B.Soc.Sc., M.Phil., Ph.D. (HKU)
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.
SELECTED RECENT PUBLICATIONS
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
RESEARCH INTERNSHIP 2020/21
Our lab is looking for research interns for the academic year 2020 to 2021. The selected interns will participate in several projects as described below.
- An investigation into how home numeracy may help elementary school students in their math learning.
- A longitudinal study on young 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 kindergarteners and elementary school children.
We are looking for students who show:
- Academic Excellence
- Proficiency in Chinese and English
- Strong research ethics
- Experience working with children
Interested students should send an updated CV and transcript to Dr. Winnie Chan (firstname.lastname@example.org)