2021-08-27T15:12:33+08:00

Chunlian JIANG 江春蓮

Assistant Professor & Programme Coordinator of Bachelor of Education Programme (Mathematics)

Faculty of Education, University of Macau

  • Jiang, C., Kim, D.H., & Wang, C. (accepted). A Mathematical Problem-Solving Test on Speed and Students’ Strategies: A Mixture IRT Model [in Chinese]. Chinese/English Journal of Educational Measurement and Evaluation (CEJEME).
  • Wang, F., Leung, S.O., Jiang, C. (2021). Psychometric properties of Cognitive and Metacognitive Learning Strategies Scale (CMLSC) among Chinese senior secondary school students. Journal of Psychoeducational Assessment. Online published on April 24, 2021, https://doi.org/10.1177/07342829211011806 (SSCI)
  • 江春莲, 胡玲(2020). 基于APOS理论和RMI原则的二次函数图像平移教学实验研究. 数学教育学报, 29(6), 32-39. (CSSCI)
  • 謝金枝,江春蓮(2020). 學生評鑑教師教學:兩所大學的師生觀點. 台灣教育研究期刊, 1(1), 73-104.
  • Jiang, C., Kim, D.H., Wang, C., & Wang, J. (2019). Premises and challenges of high-stakes examinations: National higher education entrance examination mathematics test scores in China. Journal of Applied Educational and Policy Research, 4(1), 1-21.
  • Jiang, C., Kim, D.H., & Wang, C. (2018). Psychometric properties of an instrument to measure word problem solving skills in mathematics. Journal of Applied Measurement, 19(3), 283-302.
  • 巩子坤,何声清,殷文娣,江春莲(2018). 美国数学资优生教育:是非与评述. 数学教育学报,27(2),29-37. [Gong, Z., He, S., Yin, W., & Jiang, C. (2018). Educating mathematically gifted students in the United States. Journal of Mathematics Education, 27(2), 39-37. In Chinese] (CSSCI)
  • 蔡金法,江春莲,聂必凯(Accepted). 传统与改革:以美国数学课程对方程的处理为例. 课程·教材·教法. (CSSCI)
  • Cai, J. & Jiang, C. (2017). An analysis of problem-posing tasks in Chinese and US elementary mathematics textbooks. International Journal of Science and Mathematics Education, 15(8), 1521-1540. DOI: 10.1007/s10763-016-9758-2 (SSCI).
  • 蔡金法,聂必凯,江春莲(2015). 美国数学课程对变量概念的不同处理. 课程·教材·教法, 35(9), 123-127.(CSSCI)(总第383期)
  • Jiang, C., Hwang, S., & Cai, J. (2014). Chinese and Singaporean sixth-grade students’ strategies for solving problems about speed. Educational Studies in Mathematics, 87(1), 27-50. DOI: 10.1007/s10649-014-9559-x. (SSCI)
  • 蔡金法,江春莲,聂必凯(2013). 我国小学课程中代数概念的渗透、引入和发展:中美数学教材比较. 课程·教材·教法, 33(6), 57-61. (CSSCI)
  • Jiang, C. (2013). Errors in solving word problems about speed: A case in Singapore and Mainland China. New Waves – Educational Research & Development, 16(1), 56-75.
  • 江春蓮 (2012). 取人之長 補己之短 我們能從美國數學教育改革中學到哪些功課——評《美國現代數學教育改革》一書,數學通報,51(1), 15-17. (Jiang, C. (2012). What lessons can we learn from current mathematics education reform in USA? – A Review of Current Mathematics Education Reform in the United States of America [In Chinese]. Bulletin of Mathematics, 51(1), 15-17.) (中文核心期刊)
  • Jiang, C.L., & Chua, B.L. (2010). Strategies for solving three fraction-related word problems on speed: A comparative study between Chinese and Singapore students. International Journal of Science and Mathematics Education, 2010(8), 73-96. (SSCI).
  • 張景中,江春蓮, 彭翕成(2008). 基於《超級畫板》開設《動態幾何》課程的實踐與思考. 數學教育學報,17(5), 1-5. (Zhang, J., Jiang, C., & Peng, X. (2008). Introduction of dynamic geometry course based on SuperSketchpad: An experimental study [In Chinese]. Journal of Mathematics Education, 17(5), 1-5). (中文核心期刊)
  • 張景中,江春蓮,彭翕成. (2007) 《動態幾何》課程的開設在數學教與學中的價值. 數學教育學報,16(3),1-5. (Zhang, J., Jiang, C., & Peng, X. (2007). Values of dynamic geometry in the teaching and learning of mathematics [In Chinese]. Journal of Mathematics Education, 16(3), 1-5). (中文核心期刊)
  • 江春蓮(2007). The answer is 9 or 10? . 中學數學教學參考,2007(3),59.(Jiang, C. (2007). The answer is 9 or 10? Maths Teaching in Middle Schools, 331, 59). (中文核心期刊)
  • 江春蓮.(1996a). 英國中小學數學教育改革述評. 比較教育研究, 1996(4) . 37-40. (Jiang, C. (1996a). An overview of mathematics education reform in England [In Chinese]. Comparative Education Review, 1996(4), 37-40. ) (CSSCI,中文核心期刊)

Book

  • 江春莲(著)(2016). 数学问题解决:中新两国学生解决速度文字题的策略和错误. 北京:科学出版社。(ISBN978-7-03-049374-3)
  • 江春莲(编著)(2015). 数学教育初论比较研究和数学教学. 北京:科学出版社。 (ISBN978-7-03-041790-9).

Book Chapters

  • Jiang, C., & Hu, L. (2020). Teaching graph translation of quadratic functions based on APOS theory: An experimental study. In C.S. Lim, C.M. Chew, B. Sriraman (eds.), Contemporary Research and Practice in Mathematics Education: An Asian Perspective (pp.44-66). Penang, Malaysia: Universiti Sains Malaysia Press.
  • Jiang, C., Seah, W.T., Barkatsas, T., Ieong, S.S.L., & Cheong, I.K. (2019). Values in STEM education: Investigating Macau secondary students’ valuing in mathematics learning. In T. Barkatsas, N. Carr, & G. Cooper (eds.), STEM education: An emerging field of inquiry (pp.132-154). The Netherlands: Koninklijke Brill NV, Leiden.
  • Jiang, C., & Chua, B.L. (2018). Integrating problem posing into mathematical problem solving: An experimental study. In P. C. Toh & B.L. Chua (eds.), Mathematics Instruction: Goals, Tasks and Activities (pp. 211 – 227). Singapore: World Scientific.
  • Cai, J., Jiang, C., Hwang, S., Nie, B., & Hu, D. (2016). How do textbooks incorporate mathematical problem posing? An international comparative study. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds), Posing and solving mathematical problems: Advances and new perspectives (pp. 3-22). Switzerland: Springer.
  • Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem posing research in mathematics: Some answered and unanswered questions. In F.M. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 3-34). Springer.
  • Jiang, C., Zhang, J., & Peng, X. (2015). SSP – A Chinese software application for the teaching and learning of mathematics: Theoretical and practical perspectives. In B. Sriraman, J. Cai, K.H. Lee, L. Fan, Y. Shimuzu, C. S. Lim, K. Subramanium (Eds), The first sourcebook on Asian research in mathematics education: China, Korea, Singapore, Japan, Malaysia and India (pp.787-806). Information Age Publishing.
  • 江春蓮. (2013). 美國數學課程改革.鮑建生,徐斌豔(主編), 數學教育研究導引(二)(pp.39-48),江蘇教育出版社.
  • 江春莲,胡玲. (2013b). 数学教育和技术:对该领域的再思考.鲍建生,徐斌艳(主编), 数学教育研究导引(二)(pp.167-173),江苏教育出版社.
  • 江春莲,胡玲. (2013a). 课堂内外的挑战性数学.鲍建生,徐斌艳(主编), 数学教育研究导引(二)(pp.160-166),江苏教育出版社.
  • 江春莲,巩子坤.(2013). 学校统计教学: 教学和教师教育面临的挑战.鲍建生,徐斌艳(主编), 数学教育研究导引(二)(pp.174-178),江苏教育出版社.
  • Jiang, C. (2009a). Word problems on speed: Students’ strategies and errors. In K.Y. Wong, P.Y. Lee, B. Kaur, P.Y. Foong, & S.F. NG (Eds.), Mathematics Education: The Singapore Journey (pp.244-262). Singapore: World Scientific Publishing Co. Pte. Ltd.

Translated Work

  • 肖恩‧康诺利(著)(2016). 惊险至极的12个数学挑战. (江春莲,冯琳,鲁磊译). 上海:上海科技教育出版社(原书The book of perfectly perilous math 2012年出版)。
  • 肖恩‧康诺利(著)(2016). 危机四伏的12个数学困境. (江春莲,冯琳,鲁磊译). 上海:上海科技教育出版社(原书The book of perfectly perilous math 2012年出版)。
  • 全美州长协会和首席州立学校官员理事会(著)(2016). 美国州际核心数学课程标准:历史、内容和实施(蔡金法,孙伟,江春莲,聂必凯,胡典顺,谢圣英,吴颖康,韩继伟,李小保,杨泽忠翻译编写). 北京:人民教育出版社(原书Common core state standards for mathematics 2010年出版)。
  • 江春莲(2021). 运用DGS软件设计函数图像变换的教学课件:以一元二次函数为例. 中小学数字化教学. 2021(7), 53-57.
  • Sun, L. & Jiang, C. (2021). GPS: From combination to probability. Mathematics Teacher: Learning and Teaching PK-12, 114(3), 250-252.
  • 江春莲,蔡金法(2021). 改善教学,提升研究:《数学教育研究手册》简介(一). 中学数学月刊,2021(1),1-2,
  • 江春莲,田果萍(2020). 为大规模提升教学质量而进行的设计与研发. 数学教学,390,25-31. (2020年第2期)
  • 江春莲,吴毅文,高凯,张静(2019). 椭圆的教学设计. 教師雜誌, 63, 41-46.
  • 江春莲,钟启华,郑绮文,黄诚昌(2019). 数学演算法教学探讨—以二次根式的除法为例. 教師雜誌, 62, 55-59.
  • 江春莲,柳芳(2019). 如何测试学生的创新能力:从一道中考题谈起. 湖北教育(教育教學). 2019(05), 64-65.
  • 江春莲,刘付茵,巩子坤(2019). 美国数学教材的编写、评审、特点和启示. 澳门数学教育, 17, 40-51.
  • 陈颖枝,金鑫,江春莲(2018). 函数的图像变换应该如何教?以《函数 y Asin x 》的图像为例. 教師雜誌, 60, 48-51.
  • 张耀强,李颖辉,江春莲(2018). 如何设计函数教学? 《反比例函数的图像和性质》同课异构的反思. 教師雜誌. 58, 49-54.
  • 江春莲,刘付茵(2018b). 数学教育中的衔接 – ICME-13的第二个小组报告及启示. 中学数学研究. 437(下),封二,1-5.
  • 巩子坤,江春莲,张奠宙(2018). 把握线、角的本质,沟通线、角的联系,教育视界,111,4-7.
  • 江春莲,刘付茵(2018a). 什么是数学?ICME-13中Gunter Ziegler教授的报告及其对我国中小学数学教学的启示. 中学数学研究,436(下),封二,1-2.
  • 江春莲,刘明艺(2017). 数学竞赛中的数论问题. 澳门数学教育,15,17-22.
  • 江春莲,刘付茵(2017b). 揭示数学教学工作的特殊性: ICME-13中Deborah Löwenberg Ball教授的报告及其对我国中小学数学教学的启示. 小学教学(数学版). 2017(6), 9-11.
  • 张耀强,江春莲,佘伟忠(2017). 數學学习中背誦什麼最重要?教師雜誌. 57, 61-63.
  • 江春莲,佘伟忠,张耀强(2017). 一题多解重要吗?教師雜誌. 56, 69-74.
  • 陈建泰,江春莲(2017). 我的成长心路历程 – 年轻教师的专业发展. 教師雜誌, 55, 41-47.
  • 江春莲,巩子坤,刘付茵(2017). 2013-2015年新加坡小学毕业离校考试数学试卷分析. 小学教学(数学版),2017(5),   14-18.  《人大复印报刊资料》《小学数学教与学》,2017(8),59-63.
  • 刘付茵,江春莲(2017). 数学课堂研究的多重视角——ICME-13中卡尔教授的报告及其对我国小学数学教学的启示. 小学教学(数学版),2017(4), 10-14.
  • 江春莲,刘付茵(2017a). 数学、数学教育和文化: ICME-13上巴顿教授的报告及其启示. 小学教学(数学版),2017(3), 24-26.
  • 江春莲,刘付茵(2016). 数学教育的国际比较研究: ICME-13 的第一个大会报告及其对我国小学数学教学的启示. 小学教学(数学版),2016(12), 13-15.
  • 李琦玲,江春莲(2016). 用函数方法处理几何问题:以毕氏定理的探究性教学为例. 教師雜誌, 52, 60-62.
  • 刘淑荣,江春莲(2015). 什么样的表征有利于学生的数学学习?以点和圆,直线和圆的位置关系为例。教師雜誌, 49, 62-65.
  • 江春莲,黎詩林,施凱怡,袁樹浩,馮家毅(2015)以问题帮助建立情境到一般数学公式之间的联系  以等差数列的前n项和为例。教師雜誌, 49, 66-70.
  • 李琦玲,江春莲(2014). 从圆幂定理谈教育数学和信息技术与数学课程的整合,中学数学研究,2014(5),5-6.
  • 陈建荣,江春莲,吴伟濠,蔡潇潇(2014). 数学中如何进行推广? 以整数指数幂的运算为例. 教師雜誌, 44, 86-88.
  • 郑绮文,江春莲(2013). 根式究竟应该如何教?教師雜誌, 43, 67-69.
  • 江春莲(2013). 三角形全等条件的进一步探究(二). 澳門數學教育, 11, 13- 20.
  • 江春莲,苏洪雨(2013).  美国 CMP 课程及其对我国中小学综合实践活动的启示. 中学数学研究,383,封二,1-2.
  • 江春莲. (2012). 三角形全等条件的进一步探究. 澳门数学教育, 10, 94-98.
  • 汪甄南,李俊,江春蓮(2012). 传统与现代相结合 创适合中国国情的数学课堂 — 全国小学数学四大教学流派课堂教学展示课观课有感.澳門數學教育,10, 117-122.
  • 江春莲,桂鹏,苏洪雨(2013).解决数学问题的思路从何而来?– 以高中《两角差的余弦公式》为例.  教師雜誌, 41, 45-48.
  • 江春莲(2013). 学生的起点在哪?— 以《因数和倍数》一节为例. 教師雜誌, 40, 89-90.
  • 杨宝珠,江春莲(2013).  反思教学,提高数学教学品质 — 以小学三年级《口算乘法》为例.  教師雜誌, 40, 91-92.
  • 江春蓮, 王菁(2012). 從一年級的一道奧數題說開去. 澳門數學教育,931- 33. (Jiang, C. & Wang, J. (2012).
  • 卓雅,白馨蔚,江春蓮(2012). 從向量減法談教學設疑和數學定義,教師雜誌, 36, 59-60.
  • 江春蓮,  汪甄南(2011a).  高一直線的傾斜角和斜率一節的教學設計. 中學數學,38317. (2011 年第 1 期)
  • 江春蓮, 汪甄南(2011b). 小學統計教學—以“遊戲公平嗎?”為例. 澳門數學教育8,54-59.
  • 江春蓮(2011a). 到兩直線距離的和與差為定值的點的軌跡. 數學教學,28411-12.
  • 江春蓮,  汪甄南(2011c). 在常規教學中培養學生數學思維能力以“可以被 3   整除的數”為例,教師雜誌,3355-57.
  • 江春蓮,劉芸. (2011).《數系的擴充和複數的概念》教學設計. 中學數學,38618-19. (2011 年第 4 期)
  • 宋祖祥,江春蓮(2011). “演繹式”與“歸納式”的教學  以複數的開方為例,中學數學,38720-21. (2011 年第 5 期)
  • 江春蓮(2011b).    代數教學之我思,教師雜誌,3439-40.
  • 江春蓮(2010a). 澳門大學近五年入學考試數學試題分析. 中學數學363(3),50-52.
  • 江春蓮(2010c).  三角函數誘導公式教學的“省時”設計. 中學數學. 2010(5),14-15.
  • 江春蓮,汪甄南(2010a). 一線串通的數學:從擺放物體活動到組合數學,澳門數學教育7,73-74.
  • 江春蓮, 汪甄南(2010b). 第二十一屆“希望杯”全國數學邀請賽初一複試壓軸題. 數學教學, 278, 40, 封底. (2010 年第 10 期)
  • 江春蓮(2009b).貫徹數學思想方法 提高數學課堂教學效率. 教師雜誌, 25(6), 31.
  • 江春蓮(2008a).  2007  年全國高中數學聯合競賽一試第 14  題解法集錦. 數學通訊,538[2008(5)],45-46.
  • 江春蓮(2008b). TIMSS  系列研究簡介:數學課堂教學. 中學數學,2008(8)(初中版),1-6.
  • 彭翕成,江春蓮 (2008a).  再談用《超級畫板》探索梯子模型. 數學通訊,540[2008(7)],11-13.
  • 彭翕成,江春蓮 (2008b). 基於《超級畫板》的探究性教學案例(1). 數學通訊,2008(1),9-11.
  • 彭翕成,江春蓮 (2008c). 基於《超級畫板》的探究性教學案例(2)–從三角形三高交于一點談起. 數學通訊,2008(3),9-10.
  • 江春蓮,彭翕成 (2008). 基於《超級畫板》的探究性教學案例(3)–當點被分裂開來. 數學通訊,2008(5),17-18.
  • 彭翕成,江春蓮,李萬菊. 基於《超級畫板》的探究性教學案例:因式分解.中學數學,2008(5),43-45.
  • 彭翕成,江春蓮 (2008d). 動態性是資訊技術輔助教學的靈魂. 數學通訊2008(19), 10-12.
  • 江春蓮,彭翕成,楊世軍 (2008).  促進現代資訊技術在農村中學數學教學中的應用——現代資訊技術在湖北省農村中學數學教學中實施現狀的調查與思考.湖北教育,2008(11), 15-19.
  • 江春蓮,劉芸,胡豔. 關於“學生對行程問題的兩個公式的理解”的調查與研究.中學數學,2007(4),36-39.
  • 李秉彝,江春蓮(2007).  新的 O  水準數學大綱之新體現在何處. 數學通報,2007(9),7-9. 《人大複印報刊資料》《中學數學教與學》(初中讀本),2008(1). (中文核心期刊)
  • 江春蓮(2007a).  TIMSS  系列研究簡介( 3 ) : 數學課程. 數學通訊,510[2007(1)],1-3.
  • 江春蓮(2007b).  TIMSS  系列研究簡介( 4 ) : 數學教師. 數學通訊,520[2007(11)],1-4.
  • 江春蓮(2007c).  TIMSS  關於學校教學環境的國際比較. 湖北教育,2007(12),48-51.
  • 江春蓮(2007d).  2007  年全國初中數學聯賽壓軸題的解法集錦. 中學數學,2007(6),46-47.
  • 江春蓮,徐惠,柯志清,湯克勤(2007). 數學試卷三種常見題型的質性分析,數學通訊,522[2007(13)],45-47.
  • 江春蓮,彭翕成(2007a). 用《超級畫板》探索梯子模型. 高等函授學報(自然科學版),2007(6),4-7.
  • 江春蓮,彭翕成(2007b).  相似圓錐曲線的一個重要性質. 數學通訊,530[2007(21)],33-34.
  • 彭翕成,江春蓮(2007).  從一道高考極限問題談起. 中學數學,2007(10),32-34.
  • 江春蓮(2006a). 中美數學教育比較研究摘錄. 數學通訊,490[2006(3)], 1-3. 《人大複印報刊資料》《中學數學教與學》(高中讀本),2006(7),51-53。《人大複印報刊資料》《中學數學教與學》(初中讀本),2006(7),61-63.
  • 江春蓮(2006b). 從一篇博士論文談數學教育研究方法. 數學通訊,492[2006(5)], 1-5.
  • 江春蓮.(2006c). TIMSS 系列研究簡介(1). 數學通訊,496[2006(9)], 1-5.
  • 江春蓮.(2006d).  技術在數學教學中的應用: 新加坡的實踐. 數學通訊,502[2006(17)],1-5.
  • 江春蓮.(2006e). TIMSS  系列研究簡介(2):家庭背景、對數學的態度比較.數學通訊,504[2006(19)], 1-4.
  • 江春蓮.(2005). 外國中小學生多種多樣的解題方法一窺. 湖北教育. 2005(6), 15- 17.
  • 梁肇軍,郭真華,江春蓮(2000).  CAI 中數學課件的製作(III). 高等函授學報(自然科學版),13(3),1-3.
  • 江春蓮.(1996b). 英國 SMP 高中(16—19 歲)的數學教材(95)簡介. 數學通, 297[1996(4)], 48,封三,封四. (2004 年前为中文核心期刊)
  • 江春蓮.(1995a). 英格蘭推出新的高中數學大綱,數學通訊,289[1995(8)],38-40.2004 年前为中文核心期刊)
  • 江春蓮.(1995b). 關係映射反演原則在數學解題中的應用. 數學通訊,291[1995(10)], 11-16. (2004 年前为中文核心期刊)
  • 江春蓮 .(1993).  關 於 用 N  色染 (N+1) × M  棋盤的問 題 .  數 學通訊,263[1993(6)],34—38. (2004 年前为中文核心期刊)
  • 江春蓮.(1992).  關於用三色染 M×N  棋盤的問題.數學通訊, 253[1992(8)],36—38.  (2004 年前为中文核心期刊)
  • Jiang, C. (2021, July). Examining Interchangeability of Three Mathematics Tests in the College Entrance Examinations in China. Paper presented in the 14th International Congress on Mathematical Education. Shanghai, China, 11-18 July, 2021.
  • Jiang, C. (2019, June). Teaching of concepts and problem-solving strategies from the mathematical problem solving perspective. Cross-straits conference on mathematics education: literacy-oriented mathematics education reforms. The Education University of Hong Kong, Hong Kong.
  • Jiang, C., Wang, C., & Kim, D.H. (2018, July). Validity of national higher education entrance examination mathematics test scores in china. In E. Bergqvist, M. Ö sterholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 254). Umeå, Sweden: PME.
  • Jiang, C. & Cai, J. (2017, July). Chinese students’ problem solving and posing abilities in rate, ratio and proportion. In Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 214. Singapore: PME.
  • Jiang, C. & Li, Q. (2017, May). A comparison of difficulty levels of problems included in mathematics textbooks and problems used in real classroom. Paper presented at the Second International Conference on Mathematics Textbook Research and Development (ICMT-2), Brazil: Rio.
  • Kim, D.H., Wang, C., & Jiang, C. (2017, April). Investigation of the psychometric properties of the National Higher Education Entrance Examination in China. Paper presented at the annual meeting of American Educational Research Association, San Antonio, Texas, USA.
  • Kim, D.H., Wang, C., & Jiang, C. (2017, April). Validity evidences of the National Higher Education Entrance Examination Mathematics Test for Hunan Province. Paper presented at the 25th Annual International Conference of Chinese American Educational Research and Development Association (CAERDA). San Antonio, Texas, USA.
  • Jiang, C. & Wu, R. (2016, October). 融合问题提出的教学,提高学生问题解决能力的教学实验: 以二元一次方程组为 [Incorporating problem posing for improving students’ abilities in mathematical problem posing: Using simultaneous linear equations in two variables as an example]. Paper presented at the 2nd Chinese Conference of Mathematics Education, Chongqing, China.
  • Jiang, C., Seah, W.T., Barkatsas, T., & Cheong, I.K. (2016, July). What Macao students value in mathematics learning. Paper presented at the 13th International Congress on Mathematical Education, Germany: Hamburg,
  • Kim, D.H., Wang, C., & Jiang, C. (2016, April). A mixture IRT model of a mathematical problem solving test on speed. Paper presented at the annual meeting of American Educational Research Association, Washington, DC, USA, 8-12 April, 2016.
  • Jiang, C., Kim, D.H., & Wang, C. (2016, April). Psychometric properties of word problems about speed: Comparison between Chinese and Singaporean Students. 2016 CAERDA (Chinese American Educational Research and Development Association) Conference. Washington, DC, USA, 7-8 April, 2016.
  • Jiang, C. & Cai, J. (2015, July). An investigation of the impact of sample questions on the sixth grade students’ mathematical problem posing. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of 39th Psychology of Mathematics Education conference, Vol. 3 (pp. 113-120). 13-18 July, Hobart, Australia.
  • Jiang, C., & Hu, L. (2015, June). Teaching translation of function’s graphs based on APOS theory: An experimental study. Paper presented on the Annual International Conference of CAERDA, 24-26 June, Taichung, Taiwan.
  • Wong, I.N., Jiang, C., Cheung, K.C., Sun, X. (2015, June). Primary mathematics education in Macao: Fifteen years of experiences after the 1999 handover from Portugal to Mainland China. In X. Sun, B. Kaur, & J. Novotna (eds), Proceedings of the Twenty-third ICMI study: Primary mathematics study on whole numbers (pp.480-487), June 3-7, 2015, Macao.
  • Zhang, J., Meng, Y., Hu, B., Fan, X., Cheung, S.W., Yang, N., & Jiang, C. (2015, June). The role of early language ability on the math skills of Chinese children. In X. Sun, B. Kaur, & J. Novotna (eds), Proceedings of the Twenty-third ICMI study: Primary mathematics study on whole numbers (pp.597-602), June 3-7, 2015, Macao.
  • Jiang, C., & Cai, J. (2014, July). An analysis of mathematical problem-posing tasks in Chinese and US reform textbooks. Paper to be presented in the Conference of the International and North American Groups for the Psychology of Mathematics Education, 15-20 July, Vancouver, Canada.
  • Jiang, C., & Li, Q. (2014, May). Analysis of difficulty levels of problems presented in secondary mathematics textbooks and used in mathematics classrooms. In Proceedings of the First Chinese Conference of Mathematics Education (pp.107- 111), 22-23 May, Beijing, China.
  • Hu, D., Cai, J., & Jiang, C. (2013, April). Mathematics education reform and problem posing: Evidence from a curriculum analysis. Paper presented on the 2013 CAERDA (Chinese American Educational Research and Development Association) International Conference.
  • Jiang, C., & Fu, Y. (2012, July). Errors in solving word problems on speed: A case in Singapore and Mainland China. Paper presented on the 12th International Congress on Mathematical Education, July 8-15, COEX, Seoul, Korea.
  • Cai, J. & Jiang, C. (2010, August). Gifted Education in the Context of “Mathematics for All”: Premises and Challenges. In Proceedings of the 6th International conference on Creativity in Mathematics Education and the Education of Gifted Students (pp.40-46), August 1-5, Riga, Latvia. (Plenary speech).
  • Jiang, C.(2010, June). A review of the developmental studies about the   concept of speed. Paper presented on the 13th International Conference on Mathematics Education in China, June 25-28, Hangzhou, China. This paper has been rewarded the “First-level Prize”.
  • Jiang, C. (2010, August). Hierarchical Levels of Speed Word Problems: A Study Conducted in Singapore and China. Paper presented on the 5th East Asia Regional Conference on Mathematics Education, August 18-22, 2010, Tokyo, Japan.
  • Jiang, C., Zhang, J., Peng, X. (2009, May). A Chinese software SSP for the teaching and learning of mathematics : Theoretical and practical perspectives. Papers presented on the 13th Global Chinese Conference on Computers in Education, May 25-28, 2009, Taipe, Taiwan, China.
  • Jiang, C. (2009, June). Evaluation of mathematics teachers’ teaching competency: A preliminary study. Paper presented on the 4th Symposium on Quality Education,  June 11-15 2009, National Taiwan Normal University, Taipei, China.
  • Jiang, C. (2008, July). Strategies for Solving Word Problems on Speed: A Comparative Study between Chinese and Singapore Students. Paper presented on  the 11th International Congress on Mathematical Education, July 6-13, 2008, Monterrey, Nuevo Leon, Mexico. Online assessed: http://tsg.icme11.org/document/get/773.
  • Zhang, J., Cao, Y., Huan, Z., Xiong, H., & Jiang, C. (2008, July). Information Technology and Mathematics Education. In Mathematics Education in China: Tradition and Reality – China National Presentation at ICME-11 (pp.129-160), July 6-13, 2008, Monterrey, Nuevo Leon, Mexico.
  • 江春莲,胡艳(2006 年 11 月). 关于“学生对行程问题的两个公式的理解”的调查研究。全国高等师范院校数学教育研究会第 11 届学术年会,2006 年 11 月25-29 日,武夷山,安徽,
  • Jiang, Chunlian. (2005, August). Strategies for solving two speed word problems: A part of a comparative study between Chinese and Singapore students. EARCOME3 Symposiums 4. Shanghai×Nanjing×Hangzhou, August 7-12, 2005, China, Online access:                         http://www.math.               ecnu.edu.cn/earcome3/sym4/ Earcome3_Jiang%20Chunlian_Sym4.doc.
  • Jiang, C., & Fong, H.K. (2002, May). Errors in solving speed problems: A comparative study between Chinese and Singapore students. In Douglas, Edge, & Yeap, B. H. (Eds). Mathematics education for a knowledge-based era. Proceedings of EARCOME 2 and SEACME 9 (Vol. 2) (pp.90-96). May 27-31, Singapore.
  • Subject-Based Teaching Methods (Secondary Mathematics) I/II (EDUC2049, EDUC3050)
  • Learning Technology for Secondary Mathematics Teaching (EDUC3051)
  • Supervised Teaching and School Experience (EDUC4005 & EDUC4999)
  • Elementary Mathematics Teaching and Research I/II (EDUC256/257/ MAEB421)
  • Theory of Curriculum and Instruction (Mathematics) (EDUC223)
  • Subject-Based Teaching Methods (Mathematics) I/II (EDUC336, PGEE103)
  • Fundamental Principles for Teaching Elementary Mathematics (DPRI210)
  • Mathematics (DPRE105, DPRI106)
  • Supervised Teaching and School Experience (BIPY104, EDUC408 & PGEE203)