';
 

Dr Hui-Chuan Li

huichuan.li@ubd.edu.bn

Lecturer, Sultan Hassanal Bolkiah Institute of Education

          

          

Hui-Chuan Li is currently a Programme Leader for Graduate Professional Development in SHBIE. She is also a Lecturer in Mathematics Education at the faculty where she teaches and supervises on masters and doctoral courses. She received her PhD degree in education from the University of Cambridge in 2015. Her research interests lie in the field of mathematics learning and teaching in both primary and secondary education, with a focus on classroom interaction, learning through talk and teacher professional development during the implementation of problem-based learning (PBL). 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. She previously worked as a senior high school teacher (Years 10-12) of mathematics in Taiwan for more than ten years; severed as a part-time associate tutor to mentor mathematics undergraduates; and had experience in supervising pre-service mathematics teachers at school in Taiwan.

EDUCATION

• BA in Mathematics (National Changhua University of Education, Taiwan)
• MSc in Mathematics (National Kaohsiung Normal University, Taiwan)
• MPhil in Education (University of Cambridge, UK)
• PhD in Education (University of Cambridge, UK)

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

Qualitative, Quantitative and Mixed methods research design

9

Scopus Publications

53

Google Scholar Citations

4

Google Scholar h-index

2

Google Scholar i10-index

Scopus Publications

RECENT PUBLICATIONS

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 (indexed by SSCI and Scopus, Q1).

Ahamad, SNSH, Li, H.-C., Shahrill, M, Prahmana, RCI (2018). The influence of applying the problem-based learning (PBL) approach in the learning of geometry, Journal of Physics: Conference Series (indexed by Scopus, Q3).

Halim, NLA, Li, H.-C., Shahrill, M, Prahmana, RCI (2018). Identifying alternative teaching strategies in the learning of highest common factor (HCF) and lowest common multiple (LCM), Journal of Physics: Conference Series (indexed by Scopus, Q3).

Simpol, NSH, Shahrill, M, Li, H.-C., Prahmana, RCI (2018). Learning fractions with the use of thinking aloud pair and Pólya’s problem solving strategies, Journal of Physics: Conference Series (indexed by Scopus, Q3).

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 (indexed by SSCI and Scopus, Q2).

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 (indexed by Scopus, Q2).

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 (indexed by Scopus, Q2).

TOP PUBLICATIONS

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 (indexed by SSCI and Scopus, Q1).

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 (indexed by SSCI and Scopus, Q2).

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 (indexed by Scopus, Q2).

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 (indexed by Scopus, Q2).

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 (indexed by Scopus, Q2).

CONSULTANCY

Member of the PISA Research and Evaluation (PREVA) in Brunei Darussalam
Member of the editorial board of Journal of Studies in Education
Member of Editorial board of STEM Education, Frontiers in Education
Member of Editorial board of International Journal on Emerging Mathematics Education

Reviewer for conferences (2017-2018)
• International Conference on Education, Psychology, and Social Sciences 2017 (ICEPS, 2-4 August, 2017)
• ICMI-East Asia Regional Conferences on Mathematics Education 8 (EARCOME, 7-11 May, 2018)

Reviewer for journals (2017-2018),
• ZDM - International Journal on Mathematics Education (scopus-indexed journal, Q1).
• International Journal of Mathematical Education in Science and Technology (scopus-indexed journal, Q2).

Reviewer for book chapters (2017-2018),
• Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues (Springer).

Contribution noted in Acknowledgement:
• Shanghai Maths One Lesson One Excerise: Grades 1-5 (English version, publisher: East China Normal University Press)