635143.2023.2275131
Zhang, Q., Chia, H.M. & Morselli, F. (2023). Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives. Mathematics Education Research Journal, ##, 000-000. https://doi.org/10.1007/s13394-023-00476-8
Chia, H. M., & Zhang, Q. P. (2023). Comparing Malaysian secondary school teachers’ and students’ values in mathematics learning: A mixed method study. International Journal of Mathematical Education in Science and Technology, 54, XXX-XXX. https://doi.org/10.1080/0020739X.2023.2204103
Wei, Y. C., Zhang, Q. P., Guo, J., & Chen, M. (2023). Learning to teach through noticing: A bibliometric review of teacher noticing research in mathematics education during 2006–2021. Humanities and Social Sciences Communications, 10, 218. https://doi.org/10.1057/s41599-023-01718-7
Zhang, Q. P., Guo, J., & Wei, Y. C. (2023). Mathematical dispositions among Hong Kong mathematics pre-service teachers: A metaphor-based exploration. Asian Education and Development Studies, 12(2/3), 221-235. https://doi.org/10.1108/AEDS-09-2022-0120
Xu, L., Guo, J., Zheng, L. Z., & Zhang, Q. P. (2023). Teacher well-being in Chinese universities: Examining the relationship between challenge—hindrance stressors, job satisfaction, and teaching engagement. International Journal of Environmental Research and Public Health, 20(2), 1523. https://doi.org/10.3390/ijerph20021523
Zhang, Q. P, Sun, J., & Yeung, W. Y. (2023). Effects of using picture books in mathematics teaching and learning: A systematic literature review from 2000–2022. Review of Education, 11(1), e3383. https://doi.org/10.1002/rev3.3383
Wei, Y.C., Zhang, Q. P.*, & Guo, J. (2022). Can mathematical modelling be taught and learned in primary mathematics classrooms: A systematic review of empirical studies. Education Sciences, 12(12), 923. https://doi.org/10.3390/educsci12120923
Xu, X., Zhang, Q. P.*, Sun, J., & Wei, Y (2022). A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education. Frontiers in Psychology, 13 https://doi.org/10.3389/fpsyg.2022.1039761
Zhang, Q. P. (2022). Understanding Chinese mathematics teaching: How secondary mathematics teachers’ beliefs and knowledge influence their teaching in mainland China. ZDM – Mathematics Education, 54(3), 673-707. https://doi.org/10.1007/s11858-022-01336-8
Zhang, Q. P., Chia, H. M., & Chen, K. X. (2022). Examining students’ perceptions of STEM subjects and career interests: An exploratory study among secondary students in Hong Kong. Journal of Technology Education, 33(2), 4-19. http://doi.org/10.21061/jte.v33i2.a.1
Sun J., Qin H., Lee, K., Bautista, A., & Zhang Q. P. (2022). Early mathematics learning and teaching in Chinese preschools: A content analysis of teaching reference books for preschool teachers. Mathematics, 10(1), 1-15. https://doi.org/10.3390/math10010010
何靜、張僑平、黎耀志 (2021). 高職教育「課證融合」的研究現狀與優化路徑. 當代職業教育(Contemporary Vocational Education), 5, 75-82.
張僑平、邢佳立、金軒竹 (2021)。 小學數學教學中數學推理的理論和實踐。 數學教育學報(Journal of Mathematics Education),30(5),1-7。 http://www.sxyb.chinajournal.net.cn/WKD/WebPublication/paperDigest.aspx?paperID=848f6fb8-defe-4b9f-b36b-d80b591d6381
陳茗茵、張僑平 (2021)。 數學繪本教學對一年級小學生數學學習的影響:一項探索性研究。 臺灣數學教師,42(2),31-55。 https://doi.org/10.6610/TJMT.202110_42(2).0003
Zhang, Q. P, & Wong, N.-Y. (2021). The learning trajectories of similarity in mathematics curriculum: An epistemological analysis of Hong Kong secondary mathematics textbooks in the past half century. Mathematics, 9(18), 2310.
Seah, W. T., Zhang, Q. P., & Bishop, A. J. (2021). Mentors expressing what they value through their writings: Emphasizing the person in mathematics. ECNU Review of Education, 4(2), 230-240.
Tang, H. J., Seah, W. T., Zhang, Q. P., & Zhang, W. Z. (2021). The mathematics learning attributes valued by students in Eastern China. ECNU Review of Education, 4(2), 261-284.
Zhang, Q. P., & Seah, W. T. (2021). Thematic Issue on Values and Valuing in Mathematics Education: Revisiting Mathematics Education From Cultural Perspectives. ECNU Review of Education, 4(2), 225-229.
Zhang, Q. P. (2021). Opportunities to learn three-dimensional shapes in primary mathematics: The case of content analysis of primary mathematics textbooks in Hong Kong. EURASIA Journal of Mathematics, Science and Technology Education, 17(6), em1971.
張僑平、陳敏、金軒竹 (2021)。 理解深度學習,促進深度教學。 Educational Science Research 教育科學研究,4,50-54。 https://qikan.cqvip.com/Qikan/Article/Detail?id=7104580307
張僑平 (2021)。 新學制推行以來香港數學教育的發展與挑戰(The development and challenges of mathematics education in Hong Kong since the new academic structure)。 Journal of Curriculum Studies 課程研究,16(1),41-60。
張僑平 (2021)。 數學開放性問題和平行任務的設計:處理數學學習差異的一種途徑。 課程‧教材‧教法(Curriculum, Teaching Material and Method) (CSSCI journal),41(1),149-154。 https://qikan.cqvip.com/Qikan/Article/Detail?id=7103850456
張僑平、黃毅英 (2020)。 教學鋪排的合理性:以香港數學教科書中相似圖形課題為例。 《臺灣數學教師》(Taiwan Journal of Mathematics Teachers),41(2),1-21。
王偉、張僑平、林煒 (2020)。 「洋蔥學院」電子學習平台在數學教學的實踐和反思(Practice and reflection of Onion Academy e-learning platform in mathematics education)。 教師教育論壇Teacher Education Forum,10,37-40。
張僑平、陳敏 (2020)。 課例研究的緣起和流變:回顧與前瞻。 Global Education 《全球教育展望》(CSSCI journal),8,75-91。 https://www.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2020&filename=WGJN202008007&uniplatform=OVERSEA&v=OCfgmR0kSqco017K7qMAYLA6nzO4heUdESB9aa8VJ1QRLYS-DNdEGOLIR6rGSv6A
邢佳立、張僑平 (2020). 通過數學活動題培養學生創造力的實踐探索. 課程‧教材‧教法(Curriculum, Teaching Material and Method) (CSSCI journal), 40(3), 43-49.
Chen, M. D. & Zhang, Q. P (陳慕丹、張僑平) (2020). A Comparative analysis of senior secondary mathematics curriculum in Chinese Mainland and Hong Kong[In Chinese] (中國內地和香港高中新數學課程的比較). Mathematics Teaching(數學教學), 1, 38-44.
Zhang, Q. P., & Tang, C. B. (張僑平、唐彩斌) (2019). The implementation of competency-based mathematics teaching: Open-ended teaching approach [In Chinese] (落實素養為本的數學開放題教學). Journal of Mathematics Education(數學教育學報 CSSCI Journal), 28(6), 61-64.
張僑平、邢佳立 (2019). 空間觀念的培養——以“立體圖形的分割和拼接”為例. 《小學數學教師》, 9, 15-19.
張僑平、陳燕虹 (2019). 閱讀數學,更閱讀孩子. 當代教育家(Contemporary Educator), 8, 53-53.
張僑平、邢佳立 (2019). 傾聽學生課堂聲音,促進教師專業發展:以兩個小學數學問題為例. 小學教學(數學版)(人大複印報刊資料《小學數學教與學》2019年10期全文轉載), 6, 63-66.
張僑平 (2018)。 培養學生數學問題解決能力:數學活動題的啟示。 課程‧教材‧教法(Curriculum, Teaching Material and Method) (人大複印報刊資料《小學數學教與學》2018年4期全文轉載),37卷1期,97-102。 https://doi.org/10.19877/j.cnki.kcjcjf.2018.01.016
張僑平、林智中 (2017)。 素養導向的數學教育若干問題。 人民教育,6,43-47。
張僑平、黃毅英、張倩和李小青 (2017)。 促進學習的評估:如何促進?。 教師教育論壇,10,51-54。
Wang, W., Yin, H., Lu, G., & Zhang, Q. (2017). Environment matters: Exploring the relationships between the classroom environment and college students’ affect in mathematics learning in China. Asia Pacific Education Review, 18(3), 321-333.
張僑平 (2017)。 西方國家數學教育中的數學素養:比較與展望。 Global Education 《全球教育展望》(CSSCI journal),46卷3期,29-44。
張僑平、林智中 (2017)。 培養學生素養的課程及教學策略:香港的經驗。 教育研究月刊 (Journal of Education Research),275期,113-125。
張僑平、黃毅英 (2017)。 中國香港數學教育研究30年:成果、亮點、挑戰與反思。 數學教育學報,26卷1期,32-36。
Barlow, A.T., Huang, R., Law, H-Y., Chan., Y.C., Zhang, Q., Baxter, W.A., & Gaddy, A.K. (2016). Hong Kong and U.S. teachers’ perceptions of mathematical disagreements and their resolution processes. International Journal of Education in Mathematics, Science and Technology, 4(4), 299-318.
Zhang, Q., Barkatsas, T., Law, H. Y., Leu, Y-C., Seah, W.T., & Wong, N. Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. International Journal of Science and Mathematics Education, 14(5), 907-924.
張僑平、丁銳、黃毅英 (2015)。 教育研究方法中的誤區。 Educational Science Research 教育科學研究,4,33-36。
張僑平 (2013)。 PCK對數學教師教育的啟示與反思。 教師教育論壇(Teacher Education Forum),2013(8),35-39。
黃毅英、張僑平 (2013)。 “華人(數學)學習者現象”:回顧、反思與前瞻。 Global Education 《全球教育展望》(CSSCI journal)(人大複印報刊資料《初中數學教與學》2013年08期全文轉載),42(5),14-25。
Publication in policy or professional journal
Yu, Y. Y., & Zhang, Q. P. (2023). Experiences of teaching practice in the Greater Bay Area: Reflections on the lesson of trigonometric equations(大灣區教學實習之體驗:一堂三角方程的教學實踐反思). Hong Kong Science Teachers’ Journal, 39, 9-20.
楊詠盈、張淑冰和張僑平 (2023). 「數說西遊」:將數學與中華文化相融合的一次活動經驗. 香港數理教育學會會刊(Hong Kong Science Teachers’'Journal), 39, 21-25.
張僑平 (2023)。 數學與 STEM 教育的融合:數學教師多面睇。 學校數學通訊,26,28-40。 https://www.edb.gov.hk/attachment/tc/curriculum-development/kla/ma/res/smn_26.pdf
張僑平、陳怡汝 (2022)。 新加坡小學數學教學大綱(2021)概述(下)。 教學月刊小學版(數學),12,54-59。 https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDAUTN&filename=JXYK202212018&uniplatform=NZKPT&v=BGCHXZThnKZkfQU0KdxCKe3i1Yr14bp1L2ZwGv7W2qSA5SsBsF-7GSln9_atPzV3
邵曉盈、張僑平 (2022)。 運用差異化教學照顧學習多樣性: 以小學六年級百分率的應用為例。 香港數理教育學會會刊(HONG KONG SCIENCE TEACHERS’ JOURNAL),38,16-23。 https://www.hkasme.org/News/2337/HKSTJ_Vol38_inside.pdf
張僑平、陳怡汝 (2022)。 新加坡小學數學教學大綱(2021)概述(上)。 教學月刊小學版(數學),11,55-57。 https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDAUTN&filename=JXYK202211016&uniplatform=NZKPT&v=BGCHXZThnKaYYj-IYWqhCarlh7DbnVwLHqNm9wFEf0y_EvD6sBYeGtKGUk50iEpk
張僑平 (2022)。 融入STEM教學,促進學生多元發展——香港小學數學課堂的一次教學實踐。 小學教學研究(Primary School Teaching Research),19,9-10,18。 https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLASN2022&filename=XXJY202219003&uniplatform=NZKPT&v=FtAjUZVGHLr52nhvZ3iHv1UPX6Yfvb9rDjRMRmorr7CK3-tZRMcCxDAddKle5g1K
陳燕虹、張僑平 (2022)。 在數學繪本教學中看到學生思維的火花——以《美術館裡遇到的數學》為例。 《小學教學(數學)》(primary school teaching),5,45-48。 https://r.cnki.net/KCMS/detail/detail.aspx?dbcode=CFJD&dbname=CFJDTEMP&filename=XQJB202205014&&uid=WEEvREcwSlJHSldSdmVqMVc3NWZQSGszYXRCUlpOalZ5MGZGTU1tVmNadz0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4IQMovwHtwkF4VYPoHbKxJw!!
張僑平、慈艷 (2022)。 豐富教學素材、貼近學生學習:以「雞兔同籠」問題的教學設計為例。 教學月刊(小學版),4,30-33。 https://r.cnki.net/KCMS/detail/detail.aspx?dbcode=CFJD&dbname=CFJDTEMP&filename=JXYK202204010&
張僑平、周詠南、陳美莉、麥巧玲 (2022)。 基於數學課題的STEM教學活動設計:以認識立體圖形為例。 數學教育,44期,3-17。
曾敏瑤、張僑平 (2022)。 利用數學繪本進行教學的反思。 數學教育,44,32-37。 http://www.hkame.org.hk/magazineDetails.php?id=48&mid=
蔡怡華、張僑平 (2021)。 小學低年級利用數學繪本進行教學的實踐與反思。 學校數學通訊(School Mathematics Newsletter),25,29-40。 https://www.edb.gov.hk/attachment/tc/curriculum-development/kla/ma/res/smn_25.pdf
楊陽、慈豔、張僑平 (2021)。 以繪本閱讀引導學生深度學習的實踐探索。 小學教學研究,28,9-11。
龔含笑、張僑平、唐恒鈞 (2021)。 問題鏈思維在一類初中動態幾何問題上的體現。 中學數學雜誌(Journal of Junior Mathematics),8,17-20。
張僑平 (2021)。 促進學生思考的數學課堂。 小學教學(數學版)(Primary School Teaching),Z1,1。
張僑平、謝玉娓 (2021)。 孩子眼中的數學:在數學學習中,什麼是最重要的。 小學教學(數學版) (Primary School Teaching) (人大複印報刊資料《小學數學教與學》2021年12期全文轉載),Z1,11-13。
慈豔、張僑平 (2021)。 做中學、學中思:在數學實踐活動中激發學生的數學思考。 小學教學(數學版) (Primary School Teaching),Z1,19-21。
陳敏、 張僑平 (2021)。 研究計算規律,發展論證思維——一節計算練習課的啟示。 小學教學(數學版) (Primary School Teaching),Z1,14-18。
裴奕汝、曹陽、張僑平 (2021)。 國際小學數學教育研究探析——基於ICME-14小學數學教育研究專題的分析。 教學月刊小學版(數學),6,61-63。
張僑平、陳慕丹 (2021)。 基於計算機的數學評價:PISA2021數學素養測評的啟示。 教學月刊·小學版,4,53-57。
張僑平 (2021)。 疫情期間線上數學教學的狀況調查:來自前線教師的聲音。 學校數學通訊(School Mathematics Newsletter),24,6-21。
楊詠盈、張僑平 (2020)。 數學繪本網上教學的實踐探索。 香港數理教育學會會刊 (Hong Kong Science Teachers' Journal),36,25-31。
張僑平、王偉、秦志強 (2020). 同課異思:一堂初中數學複習課的教學設計分析. 《數學教學》, 11, 28-32.
王偉、張僑平、林煒 (2020)。 反例在初中幾何教學中的應用——以全等三角形的判定為例。 中學數學研究(Research in Secondary Mathematics Teaching),38(11),31-34。
陳敏、張僑平 (2020)。 提升學生習得水平為導向的教學再設計——以「等底等高的三角形面積相等」為例。 小學教學(數學版),10,17-21。
張僑平、陳敏 (2020)。 疫情中的數學:以0來說數。 小學數學教師,8,153-158。
張僑平、朱肇濠、黃毅英 (2020)。 循環制比淘汰制更公平嗎?。 數學教育,42,35-44。
張僑平 (2020). 數學活動題與數學問題解決. 《小學教學(數學版)》, 4, 12-14.
邢佳立、張僑平 (2020). 巧用學具操作,積累活動經驗——「訂板上圍圖形」的教學思考. 《小學教學(數學版)》, 3, 28-31.
Zhang, Q. P. (2020). Differentiated instruction in school mathematics: The principles and design [In Chinese].. School Mathematics Newsletter, 23, 15-27.
蕭文強、黃毅英、張僑平 (2019)。 慶生科款談數學。 數學教育,41,40-48。
張僑平 (2018). 如何處理學生的疑問:以全等三角形的一個問題為例. 數學教學, 9, 1-3.
張僑平 (2017)。 數學問題解決的教學:一道初中幾何題的教學啟示。 數學教學,8,1-4, 18。
張僑平 (2017)。 用數學眼光看世界:中秋節與數學趣題。 小學教學(數學版),11,60-61。 http://cnki.sris.com.tw/KCMS/detail/detail.aspx?filename=XQJB201711029&dbcode=CJFD&dbname=CJFN2017
張僑平、陳茗茵 (2017)。 從閱讀中學習數學:蛀書蟲計劃的實踐和反思。 香港數理教育學會會刊,33,69-78。
楊詠盈、張淑冰、張僑平 (2017)。 數學繪本故事教學:校本的實踐經驗。 香港數理教育學會會刊,33,109-117。
張僑平、朱肇濠 (2016)。 學數的趣味:「說唱」數學。 香港數理教育學會會刊,32,58-63。
黃毅英、張僑平 (2014)。 數學教學的幾個最基本問題:做數、概念與理解。 學校數學通訊,18,1-18。
Publication in non-refereed journal
張僑平、梁玉麟、陳葉祥、黃家鳴、黃毅英、鄧國俊 (2019)。 我們對數學教育的看法。 學校數學通訊,22,6-16。
張僑平 (2018)。 打破常規:從一道數學面試題談起。 學校數學通訊,21,64-70。

Conference Papers
Invited conference paper
Zhang, Q. P., Wang, X. P., Yun, H. G (2023, November). A new perspective on mathematics classroom observation: A comparative study of novice and experienced teachers’ noticing. Paper presented at The Third International Symposium on Mathematics Education, Shanghai, China. https://math.ecnu.edu.cn/academia/acme2023/en/index.html
Zhang, Q. P. (2023, October). Enhancing teacher noticing: The role of lesson study. Keynote speech presented at the 3rd Chinese Lesson Study Symposium(第三届中式课例研究学术研讨会), Shanghai, China. https://www.cnsaes.org.cn/Information/Detail/15690
Zhang, Q. P.(張僑平) (2023, June). Learning to Ask, Think and Teach: Promoting Mathematics Teachers' Professional Development through Student Frequently Asked Questions(學問-學思-學教:透過學生疑問促進數學教師專業發展). Invited speech presented at Lushan Mathematics Education Forum(麓山數學教育論壇), 長沙,湖南. https://mc.hunnu.edu.cn/info/1577/6955.htm
Zhang, Q. P. (2023, May). An overview of research in mathematics education: Themes, trends and method(數學教育研究概述:主題、趨勢和方法). invited speech presented at International Symposium on Doctoral Dissertations for Young Mathematics Education Researchers (中青年數學教育工作者博士學位論文國際專題研討會), Hebei, China.
Zhang, Q. P. (2023, May). The Development of Mathematics Education in Hong Kong since the Implementation of the New Academic Structure: Implications and Prospects(新學制實施以來香港數學教育的發展歷程:啓示與展望). Keynote speech presented at Guangdong-Hong Kong-Macau Greater Bay Area Mathematics Education Forum(粵港澳大灣區數學教育論壇), Zhuhai, China. https://gbamath.cn
Zhang, Q. P. (2023, April). Facing Change in Challenging Times: A Reflection on Hong Kong Mathematics Teachers' Teaching Experiences during the COVID-19 Pandemic. Keynote speech presented at the 15th International Conference on Technology and Mathematics Education (2023 ICTME), Taipei. https://sites.google.com/mail.ntcu.edu.tw/2023ictme/english?authuser=0
Zhang, Q. P. (2023, April). Incorporating STEAM learning activities in the school mathematics curriculum. Invited speech presented at The 14th China Education Symposium(第十四屆哈佛中國教育論壇), United States. https://www.hgseces.org/2023-panels
Zhang, Q. P. (2022, May). When math meets STEM: Where do math teachers stand?. The 14th International Conference on Technology and Mathematics Education (ICTME), Taichung.
Morselli, F., Robotti, E., & Zhang, Q. P. (2020, September). Beliefs crisis during the pandemic: Voices from mathematics teachers in Italy and Hong Kong.. Paper presented at the 26th Conference of Mathematical Views: DIMAVI 26, German.
Zhang, Q. P. (2019, December). Review and reflection on primary mathematics teaching research in Hong Kong. Keynote speech presented at the Primary Mathematics Teaching Research Annual Report 2019, 8-10 December, Hangzhou, China.
Zhang, Q. P. (2019, October). Problem-solving in mathematical activities. Keynote speech presented at the 10th Primary Mathematics Education Summit, Hangzhou, China.
Yeung, W. Y., Cheung, S. P., Chen, Y. H., & Zhang, Q. P. (2018, December). Using picture books in mathematics lessons. The Learning & Teaching Expo, 13-14 December, Hong Kong.
Zhang, Q. P., & Chen, Y. H. 張僑平、陳燕虹 (2018, October). Theory and practice of picture books in primary school mathematics: Cases from Hong Kong and Guilin (小學數學繪本閱讀的理論和實踐——以香港、桂林兩地的教學為例). The 3rd Chinese Congress on Mathematics Education (CCME-3), Shanghai, China.
Refereed conference paper
Guo, J., & Zhang, Q. P. (2022, November). Hong Kong mathematics teachers’ perceptions of STEM Integration: An exploratory study. Proceedings of the 7th International STEM in Education Conference (STEM 2022), Sydney, Australia. https://openjournals.library.sydney.edu.au/index.php/STEMEC2022/index
Zhang, Q. P., Chau, W. N., & Guo, J. (2022, November). Incorporating STEM learning activities in the school mathematics curriculum. Proceedings of the 7th International STEM in Education Conference (STEM 2022), Sydney, Australia. https://openjournals.library.sydney.edu.au/index.php/STEMEC2022/index
Chen, K. X., Zhang, Q. P., & Cao, Y. (2022, June). Comparison of math teachers’ noticing between in-service and pre-service teachers: A study based on mathematics teachers online exemplary lessons. Paper presented at the 2022 Classroom Teaching Research for All Students (CTRAS) Conference, Italy.
曹陽、張僑平、陳敏 (2022,4). 焦點分析框架視角下職前數學教師的教師專業注意——基於全國小學數學示範課的探索性研究。中國數學會數學教育分會首屆學術年會,珠海,中國。 https://chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://mathedu.bnu.edu.cn/docs/20220427234547347043.pdf
曹陽、張僑平、陳敏 (2022, April). 焦點分析框架視角下職前數學教師的教師專業注意:基於全國小學數學示範課的探索性研究. 中國數學會數學教育分會首屆學術年會, 珠海,中國.
Chia, H. M., & Zhang, Q. P. (2022, February). Assessment of/for/as online learning: Mathematics teachers’ views of online assessment during the pandemic. The 12th Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy.
Cao, Y., & Zhang, Q. P. (2021, December). Examining pre-service mathematics teachers’ noticing of exemplary mathematics lessons: An exploratory study. International Conference on Learning and Teaching 2021 (ICLT2021), Hong Kong.
Chia, H. M., & Zhang, Q. P. (2021, December). A preliminary analysis on what Malaysian secondary school teachers valued in mathematics learning. International Conference on Learning and Teaching 2021: Learning and Teaching for Future Readiness, Hong Kong.
Yang, L.*, Zhang, L., Liang, Y., Zhang, Q. P., Sin K. F., Ye, T. F., Gao, F. Z, Gao, J., & Wu, Y. Q. (2021, June). Making the most out of TEA and SPA time: A symposium on introducing two innovative technology-enhanced assessment platforms to enhance students’ assessment literacy and learning outcomes. Four papers presented at The 2nd International Conference on Language Teaching and Learning 2021 (Online) Conference, 19-20 June, The Education University of Hong Kong, Hong Kong SAR, China.
Cao, Y., & Zhang, Q. P. (2021, May). Does noticing framework make a difference: Pre-service mathematics teachers’ noticing of exemplary mathematics lessons in Mainland China. Paper presented at the 2nd International Congress of Pedagogical Research, Istanbul, Turkey.
Chen, M, Lv, Q. H., & Zhang, Q. P. (2021, May). May children invent their methods: What we learn from primary students’ understanding of multi-digit multiplication. Paper presented at the 2nd international Congress of Pedagogical Research, Istanbul, Turkey.
Chia, H. M. & Zhang, Q. P. (2021, May). Mathematics teaching during the pandemic: What Hong Kong mathematics teachers valued?. Paper presented at the 2nd international Congress of Pedagogical Research, Istanbul, Turkey.
Pei, Y. R., & Zhang, Q. P. (2021, May). Mathematics teacher educators’ noticing on exemplary mathematics lessons in Mainland China: A case study. Paper presented at the 2nd International Congress of Pedagogical Research, Istanbul, Turkey.
Chia, H. M. & Zhang, Q. P. (2019, December). Hong Kong secondary students’ views of STEM and STEM career interest.. the International Conference on Advances in STEM Education (ASTEM),18-20 December, The Education University of Hong Kong, Hong Kong.
Xing, J. L., & Zhang, Q. P. (2019, November). Practice in developing students' creativity by using mathematical activities (通過數學活動題培養學生創造力的實踐探索). Proceeding of the 9th basic education reform and development forum, Fuzhou, China.
Wang, W., & Zhang, Q. P. (2018, December). Instructional design in e-learning environment: An example of Game-based Teaching in Onion Mathematics(電子化教學設計:以洋蔥數學的遊戲化教學為例). ICGBL 2018: The 3rd International Conference on Game-based Learning, Hong Kong SAR.
Zhang, Q.P., Seah, W.T., & Han, C. D (2018, December). “What I Find Important (in My Mathematics Learning)”: Hong Kong students’ espoused values. HKERA International Conference 2018, Hong Kong SAR.
Van Dooren, W., & Zhang, Q. P. (2018, July). Why motivation necessarily precedes high mathematical performance – but not vice versa. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden. https://lirias.kuleuven.be/1998336?limo=0
Zhang, Q. P. (2018, July). What is important in mathematics learning: Perspective from the Chinese mainland students. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden.
Zhang, Q. P., Yeung, W. Y., & Cheung, S. P. (2018, May). Enhancing students’ strategy flexibility in learning mathematics through school-based picture books.. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Taipei, Taiwan.
Zhang, Q. P. & Trakulphadetkrai, N. (2016, July). Hong Kong primary mathematics teachers’ beliefs about the integration of children’s literature in mathematics teaching. the 13th International Congress on Mathematical Education (ICME-13), Hamburg, Germany.
Zhang, Q. P., & Seah, W. T. (2015, July). Chinese secondary teachers’ and students’ perspectives of effective mathematics teaching: The underlying values. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Hobart, Australia.
Other conference paper
Zhang, Q. P. (2018, December). Research in values in mathematics education: What Hong Kong data says. The Third Wave Project Meeting 2018, the University of Hong Kong, Hong Kong.

Creative and Literary Works, Consulting Reports and Case Studies
Performance and participation in exhibits
Chan, M. Y. A., Choi,Y. W., Tsang,M. Y., & Zhang, Q. P. (2021). How Mathematics Picture Book enhance Lower-Grade Primary Students' Learning in Mathematics. Learning & Teaching Expo 2021, 8-10 Dec, Hong Kong. Hong Kong
Translation of other's work
張僑平(譯) (2020)。 教師問責時代的評估,輯於蔡金法(編),《數學教育研究手冊第四冊》(頁72-103)。北京,中國: 人民教育出版社。

All Other Outputs
Journal editor ('editorial membership' should be excluded)
Zhang, Q. P. & Seah, W. T. (2021). Values and Valuing in Mathematics Education. Shanghai, China: ECNU Review of Education. SAGE..
Other outputs
Zhang, Q. P. (2023). Catering for students’ learning diversity: Differentiated instruction in mathematics(照顧學生學習多樣性:在數學科進行差異化教學) Keynote speech presented at the 8th Mathematics Competition of the Hong Kong Catholic Diocesan Schools Association (Primary Section). Hong Kong
張僑平 (2022)。 新常態下數學教學模式的改變。香港數學教育會議2021/22,香港。。 http://www.hkame.org.hk/new_html/hkmec2021/index.html
張僑平 (2022)。 課程框架、評卷指引、電子工具:專業數學教師需要怎樣的學科知識?。香港數學教育學會研討會2022,香港。。 http://www.hkame.org.hk/event.php?mid=&id=181
Zhang, Q. P. (2021). What affect counts: Beliefs and values in mathematics education. Shanghai, China: Asian Centre for Mathematics Education, East China Normal University, Shanghai.
Zhang, Q. P. Yeung, W Y, & Cheung, S. P. (2021). Reading in Mathematics: Teaching and Learning Mathematics Through Picture Books. EdUHK Knowledge Transfer (KT) Sharing Sessions 2021. Hong Kong

Projects

The relationship between mathematics teachers noticing and their teaching practice: An exploratory study
Mathematics teacher noticing can be conceptualised in three ways: what teachers attend to, interpret, and respond to classroom events. Empirical studies have pointed out that noticing could be a tool to analyse mathematics teaching and learning for research and pedagogical purposes, but few studies explore if and to what extent that how teachers noticing ability influence their teaching practice. To address this research gap in mathematics education research, we aim to examine mathematics preservice teachers’ noticing skills by using an extended noticing framework developed in Chinese educational context. Tow main researvch questions will be addressed in the project:
To examine the types and levels of pre-service mathematics teachers’ noticing in mainland China?
To explore the relationship between pre-service mathematics teachers’ noticing ability and their teaching practice?

Project Start Year: 2023, Principal Investigator(s): ZHANG, Qiaoping
 
Mathematical Well-Being of Secondary Students: An Empirical Survey Based on a Newly Developed Scale in China
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Project Start Year: 2023, Principal Investigator(s): ZHANG, Qiaoping
 
Examining Preservice Mathematics Teachers’ Noticing from the Lens of Beliefs and Values: A Comparative Study of Australia, Mainland China, Hong Kong, and the United States
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Project Start Year: 2022, Principal Investigator(s): ZHANG, Qiaoping
 
Integrating Technology-Based Tools into Mathematics Teacher Education: A Combined Bibliometric Analysis and Meta-Analysis Review in Teacher Noticing Research

Project Start Year: 2022, Principal Investigator(s): ZHANG, Qiaoping
 
Examining Pre-service and In-service Teachers’ Professional Noticing by Using Video-based Lessons: An Exploratory Study in Mainland China

Project Start Year: 2022, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Shaping Students’ Lived Space of Mathematics Learning: How Mathematics Teachers’ Beliefs and Values Affect Their Teaching
In recent years, competency-based instructional reform has been advocated around the world. Along with knowledge and skills, affective factors such as attitudes and values make up the core components of students’ competences. In Hong Kong, the development of students’ generic skills, such as communication, collaboration, critical thinking, and problem-solving, together with positive attitudes and values, has become one of the main goals of school education in the revised new mathematics curriculum. To improve the quality of instruction and implement the intended curriculum effectively, there is a need to facilitate students’ affective development, including the appropriate valuing of mathematics, to help them learn mathematics more effectively. Previous studies have revealed the diversity in students’ learning in mathematics, including in the cognitive and affective domains. Strong evidence has indicated that teachers are the primary agents who enact instructional reforms, shape students’ lived space, and have a substantial impact on student outcomes. This proposed project will aim to explore the influence of teachers’ beliefs and values on students’ mathematics learning. A mixed-methods approach will be used to collect data from different processes, such as the intended or planning process, the implemented or teaching process, and attained or actual outcomes. The results of the proposed study will contribute to our understanding of the quality of mathematics teaching under the curriculum change in the post–COVID-19 era, give credibility to the recurrent values research and value alignment framework, and increase the possibility of more effective mathematics teaching through the lens of values in teacher education.
Project Start Year: 2022, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Examining preservice mathematics teachers’ noticing of exemplary mathematics lessons in Mainland China: An exploratory study
This study aims to explore Chinese mainland preservice teachers’ (PSTs) noticing of primary exemplary mathematics lessons. The open noticing framework (Learning to Notice framework) and the designed four-points noticing framework (FOCUS framework) are adopted to examine their noticing ability. The findings could propose pedagogical strategies for mathematics teachers or mathematics teacher educators to support students’ mathematical thinking in the classroom. The implication of comparing two different noticing frameworks may contribute to and extend our understanding of teacher noticing research across different contexts.
Project Start Year: 2021, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Concentrating on an Edge-cutting Area: Establishing a Research Hub for STEM Integration in Primary Schools
In recent ten years, there is an increasing emphasis in governments’ policies worldwide to promote Science, Technology, Engineering, and Mathematics (STEM) education. Although the significance of promoting STEM education has been widely recognized and considerable numbers of studies have been conducted in recent years, the research on the integration in STEM education as a distinct field of study is still in its embryonic stages. This cluster will target at this significant but under-investigated area, which entails three-folded objectives: (i) building strategic alliance and leverage synergy among researchers of STEM education to develop a new area of research strength; (ii) elevating our university’s international reputation as a research hub of STEM education; and (iii) informing practitioners of STEM education. This cluster will sever to fill current research gaps concerning STEM integration in primary schools and plant the seed of STEM talents for the sustainable development of Hong Kong.
Project Start Year: 2021, Principal Investigator(s): WAN, Zhihong 萬志宏 (ZHANG, Qiaoping 張僑平 as Co-Investigator)
 
Design of Picture Books in Learning Mathematics in Primary Mathematics Classrooms
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Project Start Year: 2021, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Examining Novice and Experienced Mathematics Teachers’ Beliefs and Practice during the Pandemic: A Comparative Study between Hong Kong and Italy
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Project Start Year: 2021, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Feedback Matters to Achievement, but How it is Proceeded Psychologically by University Students to Harness its Sustainable Power? A Cross-Cultural Longitudinal Study
In search of the underlying mechanisms of feedback in influencing student achievement, this research cluster will bring together international higher education experts and researchers across three countries to explore students’ Feedback Orientations (FO) which is a psychological construct comprised of multiple feedback perceptions that collectively determine an individual students’ overall willingness and readiness to use the feedback (London & Smither, 2002; Yang, 2018, 2019, 2020, 2021, 2022).
Project Start Year: 2021, Principal Investigator(s): YANG, Lan (ZHANG, Qiaoping as Co-Investigator)
 
Investigating Hong Kong Teachers’ Beliefs about Mathematics and Practice during Distance Teaching
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Project Start Year: 2020, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
An Exploratory Study of Secondary Mathematics Teachers' Conceptions of STEM Education in Hong Kong and Taiwan
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Project Start Year: 2020, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (ZHANG, Qiaoping 張僑平 as Co-Investigator)
 
How Mathematics Teachers in Australian, Mainland China, Hong Kong Value Classroom Teaching
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Project Start Year: 2019, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Exploring the Effectiveness of Differentiating Instruction (DI) by Using Tiered Tasks to Cater for Students' Learning Differences in Primary Mathematics in Hong Kong
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Project Start Year: 2019, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Enhancing Preservice Teachers’ Mathematical Proficiency for Teaching: Using Hypothetical Situations within an online eLearning Community in Teacher Education
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Project Start Year: 2019, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
From Curriculum to Classroom: What and Why Australia, Mainland China, Hong Kong Effective Teachers Find Important in Mathematics Teaching
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Project Start Year: 2019, Principal Investigator(s): ZHANG, Qiaoping
 
Why I Find Important (WhyFI) in Mathematics Teaching: How Mainland China and Hong Kong Mathematics Teachers' Values Influence Their Teaching
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Project Start Year: 2019, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
An Exploratory Study on Secondary Teachers' Beliefs about Effective Teaching and Learning of Mathematics
There is evidence that beliefs are culturally informed and impact differentially on classroom practice. Cross-cultural differences in teacher beliefs and belief structures can provide important information regarding classroom practice and teacher inclination to different teaching approaches. Moreover, knowledge of teacher beliefs may indicate to specificity of teaching approaches and thus inform teacher education or curricular reforms. The main aim of this survey is to explore secondary mathematics teachers’ beliefs about teaching mathematics effectively in the Chinese mainland and Hong Kong. A mixed method including questionnaire survey and semi-structured interviews will be adopted to get an in-depth understanding of teachers' beliefs and investigate on what degree the understandings are valued by teachers underlying the effectiveness of mathematics teaching. The findings will be significant for the teaching profession. The understanding of what kinds of beliefs that teachers hold will provide useful information to teachers and curriculum developers in terms of how teaching and learning mathematics can be made more effective.
Project Start Year: 2018, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Design of Picture Books in Learning Mathematics in Primary Mathematics Classrooms
Reading to Learn has been adopted as one of the Key Tasks since the curriculum reform in 2001 in Hong Kong. Recently, schools are encouraged to extend Reading to Learn to Reading across the Curriculum and Language across the Curriculum with a view to broadening students’ knowledge base and connecting their learning experiences in different subjects to meet the objectives of new curriculum. Our team is currently designing a series of picture books in mathematics suitable for primary 1 to 5 level and inviting publishing houses to publish the books.These picture books present situations related to different mathematics topics, which aims to be illustrated by school teachers for the purpose of teaching mathematical concepts and skills. Lesson worksheets with extended questions will also be attached in each picture book which serves to reinforce the learning objectives in picture books and facilitate self-directed learning among students.
Project Start Year: 2018, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
The Integration of Picture Books in Mathematics Teaching and Learning: Teachers’ Practice in Hong Kong Primary Schools
With the implementation of the curriculum reform, “Reading to Learn” has been actively promoted in schools. During the process of reading, students are expected to be able to draw upon their prior knowledge, learning experiences and world knowledge so as to gain an in-depth understanding of a text and construct meaning. learning to read in mathematics is a key area in the Hong Kong mathematics curriculum. Mathematics teachers are encouraged to help students transfer literacy skills and strategies to the learning of mathematics. This policy often exerts influence at the school level in the form of reading promotion programmes, with less access to the classroom level. There is little discussion of or research on how to implement mathematics reading programmes in schools, and in particular little research has been conducted on the integration of children’s literature with mathematics teaching in the classroom. In this study, a quasi-experimental study in mathematics teaching will be designed to investigate the effects of integrating picture books in mathematics teaching and learning.
Project Start Year: 2018, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Understanding and Catering for Students’ Learning Difference in Mathematics: Using the Tiered Approach for Differentiating Classroom Instruction
Student diversity within the classroom is an important and inevitable issue worldwide. To implement effective teaching, mathematics teachers need to face these learning differences and respond to student needs and expectations. Since 2000, the curriculum reform has increased the demands on mathematics teaching and learning. It is a challenge for teachers to cater for learning diversity within inclusive education. In this study, we will first identify the existing learning differences among primary students, including their beliefs about and engagement with mathematics and their problem-solving strategies. A tiered, design-based approach will then be used to explore the effectiveness of differentiated instruction in the classroom. The tiered approach in the classroom is expected to strengthen student confidence in learning mathematics, improve their engagement in classroom learning, deepen their understanding of mathematical concepts, and enhance their mathematical problem-solving ability.
Project Start Year: 2018, Principal Investigator(s): ZHANG, Qiaoping 張僑平
 
Prizes and awards

Second Prize of Guilin Basic Education Teaching Achievement Award(桂林基礎教育教學成果獎二等獎)
The joint research project "Drawing Mathematics: Research and Practice of Children's Mathematics Picture Books for Primary School Students(繪數學:小學生“研·創“兒童數學繪本的研究和實踐)' was awarded the Second Prize of Guilin Basic Education Teaching Achievement Award. (Project Ref. No: GLSJCJYJXCGJ2023046; PI: Chen Yanhong 陳燕虹; )
Date of receipt: 10/7/2023, Conferred by: Guilin Education Bureau 
 
Certificate of Merit, Faculty Caring Teacher Award Scheme 2022/23
The FLASS Caring Teacher Award Scheme aims to construct an inclusive and encouraging atmosphere to motivate FLASS staff to engage in the larger mission of disseminating and teaching Life, Positive, and Values Education (hereafter “LPVE”).
Date of receipt: 21/6/2023, Conferred by: Faculty of Liberal Arts and Social Sciences
 
第六屆 「教育實證研究優秀成果獎」 獲優秀學術論文獎
第六屆「教育實證研究優秀成果獎」於2022年7月4日發佈通知,正式啟動評審工作。經高校教育學院(部)、重要教育研究雜誌及教育研究院所等65家單位推薦,本次共有239篇學術論文、74篇學位論文參評。經初審、函評、終評三輪評審,最終評出10篇優秀學術論文和10篇優秀學位論文。 Tang, H. J., Seah, W. T., Zhang, Q. P., & Zhang, W. Z. (2021). The mathematics learning attributes valued by students in Eastern China. ECNU Review of Education, 4(2), 261-284. News: https://feer.ecnu.edu.cn/c6/2b/c7672a509483/page.htm
Date of receipt: /4/2023, Conferred by: 華東師大大學教育學部
 
Best Paper Prize
The presentation paper "Does noticing framework make a difference: Pre-service mathematics teachers’ noticing of exemplary mathematics lessons in Mainland China" has been chosen as one of best three papers by the congress award committee at the 2nd International Congress of Pedagogical Research (ICOPR-2021).
Date of receipt: 19/5/2021, Conferred by: the 2nd International Congress of Pedagogical Research (ICOPR-2021)
 
FLASS Dean’s Research Fund (DRF) Knowledge Transfer Prize

Date of receipt: 6/1/2021, Conferred by: Faculty of Liberal Arts & Social Sciences
 
Knowledge Transfer Activities

Entrepreneurial Activities
online mathematics education research seminars
Date: 2023-05-18 - 2023-06-01

Public Dissemination and Speeches

Staff Engaged as Professional Consultants or Members of External Advisory Bodies
Curriculum Development Council Committee on Mathematics Education, Education Bureau, Hong Kong SAR
Date: 2019-07-01
Mathematics Teaching in Primary School Professional Committee, the Chinese Society of Education
Date: 2020-07-01
Coordinating Committee on Basic Competency and Assessment Literacy, Education Bureau, Hong Kong SAR
Date: 2022-04-01 - 2024-03-01
Po Leung Kuk保良局
Date: 2022-07-01
St. Paul's Primary Catholic School
Date: 2022-07-01
the International Exchange Working Group of the Chinese Society of Mathematics Education
Date: 2022-07-01
TSG (Knowledge in/for teaching mathematics at secondary level), the 15th International Congress on Mathematical Education, International Mathematical Union
Date: 2023-07-01 - 2024-07-01