Dr Hui-Chuan (Jane) Li

Lecturer in Mathematics Education/Fellow of Institute of Mathematics & its Applications (FIMA)

Biography

Background

Hui-Chuan (Jane) is Lecturer in Mathematics Education at the University of Edinburgh since 2018. Her research interests lie in the field of mathematics learning and teaching in both primary and secondary education, with a focus on classroom interaction and teacher professional development. She also has a long-standing interest in investigating the impact of mathematics curriculum on students’ opportunity to learn mathematics, from an international comparative perspective. 

Jane was a high school teacher of mathematics for more than ten years before she received her PhD degree in Education from the University of Cambridge in 2015. After her PhD study in Cambridge, partly because she enjoys working with people from different nationalities, she accepted a position at the Universiti Brunei Darussalam as a lecturer in mathematics education where she taught and supervised on masters and doctoral courses. She also served as a Specialist (Secondary Mathematics) in Initial Teacher Education since she arrived in Brunei in 2015 and was appointed as the Programme Leader for Graduate Professional Development in 2017 until she joined the University of Edinburgh in 2018. 

Informal enquiries are welcome from prospective masters and doctoral students whose interests fall within the Research Interests listed below.

Research Interests:

• Curriculum materials design and development, particularly in relation to mathematics

• Social constructivism in mathematics teaching and learning

 • Development of students’ mathematical proficiency with meaningful grounding

• Learning, teaching and assessment

• Classroom discussion and communication 

• Comparative education

Qualifications

• PhD in Education, University of Cambridge, UK 

• MPhil in Education, University of Cambridge, UK

• MSc in Mathematics, National Kaohsiung Normal University, Taiwan

• BA in Mathematics, National Changhua University of Education, Taiwan

Responsibilities & affiliations

Committee services

  • Course Organiser for MSc Transformative Learning and Teaching (mathematics specialism), Moray House School of Education, University of Edinburgh
  • Mathematics Strand Leader for Professional Graduate Diploma in Education - PGDE Secondary mathematics, Moray House School of Education, University of Edinburgh

Member of Editorial board:

  • STEM Education, Frontiers in Education
  • International Journal on Emerging Mathematics Education

Reviewer for journals:

  • ZDM - International Journal on Mathematics Education
  • International Journal of Mathematical Education in Science and Technology  

Reviewer for book chapters

  • Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues (Springer). 

Li, H.-C. (2023). Education for sustainable development (ESD) in mathematics education: reconfiguring and rethinking the philosophy of mathematics for the 21st century. In M. Bicudo, B. Czarnocha, M. Marciniak, & M. Rosa (Eds.), Ongoing Advancements in Philosophy of Mathematics Education (pp. 331-347). Springer, Cham. DOI: https://doi.org/10.1007/978-3-031-35209-6_17

Li, H.-C. & Tsai, T.-L. (2022). The effects of a problem-based learning intervention on primary students’ performance on greatest common factor and least common multiple and on their attitudes towards mathematics. International Journal of Innovation and Learning, 31(1), 51-69.

Li, H.-C. & Tsai, T.-L. (2021). Education for sustainable development (ESD) in mathematics education: what could it look like? International Journal of Mathematical Education in Science and Technology, https://www.tandfonline.com/eprint/PP3DFTQGMPCI6XWRCSUU/full?target=10.1080/0020739X.2021.1941361

Li, H.-C. & Tsai, T.-L. (2020). Philosophy of education for sustainable development in mathematics education: have we got one? Journal Mathematics Teaching-Research Journal Online, 12(2), 136-140. https://www.pure.ed.ac.uk/ws/portalfiles/portal/179452851/v12n2_Philosophy_of_education_for_sustainable_development.pdf

Chong, MSF, Shahrill* M, & Li, H.-C. (2019). The integration of a problem-solving framework for Brunei High School mathematics curriculum in increasing students’ affective competency, Journal on Mathematics Education, 10(2), 215-228.

Li, H.-C. & Tsai, T.-L. (2018). "Investigating teacher pedagogical changes when implementing problem-based learning in a Year 5 mathematics classroom in Taiwan", The Asia-Pacific Education Researcher, 27(5), 355-364. https://link.springer.com/epdf/10.1007/s40299-018-0393-2?author_access_token=v_bMWxuLXmgs7dt_1rFhNfe4RwlQNchNByi7wbcMAY7jaEzNGVo6mMADp2OjcVu9fCAteB7IeNhEDfssMRelTSO2NJnICW3DyjSj_-QLYYpv5uq6K9AcaZrujOqHkbj4l7Pvn6BwYKiSgtXUMzohtQ%3D%3D

Li, H.-C. & Stylianides, A. J. (2018). An examination of the roles of the teacher and students during a problem-based learning intervention: lessons learned from a study in a Taiwanese primary mathematics classroom, Interactive Learning Environments, 26(1), 106-117.  https://www.tandfonline.com/eprint/ac7KYAKd6b6vT8n6U3z5/full?target=10.1080/10494820.2017.1283333

Sahat, HN, Rahman, NY, Tengah, KA, Li, H.-C., & Abdullah, NA (2018). A study of mathematics teachers’ motivation towards teaching in Brunei Darussalam. Journal of Studies in Education, 8(2), 18-28.

Lee, C., Li, H.-C. & Shahrill, M. (2018). Utilising the think-pair-share technique in the learning of probability, International Journal on Emerging Mathematics Education, 2(1), 49-64.

Li, H.-C. & Tsai, T.-L. (2017). The implementation of problem-based learning in a Taiwanese primary mathematics classroom: lessons learned from the students’ side of the story, Educational Studies, 43(3), 354-369. https://www.tandfonline.com/eprint/FBPPBXCBKPZA8EADKRND/full?target=10.1080/03055698.2016.1277138

Tsai, T.-L. & Li, H.-C. (2017). International comparative studies in mathematics education: are we obsessed with the international rankings of measured educational outcomes?, International Journal of Mathematical Education in Science and Technology, 48(8), 1262-1267. https://www.tandfonline.com/eprint/PYCT84ETVZEXSVDAKWVR/full?target=10.1080/0020739X.2017.1315189

Tsai, T.-L. & Li, H.-C. (2017). Towards a framework for developing students’ fraction proficiency, International Journal of Mathematical Education in Science and Technology, 48(2), 244-255. https://www.tandfonline.com/eprint/bHdjxrSpJzwVsZfecz27/full?target=10.1080/0020739X.2016.1238520

Halim, NLA, Li, H.-C., Shahrill, M, & Prahmana, RCI (2017). Identifying alternative teaching strategies in the learning of highest common factor (HCF) and lowest common multiple (LCM), Journal of Physics: Conference Series, 943(1), 012041.

Simpol, NSH, Shahrill, M, Li, H.-C. & Prahmana, RCI (2017). Implementing thinking aloud pair and Pólya problem solving strategies in fractions, Journal of Physics: Conference Series, 943(1), 012013.

Ahamad, SNSH, Li, H.-C., Shahrill, M., Prahmana, RCI (2017). Implementation of problem-based learning in geometry lessons, Journal of Physics: Conference Series, 943(1), 012008.

Botty, H. M. R. H., Shahrill, M., Jaidin, J. H., Li, H.-C., & Chong, M.S.F. (2016). The implementation of problem-based learning (PBL) in a Year 9 mathematics classroom: a study in Brunei Darussalam, International Research in Education, 4(2), 34-47. 

Li, H.-C. (2014). A comparative analysis of British and Taiwanese students’ conceptual and procedural knowledge of fraction addition, International Journal of Mathematical Education in Science and Technology, 45(7), 968-979.

Li, H.-C. (2012). Implementing problem-based learning in a Taiwanese elementary classroom: a case study of challenges and strategies, Research in Mathematics Education, 14(1), 89-90.

Conference Papers/Presentations

Li, H.-C. (2022). STEM and Sustainability project for students aged 15-18 in Scotland: a pilot study, Paper Presented at the British Educational Research Association Annual Conference 2022, Liverpool, England, 6-8 September 2022.

Li, H.-C. (2022). STEM and Sustainability (STEMS) Project for Students Aged 15 – 18, Poster Presented at the Learning and Teaching Conference 2022, Edinburgh, Scotland,14-16 June 2022.

Ahamad, S. N. S. H., Li, H.-C., Shahrill, M., & Prahmana, R. C. I. (2017). The influence of applying the problem-based learning (PBL) approach in the learning of geometry. Presented at the Ahmad Dahlan International Conference on Mathematics and Mathematics Education (AD INTERCOMME 2017), Yogyakarta, Indonesia, 13-14 October 2017.

Li, H.-C. & Tsai, T.-L. (2017). What are “effective” pedagogical practices? From the perspectives of 21st century student learning. In, Proceedings of the International Conference on Education, Psychology, and Social Sciences 2017 (ICEPS 2017), Bangkok, Thailand, 2-4 August 2017, ISSN: 2518-2498.

Li, H.-C. & Tsai, T.-L. (2017). Call for a change in mathematics education: from Platonism to social constructivism. In, Proceedings of the Asian Conference on Education & international Development (ACEID 2017), Kobe, Japan, 26-29 March 2017, ISSN: 2189-101X.

Li, H.-C. & Stylianides, A. J. (2016). The roles of teacher and students during a problem-based learning intervention. Presented at the 13th International Congress on Mathematics (ICME-13), Hamburg, Germany, 24-31 July 2016.

Li, H.-C. & Chang, Y.-S. (2015). A comparative analysis of national curricula relating to fractions in England and Taiwan. In, Jones, K., Bokhove, C., Howson, G., & Fan, L. (Eds.) Proceedings of the International Conference on Mathematics Textbook Research and Development, 1, 297-302, Southampton, UK, 29-31 July 2014.

Li, H.-C. (2014). A problem-based learning approach to developing students’ fraction sense in Taiwan, Presented at the 2014 Cambridge Stemposium, Cambridge, UK, 19 February, 2014.

Li, H.-C. (2011). The development of Taiwanese students’ understanding of fractions: A problem-based learning approach. In, Proceedings of the British Society for Research into Learning Mathematics, 31(2), 25-30, Leeds, UK, 11 June 2011.

Li, H.-C. (2011). Problem-based learning (PBL) in a Taiwanese 5th grad mathematics classroom, Presented at the 2011 Oxbridge Taiwan Scientific Symposium, Oxford, UK, 12 June 2011.

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