Project Description

Dr. Winnie Wai-lan CHAN

Assistant Professor

Prof. LEE Tatia Mei-chun

Office: 6.21

Phone: (852) 3917-8395


HKU Researcher Page:


B.Soc.Sc., M.Phil., Ph.D. (HKU)


  • Mathematical learning
  • Home numeracy
  • Math anxiety
  • Cognitive development
  • Learning and instruction


Learning and Development Laboratory
Our lab studies how children understand mathematics, where their difficulties are, and how they can learn better. We are also interested in how learning takes place in general and what makes us a better learner.


Chan, W. W. L., & Wong, T. T-Y. (2019). Visuospatial Pathways to Mathematical Achievement. Learning and Instruction, 62, 11-19. doi:10.1016/j.learninstruc.2019.03.001

Wong, T. T-Y., & Chan, W. W. L. (2019). Identifying children with persistent low math achievement throughout elementary school years. Learning and Instruction, 60, 29-40. doi:10.1016/j.learninstruc.2018.11.006

Tam, Y. P., Wong, T. T-Y., & Chan, W. W. L. (2019). The relation between spatial skills and mathematical skills: The mediating role of mental number line representation. Contemporary Educational Psychology, 56, 14-24.doi: 10.1016/j.cedpsych.2018.10.007

Chan, W. W. L., Au, T. K., Lau, N. T. T., & Tang, J. (2017). Counting errors as a window onto children’s place-value concept. Contemporary Educational Psychology, 51, 123-130.doi:10.1016/j.cedpsych.2017.07.001

Chan, W. W. L., & Wong, T. T-Y. (2016). The underlying number–space mapping among kindergarteners and its relation with early numerical abilities. Journal of Experimental Child Psychology, 148, 35-50. doi: 10.1016/j.jecp.2016.03.010

Mok, W. S. Y., & Chan, W. W. L. (2016). How do tests and writing tasks enhance long-term retention of students with different levels of test anxiety? Instructional Science, 44, 567-581. doi: 10.1007/s11251-016-9393-x

Ho, C. S-H., Wong, T. T-Y., & Chan, W. W. L. (2015). Mathematics learning and its difficulties among Chinese children in Hong Kong. In S. Chinn (Eds.), The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (p. 193-202). New York : Routledge.

Chan, W. W. L. (2014). Understanding and processing numbers among Chinese children. Psychology & Neuroscience, 7, 583-591. doi:10.3922/j.psns.2014.4.18

Au, T. K., Chan, W. W. L., Cheng, L., Siegel, L. S., & Tso, R. V. Y. (2014). Can non-interactive language input benefit young second-language learners? Journal of Child Language, 1-28. doi: 10.1017/S0305000913000627

Chan, W. W. L., Au, T. K., & Tang, J. (2014). Strategic counting: A novel assessment of place-value understanding. Learning and Instruction, 29, 78-94. doi: 10.1016/j.learninstruc.2013.09.001

Chan, W. W. L., Au, T. K., & Tang, J. (2013). Developmental dyscalculia and low numeracy in Chinese children. Research in Developmental Disabilities, 34, 1613-1622. doi: 10.1016/j.ridd.2013.01.030

Chan, W. W. L., Au, T. K., & Tang, J. (2011). Exploring the developmental changes in automatic two-digit number processing. Journal of Experimental Child Psychology, 109, 263-274. doi: 10.1016/j.jecp.2011.01.010



Our lab is looking for research interns for the academic year 2021 to 2022.  The selected interns will participate in projects as described below.

  1. A longitudinal study on how home numeracy may enhance young children’s mathematical development.
  2. A study on the role of statistical learning in children’s mathematical development.

Our interns will help with data collection and data management.  They will also participate in task preparation and school liaison.  This is a good exposure to students who are interested in children’s development and educational psychology.  They will have the opportunity to gain hands-on experience in working with children.

Intern Selection

We are looking for students who show:

  1. Academic Excellence
  2. Proficiency in Chinese and English
  3. Strong research ethics
  4. Experience working with children

Application Method

Interested students should send an updated CV and transcript to Dr. Winnie Chan (

HKU Psychology