Research Student Profiles
Mr ZHANG, Ying
Mathematics, Science, and Technology
Programme of Study: PhD
Field of Study: Education Measurement and Assessment; Large-scale International Assessments
Research Topic: Professional Development for Mathematics Preservice Teachers in China: A Visual-dialogic Approach
Email Address: u3007947@connect.hku.hk
Office: Room 525, Meng Wah Complex
About Me:
-EDUCATION:
2018-2021 M.Sc., Central China Normal University (CCNU), Applied Statistics (Education Big Data);
2013-2017 B.Sc., Central China Normal University (CCNU), Applied Mathematics/Minor: Economics;
2015.08-2015.12 University of California, Berkeley (UCB), Appointed by China Scholarship Council (CSC).
-WORKING:
2017-2018 Full-time Volunteering Teacher, Tashan Senior High School, Guizhou, China;
2018-2019 Part-time A-level Math/Stat Lecturer, CCNU Overseas Study Service Center, Wuhan, China.
Current Research:
Ying Zhang is a PhD candidate in the Faculty of Education at The University of Hong Kong. His research interests address topics in technology-enhanced mathematics education, classroom discourse, teacher professional development, psychometrics, and international large-scale assessments.
His past research experiences laid primarily on quantitative research methods such as meta-analysis, analysis of international large-scale assessments like PISA, and applications of Cognitive Diagnostic Models (CDMs).
If you are interested in these topics, cooperation and sharing of brilliant insights are always warmly welcome.
He always believes that the research works that we are doing and will do are supposed to make some IMPACT to educators or society.
[For more information, please kindly refer to his CV attached below]
Primary Supervisor: Professor CHEN, Gaowei
Co-supervisor(s): Professor TONG, Xiuli
Research Outputs:
Zhang, Y., Jin, Y., Li, N., Li, B., & Chen, G. (2024, 7). Goals Behind Talk Moves: Perception of Dialogic Teaching from a Cognitive Diagnosis Perspective. Paper to be presented at TSG 4.4 in The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia.
Zhang, Y., Yu, Z., Liu, Y., Li, Y., & Chen, G. (2024, 7). The Obstacles Between Knowing and Doing: A Case Study of Perception and Practice of Dialogic Teaching for Mathematics Preservice Teachers in China. Paper to be presented at TSG 4.2 in The 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia.
Zhang, Y., Xin, J., Yu, Z., Liu, Y., Zhao, W., Li, N., & Chen, G. (2024, 4). Bridging the Knowing and Doing: Preservice Teachers’ Dialogic Teaching in Dynamic-Visualization-Mediated Mathematics Classes. Paper to be presented in The American Educational Research Association Annual Meeting (The AERA 2024 Annual Meeting), Philadelphia, PA, USA.
Zhang, Y., Wang, P., Jia, W., Zhang, A., & Chen, G. (2023, 6). Dynamic Visualization by GeoGebra for Mathematics Learning: A Meta-analysis of 20 Years of Research. Paper presented in Research Postgraduate Conference (RPC) 2022-2023, Faculty of Education, The University of Hong Kong, Hong Kong.
Zhang, Y., Wang, P., Jia, W., Zhang, A., & Chen, G. (2023, 5). Dynamic Visualization Works: A Meta-analysis of the Effectiveness of GeoGebra for Student Learning in Mathematics. Paper presented in The First Guangdong-Hong Kong-Macao Greater Bay Area Mathematics Education Forum [首届粤港澳大湾区数学教育论坛], Zhuhai, China.
Chan, C. K. K., Tong, Y., Zhang, Y., Cheng, K., Hu, X., & Feng, X. (2023, 5). Developing Collaborative Dialogic Inquiry and Theory-Practice Integration Using Online Discussion for Preservice Teachers. Paper presented in The American Educational Research Association Annual Meeting (The AERA 2023 Annual Meeting), Online.
Zhang, Y., Wang, P., Jia, W., Zhang, A., & Chen, G. (2023). Dynamic Visualization Works: A Meta-analysis of the Effectiveness of GeoGebra for Student Learning in Mathematics. Journal of Research on Technology in Education. DOI: [https://doi.org/10.1080/15391523.2023.2250886]
Lv, M., Zhang, Y., & Feng, X. (2021). Driving Style Recognition Based on SOM Neural Network under Multiple Driving Conditions [基于SOM神经网络的多工况驾驶风格识别]. Automobile Applied Technology, 46(02), 108-112.
Zhang, Y., Jin, Y., Xiong, Z., Leung, S.O., Chen, G., Li, N., & Li, B. (2022, 5). Excavating Individual Cognitive Structures with Higher-order Cognitive Diagnosis Models: An Empirical Study in the Chinese Senior High School Mathematics Context. Paper presented in Research Postgraduate Conference (RPC) 2021-2022, Faculty of Education, The University of Hong Kong, Hong Kong.
Zhang, Y., Li, B., Li, N., & Chen, G. (2022, 5). Cognitive Diagnosis Models Empower Personalized Education Measurement——An Empirical Study Based on Senior High School Mathematics Teaching [认知诊断模型赋能个性化教育测量——基于高中数学教学的实证研究]. Conference Proceedings (Chinese Paper) of the 26th Global Chinese Conference on Computers in Education (GCCCE 2022), Online.
Li, B., Wei, Y., Wang, Z., Zhang, Y., & Li, N. (2022). Student Information Technology Use Pattern and Purpose to Promote the Digital Transformation of Education and Teaching—Data Analysis of Four Provinces and Cities in China based on K-means Clustering and Stepwise Regression (Accepted) [学生信息技术使用模式与目的赋能教育教学数字化转型——基于K-means聚类和逐步回归的中国四省市数据分析]. Education Policy Review in China.
Zhang, Y., Jin, Y., Xiong, Z., Leung, S.O., Chen, G., Li, N., & Li, B. (2022). Personalized assessment: Applying Higher-order Cognitive Diagnosis Models in Secondary Mathematics (Accepted). Asian Journal for Mathematics Education, 1(4), 455-474. DOI: [https://doi.org/10.1177/27527263221136301]
Zhang, Y., Li, H., Chen, G., Li, B., Li, N., & Zhou, X. (2023). The Moderating Roles of Resilience and Social Support in the Relationships between Bullying Victimizations and Well-being among Chinese Adolescents: Evidence from PISA 2018. British Journal of Psychology. DOI: [https://doi.org/10.1111/bjop.12678]
Zhang, Y. (2021, 12). The impact of ICT use patterns and purposes on students' scientific literacy in China —Data analysis of PISA 2015 based on K-means clustering and stepwise regression[我国学生信息技术使用模式与目的对科学素养的影响——基于K-means聚类和逐步回归的PISA 2015数据分析]. Paper presented in 第三届清华大学教育博士论坛, Online.
Zhang, Y. (2021, 7). Personalized Tracking Teaching from the Perspective of Cognitive Diagnosis - GDINA Model Applications on Secondary School Mathematic Tests. Paper presented in The 14th International Congress on Mathematical Education (ICME-14), Shanghai, China.
Zhang, Y. (2021, 7). Teacher Support and Parents’ Participation in Bullying on Campus - Based on PISA 2018 B-S-J-Z China Data [校园欺凌事件中的教师支持和家长参与——基于PISA 2018中国四省市的数据分析]. Paper presented in The 2021 Academic Annual Conference of the Chinese Sociological Association, Online.
Zhang, Y. (2019, 10). Personalized Tracking Teaching from the Perspective of Cognitive Diagnosis - GDINA Model Applications on Secondary School Mathematics Tests [认知诊断视角下个性化追踪教学研究 ——基于G-DINA模型高中数学教学实例分析]. Paper presented in The 5th Forum on Empirical Education Research, Shanghai, China.
Li, B., Xiong, Z. R., Zhang, Y., & Li, N. (2020). The Influence of the Student ICT Level on Students' Science Literacy in Developing Countries - Based on PISA 2015 [发展中国家学生ICT水平对个体科学素养影响研究——基于PISA数据]. Education Measurement and Evaluation, 2020(01), 42-52.
Li, B., Zhang, Y., Xiong, Z. R., & Luo, H. Y. (2020). The Impact of National ICT Level on Students’ Scientific Competence - Analysis Based on PISA 2018 [国家ICT发展水平对学生科学素养的影响研究——基于PISA 2018 数据的分析]. Education Approach, 2020(01), 18-28.
CV