2024-02-20T15:35:06+08:00

Affiliation

Faculty of Education

University of Macau

Email

xinrongyang@um.edu.mo

 

Tel

(853) 8822 4106

Fax

(853) 8822 2402

Office

Room 2020, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Xinrong YANG 楊新榮

Associate Professor

Faculty of Education, University of Macau

Academic Qualifications

  • PhD in Mathematics Education, The University of Hong Kong, 2010
  • M.Ed. in Mathematics Education, Southwest University, 2006
  • B.Sc. in Mathematics and Applied Mathematics, Hunan Normal University, 2002

Research Areas

  • Mathematics teacher education
  • Mathematics learning engagement
  • Mathematical creativity
  • Cross-cultural comparative education research

Professional Positions

  • Associate Professor in Mathematics Education, Faculty of Education, University of Macau, Macau (Jan 2024 – Present)
  • Professor in Mathematics Education, College of Teacher Education, Southwest University, China (Jul 2023-Dec 2023)
  • Associate Professor in Mathematics Education, College of Teacher Education, Southwest University, China (Apr 2020-Jun 2023)
  • Associate Professor in Mathematics Education, School of Mathematics and Statistics, Southwest University, China (Nov 2010-Mar 2020)
  • EU Marie-Curie Fellowship Researcher, Faculty of Education, University of Hamburg, Germany (Feb. 2016-Feb. 2018)
  • Post-doc researcher, Institute of Education, London University, UK (Oct. 2013- Oct. 2014)
  • Post-doc researcher, Department of Science and Mathematics Education, Umeå University, Sweden (Sep. 2012- Aug. 2013)
  • Mathematics Teacher, Changde No. 1 Middle School, Hunan, China (Jul. 2002-Aug. 2003)

Publications

Selected Publications in English

  • Zhang, Y., Yang, X., & Kaiser, G (2023). The reciprocal relationship among Chinese senior secondary students’ motivation, cognitive engagement, and mathematics achievement: A three-wave cross-lagged study. ZDM Mathematics Education, 55(2), 399–412.
  • Yang, X., & Kaiser, G. (2022). Relationship between teacher professional competences and student mathematical learning outcomes: Findings from empirical studies. Current Opinion in Behavioral Sciences, 48,101225.
  • Xu, B., Lu, X., Yang, X., & Bao, J. (2022). Mathematicians’ and mathematics educators’ professional conceptions of the school learning of mathematical modelling in China. ZDM Mathematics Education, 54(3), 679–691.
  • König, J., Santagata, R., Scheiner, T., Adleff, A., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 100453.
  • Yang, X., Schwarz, B., & Leung, I. (2022). Pre-service mathematics teachers’ professional modelling competencies: A comparative study between Germany, Mainland China and Hong Kong. Educational Studies in Mathematics, 109(2), 409-429.
  • Yang, X., Kaiser, G., König, J., & Blömeke, S. (2021). Professional noticing of mathematics teachers with different teaching experience in China: A cross-sectional study. ZDM Mathematics Education, 53(1), 29–42.
  • Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A. K., Yang, X., & Kaiser, G. (2021). Mathematics teacher learning to notice: A systematic review of studies of video-based programs. ZDM Mathematics Education, 53(1), 119–134.
  • Yang, X., Kaiser, G., König, J., & Blömeke, S. (2021). Relationship between Chinese mathematics teachers’ knowledge and their professional noticing. International Journal of Science and Mathematics Education, 19(1), 815–837.
  • Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. ZDM Mathematics Education, 52(7), 281–294. (
  • Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019). Professional noticing of mathematics teachers: A comparative study between Germany and China. International Journal of Science and Mathematics Education, 17(5), 943-963.
  • Yang, X., Kaiser, G., König, J., & Blömeke, S. (2018). Measuring Chinese teacher professional competence: adapting and validating a German framework in China. Journal of Curriculum Studies, 50(5), 638-653.

 Selected Publications in Chinese

  • 楊新榮，楊莉蕎 (2023).小學數學教材中創造性思維呈現的縱向比較研究：基於九年義務教育實施以來三套人教版教材的分析). 課程ꞏ教材ꞏ教法, 43(8): 108-115. Comparison of creative thinking in primary school mathematics textbooks: Based on three sets of textbooks published by People’s Education Press
  • 楊莉蕎, 王利, 楊新榮. (2022). 小學數學創造性思維: 內涵、特征及培養策略. 小學數學教師,3, 22-27. 人大複印報刊資料《小學數學教與學》轉摘Mathematical creativity at elementary school level: Definition, characteristics and development strategies
  • 張勇強，楊新榮 (2022). 中學生數學學習投入與內在動機的關係: 一項縱向研究. 西南大學學報（自然科學版）, 44(04), 27-35. The relationship between mathematical learning engagement and intrinsic motivation of secondary school students: A longitudinal study
  • 楊新榮，林明，馬林. (2021).中學生數學學習投入結構探索: 基於結構方程模型的分析. 西南大學學報（自然科學版）, 43(4): 1-9. The structural model of junior secondary school students’ mathematical learning engagement: An structural equation model analysis
  • 張竹，楊新榮，牟曉春，王利 (2021). 學習投入和學習機會對初中生數學成績的影響: 基於多層次模型的分析. 西南大學學報（自然科學版）, 43(4): 18-26. Mathematical learning engagement and learning opportunity: A HLM on junior secondary school students’ mathematics achievement
  • 屠西倩，楊新榮 (2021). 成就目標定向與中學生數學學習投入的關係: 數學焦慮的中介作用. 西南大學學報（自然科學版）, 43(4): 27-35. The relationship between secondary school students’ achievement goal orientation and mathematical learning engagement: The mediating role of mathematical anxiety
  • 楊新榮，熊勤，梁貫成 (2021). 21世紀國際教師知識研究的熱點與前沿進展: 基於2000-2019年國際核心期刊的文獻計量分析.比較教育學報, 2, 118-133. Hot issues and frontiers of teacher knowledge research in the 21st century: A bibliometric analysis of international core journals from 2000 To 2019

Selected Conference Presentations

  1. Yang, X. (2023, September). Factors affecting Chinese in-service high school mathematics teachers’ implementation of mathematical modelling in Classroom: An interview study. The 21st International Conference on the Teaching of Mathematical Modelling and Applications, Awaji, Japan.
  2. Yang, X. (2021, July). Relationship between teacher knowledge and teacher noticing: A cross-lagged analysis of a two-wave study. Invited lecture by The 14th International Congress on Mathematical Education, Shanghai, China.
  3. Yang, X. (2021, July). Investigating the links between teacher professional competence, instructional quality, and mathematics learning outcomes in ethnical regions in China. Presented at the Thematic Afternoon of The 14th International Congress on Mathematical Education, Shanghai, China.
  4. Yang, X. (2020, November). The relationship between teacher knowledge and teacher noticing. Invited lecture by Chinese Mathematical Society 2020 Annual Conference, Shijiazhuang, China.
  5. Yang, X., Kaiser, G. (2019, July). Pre-service mathematics teachers’ knowledge of mathematical modeling: A comparative study between Germany and China. Paper presented at The 19th International Conference on the Teaching of Mathematical Modelling and Applications, Hong Kong.

  • Outstanding Teacher of Southwest University (between Year 2020 to 2022), Southwest University, 2022
  • Outstanding Supervisor of Undergraduate Students’ Teaching Practicum, Southwest University, 2019, 2021
  • Outstanding Researcher Student Supervisor Award, Southwest University, 2018,2019
  • Marie Sklodowska-Curie Individual Fellowship, Horizon 2020, European Commission, 2016-2018

Co-Chair of International Commission for Mathematical Education (ICME) – 13 TSG 46: Knowledge in/for Teaching Mathematics at the Secondary Level

  • EDUC7176 The Evaluation of Mathematics Teaching and Learning (數學教學評價)

  • The Value-added Effects of Secondary School Mathematics Teachers’ Professional Competences on Students’ Mathematics Learning Outcomes and Its Intervention (Principal Investigator, funded by National Planning Office of Philosophy and Social Science of China). 2022-2027.
  • The Relationship between Mathematics Classroom Teaching and the Development of Students’ Mathematical Creativity Thinking (Principal Investigator, funded by Chongqing 14th Five-Year Plan in Educational Science Research). 2022-2027.
  • An Empirical Investigation of the Relationship between Secondary School Mathematics Teachers’ Professional Competence and Students’ Mathematics Learning Outcomes in Minority Areas in China (Principal Investigator (Principal Investigator, funded by National Minority Education Center, Ministry of Education, China). 2018-2022.
  • Present Situation and Influences of Primary and Secondary School Mathematics Classroom Cultural Environments in Rural Areas in West China (Principal Investigator, funded by National Planning Office of Philosophy and Social Science of China). 2011-2017. 
  • Chinese Primary School Students’ Cognitive Development Process of Fraction Conception (Principal Investigator, funded by Chongqing Science and Technology Office). 2011-2017.