Dr Hui-Chuan (Jane) Li

Lecturer in Mathematics Education

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 in Taiwan for more than ten years. After she received her PhD degree in Education from the University of Cambridge in 2015, she joined the Universiti Brunei Darussalam where she taught and supervised on masters and doctoral courses. She also served as a Specialist (Secondary Mathematics) in Initial Teacher Education and the Programme Leader for Graduate Professional Development at the Universiti Brunei Darussalam. 

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
  • Course Organiser 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). 

Journal Articles

*corresponding author

 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.

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.

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.

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.

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.

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

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.