教授

在近年来，在文化对数学教育影响、学生学业成绩测评，学生数学情感和认知，数学脑科学等方面，推出了系列重要研究成果，在国际顶级教育和数学教育期刊和专著中发表论文百余篇，主持的研究项目总经费超过 5500 万港币，推动了儒家文化圈中数学教育研究的发展且提升了华人数学教育在国际上的影响。

On-going research Projects

“Cross-ethnic differences in parenting styles and their influence on students’ mathematics learning in China”

Principal Investigator

Supported by a grant of HK$744,600 by the Hong Kong Research Grants Council

(GRF Project Number: 17614322)

(1 January 2023 – 31 December 2025)

“Programme for International Student Assessment (PISA) 2025 in Hong Kong”

Principal Investigator, contract research project by EDB

Contract sum of HK$12,182,955 funded by EDB

(29 December 2022 – 29 February 2028)

Publications

Note: Impact factors and citation indices are not considered appropriate for journals in mathematics education.  The most authoritative assessment of the quality of mathematics education journals is a paper entitled “Grading Mathematics Education Research Journals” in EMS Newsletter December 2012, reporting results of a project by the Education Committee of the European Mathematical Society (EMS), together with the Executive Committee of the European Society for Research in Mathematics Education (ERME) and supported by the International Commission for Mathematical Instruction (ICMI).  Only 17 journals are considered as good ones, with grading A* (two journals), A (five), B (five) and C (five) respectively.  In the publications below, this grading scale is followed.  When a mathematics education journal falls outside these 17, a grade of Y is indicated.  Journals not in mathematics education are marked with X, and their impact factors, if available, are indicated.  The Scopus number of cites, where available, is indicated by a number {x}.  My weight of contribution in each co-authored article or book chapter is indicated by a percentage in bracket (y%).

Refereed journals articles

Published

1. Lu, H., Leung, F. K. S., & Fan, Z. (January, 2024). A meta-analysis on the relation between handwriting and visual-motor integration. Learning and Individual Differences, 109. 102404. https://doi.org/10.1016/j.lindif.2023.102404

2. Chen, X., & Leung, F. K. (2024). Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects. Child Development, 95(3), 972-987.

3. Chen, X., & Leung, F. K. (2024). Secondary school students' appraisal profiles and their relations with academic emotions in mathematics. Learning and Individual Differences, 115, 102545.

4. Wijaya, T. T., Yu, Q., Cao, Y., He, Y., & Leung, F. K. (2024). Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills. Behavioral Sciences, 14(11), 1008.

5. Chen, D., & Leung, F. K. S. (2023). 數學教育中的學科身份認同研究述評. Research in Teaching, 4, 48-55. [In Chinese]

6. Chen, X., & Leung, F. K. S. (December, 2023). Control-value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects. Child Development. https://doi.org/10.1111/cdev.14047

7. Chen, X., & Leung, F. K. S. (December, 2023). A closer look at teacher support and achievement emotions in Chinese mathematics classrooms: Mediating roles of academic control and intrinsic/extrinsic value. Educational Psychology, 43(9), 1084-1101. DOI: 10.1080/01443410.2023.2282947

8. Chen, X., Leung, F. K. S., & She, J. (September, 2023). Dimensions of students’ views of classroom teaching and attitudes towards mathematics: A multi-group analysis between genders based on structural equation models. Studies in Educational Evaluation, 78, 101289.

9. Lu, H., Chen, X., Leung, F. K. S., & Zuo, H. (July, 2023). Reliability, validity, and measurement invariance of a Chinese Handwriting Legibility Scale among primary students in China. Frontiers in Psychology, Section Educational Psychology, 14, 1050894. doi: 10.3389/fpsyg.2023.1050894.

10. Pei, L., Zhou, X., Leung, F. K. S., & Ouyang, G. (January, 2023). Differential associations between scale-free neural dynamics and different levels of cognitive ability. Psychophysiology. https://doi.org/10.1111/psyp.14259

11. Kang, X., & Leung, F. K. S. (November, 2022). Assessing expectancy and value beliefs in mathematics: Measurement invariance and latent mean differences across two ethnic cultures. International Journal of Science and Mathematics Education. 21, 1985–2004. https://doi.org/10.1007/s10763-022-10330-1

12. Kang, X., & Leung, F. K. S. (2023). Assessing expectancy and value beliefs in mathematics: Measurement invariance and latent mean differences across two ethnic cultures. International Journal of Science and Mathematics Education, 21, 1985–2004. https://doi.org/10.1007/s10763-022-10330-1

13. Qiu, X., & Leung, F. K. S. (June, 2022). Equity in mathematics education in Hong Kong: Evidence from TIMSS 2011 to 2019. Large-scale Assessments in Education, 10(3). https://doi.org/10.1186/s40536-022-00121-z

14. Liu, S., Leung, F. K. S., & Jiang, Z. (March, 2022). The appraisal antecedents of Shanghai students’ mathematics anxiety and the moderating effects of teacher behaviours: From the perspective of the control-value theory. Asia Pacific Journal of Education (CAPE), 1-14. https://doi.org/10.1080/02188791.2022.2049699.

15. Lu, H., Leung, F. K. S., & Fan, Z. (February, 2022). Chinese language and students’ mathematics learning: a meta-analysis. ZDM – Mathematics Education, 54, 513-528. https://doi.org/10.1007/s11858-022-01333-x

           16. Pei, L., Longcamp, M., Leung, F. K. S., & Ouyang, G. (December, 2021). Temporally resolved neural dynamics underlying handwriting subprocesses. NeuroImage, 244, 118578. https://doi.org/10.1016/j.neuroimage.2021.118578.

17. Guo, M., Hu, X., & Leung, F. K. S. (August, 2021). Culture, goal orientations, and mathematics achievement among Chinese students. International Journal of Science and Mathematics Education, 1-21. https://doi.org/10.1007/s10763-021-10202-0

18. Leung, F. K. S. (June, 2021). Jewish culture, Chinese culture, and mathematics education. Educational Studies in Mathematics, 107(2), 405-423. https://doi.org/10.1007/s10649-021-10034-3. (5 year IF = 1.726) (A*)

19. Yang, X., Xiong, Q., & Leung, F. K. S. (March, 2021). Hot issues and frontiers of teacher knowledge researches in the 21st century: A bibliometric analysis of international core journals from 2000 to 2019. Journal of Comparative Education, 2, 118-133. [In Chinese]

20. Lu, X., Leung, F. K. S., & Li, N. (November, 2020). Teacher agency for integrating history into teaching mathematics in a performance-driven context: a case study of a beginning teacher in China. Educational Studies in Mathematics, 106, 25–44. DOI: 10.1007/s10649-020-10006-z. (25%) (5 year IF = 1.726) (A*)

21. Guo, M., Leung, F. K. S., & Hu, X. (October, 2020). Affective determinants of mathematical problem posing: The case of Chinese Miao students. Educational Studies in Mathematics. 105, 367–387. (20%) (5 year IF = 1.726) (A*)

22. Guo, M., & Leung, F. K. S. (July, 2020). Achievement goal orientations, learning strategies and mathematics achievement: A comparison of Chinese Miao and Han students. Psychology in the Schools, 58(1), 107-123. DOI: 10.1002/pits.22424. (40%)

23. Barr, D., Chan, D., Garfinkel, S., Hammatt, Z., Ichikawa, I., Kalichman, M., Lalani, E., Lee, I. J., Leung, F., Mah, E., Mayer, T., Palittapongarnpim, P., Sawicka, T., Sham, M. H., Shastri, S., Sun, P., Taylor, P., & Tzeng, O. (January, 2020). First meeting in Asia of the Asia Pacific Research Integrity network. Accountability in Research, 27(2), 99-106. DOI: 10.1080/08989621.2020.1715220. (5%)

24. Lu, X., Kaiser, G., & Leung, F. K. S. (November, 2019). Mentoring early career mathematics teachers from the mentees’ perspective—a case study from China. International Journal of Science and Mathematics Education, 18(7), 1355-1374. Doi: 10.1007/s10763-019-10027-y. (20%)

25. Cui, Y., Zhang, D., & Leung, F. K. S. (November, 2019). The influence of parental educational involvement in early childhood on 4th grade students’ mathematics achievement. Early Education and Development, 32, 113-133. DOI: 10.1080/10409289.2019.1677131. (20%)

26. Wadanambi, G. M., & Leung, F. K. S. (October, 2019). Exploring the influence of pre-service mathematics teachers’ professed beliefs on their practices in the Sri Lankan context. International Journal on Math, Science and Technology Education, Special Issue: The International Conference of Mathematical Views 2018 – Selected Papers, 7(2). DOI: https://doi.org/10.31129/LUMAT.7.2.405. (40%)

27. Cui, Y., Leung, F. K. S., & Zhang, D. (April, 2019). The effects of parental early educational participation on their children’s academic achievements: Based on the math and science data of TIMSS2015 in Hong Kong. Early Education and Development (學前教育研究), 4. (20%) [in Chinese]

28. Revina, S., & Leung, F. K. S. (September, 2019). Issues involved in the adoption of realistic mathematics education in Indonesian culture. Compare: A Journal of Comparative and International Education (CCOM), 51, 631-650. https://doi.org/10.1080/03057925.2019.1650636. (40%)

29. Yang, X., Leung, F., & Zhang, S. (April, 2019). Junior secondary school students’ conceptions of and approaches to learning mathematics in Mainland China. Sustainability, 11(9), 2476-2488. https://doi.org/10.3390/su11092476. (30%) (5 year IF = 2.177) (X)

30. Revina, S., & Leung, F. K. S. (March, 2019). How the same flowers grow in different soils? The implementation of realistic mathematics education in Utrecht and Jakarta classrooms. International Journal of Science and Mathematics Education, 17(3), 565-589. https://doi.org/10.1007/s10763-018-9883-1. (40%) (5 year IF = 1.499) (B)

31. Hu, X., Leung, F. K. S., & Chen, G. (October, 2018). School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth-graders. International Journal of Educational Research, 92, 135-144. (30%) (IF = 1.138) (X)

32. Wang, Y., Zhang, Y., Yang, T., Wang, L., Leung, F., & Bao, J. (October, 2018). Introduction of the questionnaire development in national assessment of education quality-math. Journal of Mathematics Education (數學教育學報), 27(5), 8-12. [in Chinese] (Y)

33. Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (October, 2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education, 125, 1-13. (20%) (5 year IF = 5.568) (X)

34. Hu, X., Leung, F. K. S., & Teng, Y. (August, 2018). The influence of culture on students' mathematics achievement across 51 countries. International Journal of Science and Mathematics Education, 16, 7-24. https://doi.org/10.1007/s10763-018-9899-6. (30%)     (5 year IF = 1.499) (B)

35. Revina, S., & Leung, F. K. S. (March, 2018). Educational borrowing and mathematics curriculum: Realistic mathematics education in the Dutch and Indonesian primary curriculum. International Journal on Emerging Mathematics Education, 2(1), 1-16. http://dx.doi.org/10.12928/ijeme.v2i1.8025 (40%) (Y)

36. Yuen, M., Chan, S., Chan, C., Fung, D. C. L., Cheung, W. M., Kwan, T., & Leung, F. K. S. (February, 2018). Differentiation in key learning areas for gifted students in regular classes: a project for primary school teachers in Hong Kong. Gifted Education International, 34(1), 36-46 DOI: 10.1177/0261429416649047. (10%) (X)

37. Kutnick, P., Fung, D. C. L., Mok, I. A. C., Leung, F. K. S., Li, J. C. H., Lee, B. P.-Y., & Lai, V. K. W. (2017). Implementing effective group work for mathematical achievement in primary school classrooms in Hong Kong. International Journal of Science and Mathematics Education, 15(5), 957–978. (10%) (5 year IF = 1.499) (B)

          38. Fung, D., Kutnick, P., Mok, I., Leung, F. K. S., Lee, B. P. Y., Mai, Y. Y., & Tyler, M. T. (2017). Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study. International Journal of Educational Research,

39. Lu, X., & Leung, F. K. S. (2015). Knowledge quartet: a framework for analysing teachers’ knowledge in teaching. Global Education (全球教育展望), 8, 63-73. [in Chinese] (40%) (X)

40. Yang, X., & Leung, F. K. S. (2015). The relationships among pre-service mathematics teachers’ beliefs about mathematics, mathematics teaching, and use of technology in China. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1363-1378. (40%) (2016 IF = 0.903) (Y)

41. Leung, K. C., Leung, F. K. S., & Zuo, H. D. (2014). A study of the alignment of learning targets and assessment to generic skills in the new senior secondary mathematics curriculum in Hong Kong. Studies in Educational Evaluation, 43, 115-132. (40%) (X)

42. Leung, F. K. S. (September, 2014). What can and should we learn from international studies of mathematics achievement? Mathematics Education Research Journal (MERJ), 26(3), 579-605. (B)

43. Ding, L., He, J., & Leung, F. K. S. (2014). Relations between subject matter knowledge and pedagogical content knowledge: A study of Chinese pre-service teachers on the topic of three-term ratio. The Mathematics Educator, 15(2), 50-76.

Refereed book chapters

1. Leung, F. K. S., & Revina, S. (November, 2023). The influence of culture on students' mathematics achievement in East Asia. In W. O. Lee, P. Brown, A. L. Goodwin & A. Green (Eds.), International Handbook on Education Development in the Asia-Pacific (e-book) (pp.1463-1479). Springer, Singapore. https://doi.org/10.1007/978-981-19-6887-7_48

2. Suter, L., Leung, F., & Revina, S. (November, 2023). Educational inequality in East Asia: A review of research studies. In W.O. Lee, P. Brown, A.L. Goodwin, A. Green (Eds.), International Handbook on Education Development in the Asia-Pacific (e-book) (pp. 2071-2098). Springer, Singapore. https://doi.org/10.1007/978-981-19-6887-7_14

3. Leung, F. K. S., & Revina, S. (November, 2022). The influence of culture on students’ mathematics achievement in East Asia. In W. O. Lee, P. Brown, A. L. Goodwin & A. Green (Eds.), International Handbook on Education Development in Asia-Pacific (pp.1-17). Springer, Singapore. https://doi.org/10.1007/978-981-16-2327-1_48-1

4. Leung, F. K. S., & Pei, L. (September, 2022). Assessing cognitive outcomes of schooling. In T. Nilsen, A. Stancel-Piątak, & J. E. Gustafsson (Eds.), International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings (eBook) (pp. 175-199). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-88178-8_9

5. Suter, L., Leung, F., & Revina, S. (October, 2022). Educational inequality in East Asia: A review of research studies. In W.O. Lee, P. Brown, A.L. Goodwin, A. Green (Eds.), International Handbook on Education Development in Asia-Pacific (pp. 1-28). Springer. https://doi.org/10.1007/978-981-16-2327-1_14-1

6. Yang, X., & Leung, F. (June, 2022). The relationship between secondary school mathematics teachers' professional competence and instructional quality: Empirical findings from a pilot study in China. In N. Buchholtz, B. Schwarz, & K. Vorhölter (Eds.), Initiationen mathematikdidaktischer Forschung - Festschrift zum 70. Geburtstag von Gabriele Kaiser (pp. 305-320). Springer Spektrum Wiesbaden. https://doi.org/10.1007/978-3-658-36766-4

7. Leung, F. K. S., & Pei, L. (November, 2021). Assessing cognitive outcomes of schooling. In T., Nilsen, A. Stancel-Piątak, & J.-E. Gustafsson (Eds.), International Handbook of Comparative Large-Scale Studies in Education (pp. 1-26). Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_9-1

8. Leung, F. K. S. (May, 2021). Mathematics core competencies of Chinese students – What are they? In B. Xu, Z. Yan, & X. Lu (Eds.), Beyond Shanghai and PISA - Cognitive and Non-cognitive Competencies of Chinese Students in Mathematics (pp. 315-332). Switzerland: Springer.

9. Leung, F. K. S., Stillman, G. A., Kaiser, G., & Wong, K. L. (2021). Mathematical modelling education in the cultural contexts of West and East. In F. K. S. Leung, G. A. Stillman, G. Kaiser & K. L. Wong (Eds.), Mathematical modelling education in East and West (pp. 3-16). Switzerland: Springer.

10. Abdullah, N. A., & Leung, F. K. S. (April, 2019). Exploring teachers’ values and valuing process in school-based lesson study: A Brunei Darussalam case study. In P. Clarkson, W. T. Seah & J. Pang (Eds.), Values and Valuing in Mathematics Education (pp. 129-141). The Netherlands: Springer, Cham.

11. Leung, F. K. S. (October, 2018). Mathematics education of Chinese communities from the perspective of international studies of mathematics achievement. In Y. Cao, F. K. S. Leung. (Eds.), The 21st century mathematics education in China (pp. 3-16). Berlin, Heidelberg: Springer.

12. Chen, Q., & Leung, F. K. S. (May, 2017). Chinese teachers' mathematics beliefs in the context of curriculum reform. In L. Fan, N. Y. Wong, J. Cai & S. Li (Eds.), How Chinese teach mathematics (pp. 401-429). Jiangsu: Phoenix Education Publishing Ltd. [in Chinese]

13. Huang, R., & Leung, F. K. S. (May, 2017). Cracking the paradox of the Chinese learners - Looking into the mathematics classrooms in Hong Kong and Shanghai. In L. Fan, N. Wong, J. Cai & S. Li (Eds.), How Chinese learn mathematics (pp. 274-296). Jiangsu: Phoenix Education Publishing Ltd. [in Chinese]

14. Lopez-Real, F. J., Mok, A. I. C., Leung, F. K. S., & Marton, F. (May, 2017). Identifying a pattern of teaching: An analysis of a Shanghai teacher's lessons. In L. Fan, N. Wong, J. Cai & S. Li (Eds.), How Chinese learn mathematics (pp. 297-319). Jiangsu: Phoenix Education Publishing Ltd. [in Chinese]

15. Huang, R., & Leung, F. K. S. (2017). Teaching geometrical concepts through variation: A case study of a Shanghai lesson. In R. Huang & Y. Li (Eds.), Teaching and learning through variations: Confucian heritage meets western theories (pp.151-168). Rotterdam: Sense Publishers.

16. Lui, R. K. W., & Leung, F. K. S. (2017). What mathematics did teachers learn? – Comparison of the school and the pre-service teacher mathematics curricula in Germany and Taiwan. In J. C. K. Lee & K. J. Kennedy (Eds.), Theorizing teaching and learning in Asia and Europe: A conversation between Chinese curriculum and European didactics (pp. 156-173). New York: Routledge.

17. Leung, F. K. S. (2015). Comparative study of mathematics classrooms: What can be learned from the TIMSS 1999 video study?. In M. Imprasitha,  M. Isoda, , P. Wang-Iverson & B. H. Yeap (Eds.), Lesson study: Challenges in mathematics education (pp. 59-80). New Jersey: World Scientific.

18. Chen, Q., & Leung, F. K. S. (2015). Analyzing data and drawing conclusions on teachers’ belief. In B. Pepin & B. Rösken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (pp. 281-294). Dordrecht, Netherland: Springer. (40%)

19. Chen, Q., & Leung, F. K. S. (2015).  Chinese teachers' mathematics beliefs in the context of curriculum reform. In L. Fan, N. Y. Wong, J. Cai & S. Li (Eds.), How Chinese teach mathematics: Perspectives from insiders (pp. 529-566). New Jersey: World Scientific. (40%)

20. Leung, F. K. S., Clarke, D., Park, K., & Holton, D. (2014).  How is algebra taught around the world?. In F. K. S. Leung, K. Park, D. Holton & D. Clarke (Eds.),  Algebra teaching around the world (pp. 1-5). Rotterdam: Sense Publishers. (60%)

21. Park, K., & Leung, F. K. S. (2014). Eye of the beholder: The discrepancy between the teacher’s perspectives and students’ perspectives on algebra lessons in Korea. In F. K. S. Leung, K. Park, D. Holton & D. Clarke (Eds.), Algebra teaching around the world (pp. 99-112). Rotterdam: Sense Publishers. (40%)

22. Huang, R., Mok, I. A. C., & Leung, F. K. S. (2014). Teaching algebraic concepts in Chinese classrooms: A case study of systems of linear equations. In F. K. S. Leung, K. Park, D. Holton & D. Clarke (Eds.), Algebra teaching around the world (pp. 191-212). Rotterdam: Sense Publishers. (20%)

23. Leung, F. K. S., & Park, K. (2014). Comparing educational achievements. In M. Bray, B. Adamson & M. Mason (Eds.), Comparative education research – Approaches and methods (pp. 387-414). Hong Kong: Comparative Education Research Centre, The University of Hong Kong (80%)

Edited books

1. Leung, F. K. S., Stillman, G. A., Kaiser, G., & Wong, K. L. (Eds.) (2021). Mathematical modelling education in East and West. Switzerland: Springer. https://doi.org/10.1007/978-3-030-66996-6

2. Cao, Y., & Leung, F. K. S. (Eds.). (2018). The 21^st century mathematics in China. Berlin, Heidelberg: Springer.

3. Leung, F. K. S., Park, K., Holton, D., & Clarke, D. (Eds.). (2014). Algebra teaching around the world. Rotterdam: Sense Publishers.

4. Clements, M. A., Bishop, A. J., Keitel, C., Kilpatrick, J., & Leung, F. K. S. (Eds.). (2013). Third international handbook on mathematics education, New York: Springer.

Authored books

1. Leung, F. K. S., Lai, M. C., Qiao, Z., & Chen, Y. P. (June, 2017). Guidelines for Assessment and instruction in mathematical modeling education. Shanghai: Shanghai University Press. [in Chinese]

• 教育部课程教材研究所学术指导委员会委员
• Academic Committee of National Key Research Base for Mathematics Textbooks in University, Secondary and Primary Schools, December 2023 – December 2028
• President of the International Commission on Mathematical Instruction (ICMI) (January 2021 to December 2024) Honorary member of International Association for the Evaluation of Academic Achievement (IEA) (from October 2019)

• Bronze Bauhinia Star (BBS), HKSAR Government, 2017
• World Outstanding Chinese Award, World Chinese Business Investment Foundation, 2015
• Changjiang Scholar (awarded by the Ministry of Education, China), 2014
• Hans Freudenthal Medal, International Commission on Mathematical Instruction, 2013
• Fulbright Senior Scholar, 2003