Ngai-Ying Wong B.A., M.Phil., PGCE, Ph.D. (HKU), M.A.(Ed.) (CUHK). Professor at the Chinese University of Hong Kong before retirement in 2014. Founding president, Hong Kong Association for Mathematics Education. Research interests include mathematics education, curriculum reform, classroom environment, student activities, Confucian Heritage Culture learner’s phenomenon, research methodologies.

• Mathematics education
• Curriculum reform
• Classroom environment
• Student activities
• Bianshi teaching
• Confucian Heritage Culture learner’s phenomenon.
• Research methodologies

• 曾永康 黃毅英 （合編）（2021）。《香港學校課外活動發展史 - 藏脩息遊》。香港：香港城市大學出版社。
• Chan, Y. C., Wong, N. Y. (2019). Methodological issues in the investigation of values in mathematics. In P. Clarkson, W. Seah, & J. Pang (Eds.), Values and valuing in mathematics education (ICME Monographs no. 13) (pp. 197-208). Cham, Switzerland: Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-16892-6_14
• Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2018). Valuing from children’s perspectives as a lens to understand mathematics learning: The case of Hong Kong. In B. Rott, G. Törner, J. Peters-Dasdemir, A. Moller, & Safrüdiannur (Eds.), Views and beliefs in mathematics education: The role of beliefs in the classroom (pp. 43-53). Cham, Switzerland: Springer.
• 黃毅英（2018）。《何以有些學生學數學學得好些？》。香港：香港數學教育學會。
• Wong, N. Y. (2017). Teaching through variation: An Asian perspective – Is the variation theory of learning varying? In R. Huang, & Y. Li (Eds), Teaching and learning mathematics through Variation – Confucian-Heritage meets Western theories (pp. 375-388). Rotterdam: Sense publications
• Lam, C. C., Wong, N. Y. (2016). Curriculum reform in Hong Kong: Why, how, what and where it heads for? In T. K. C. Tse, M. H. Lee (Eds), Making sense of education in post-handover Hong Kong. London: Routledge. In press.
• 黃毅英（2016）。《教書？教數？育人？──數學教科書論述》。香港：香港數學教育學會。
• Wong, N. Y., Ding, R., & Zhang, Q. P. (2016). From classroom environment to conception of mathematics. In R. B. King, & A. B. I. Bernardo (Eds.), The psychology of Asian learners (pp. 541-557). Singapore: Springer.
• Wong, W. Y., & Wong, N. Y. (2016). Confucianism and contemporary education phenomena. In J. Xing, & P-S. Ng (Eds). Indigenous culture, education and globalization (pp. 277-244). Berlin: Springer.
• Lam, C. C., Wong, N. Y., Ding, R., S. P. T. Li, & Y. Ma (2015). Basic education mathematics curriculum reform in the Greater Chinese Region — Trends and lessons learned. 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. 305-335). Charlotte, New Carolina, U.S.A. Information Age Publishing.
• 張僑平、黃毅英、陳葉祥（2014）。從教科書分析帶出教學啟示：以小學數學的一個課題為例。載石鷗、張增田（編）《教科書評論2014》（頁122-131）。北京：首都師範大學出版社。
• 黃毅英（2014）。《再闖「數教路」：課改下的香港數學教育》。香港：香港數學教育學會。
• Wong, N. Y. (2013). Teaching and learning mathematics in Chinese culture. In P. Andrews & T. Rowland (Eds.), MasterClass in mathematics education: International perspectives on teaching and learning Chapter 16, pp. 191-201). London: Bloomsbury.
• Tam, H. P., Wong, N. Y., Lam, C. C., Ma, Y., Lu, L, & Lu, Y-J. (2013). Decision making in the mathematics curricula among the Chinese mainland, Hong Kong and Taiwan. In Y. Li, & G. Lappan (Eds.). Mathematics curriculum in school education (pp. 93-117). Dordrecht, the Netherlands: Springer.
• Wong, N. Y., Zhang, Q., & Li, X. Q. (2013). (Mathematics) curriculum, teaching and learning. In Y. Li, & G. Lappan (Eds.). Mathematics curriculum in school education (pp. 607-620). Dordrecht, the Netherlands: Springer.
• Ding, R., & Wong, N. Y. (2012). The learning environment in the Chinese mathematics classroom (pp. 150-164). In Y. Li & R. Huang (Eds), How Chinese teach Mathematics and improve teaching. New York: Routledge.
• Wong, N. Y., Lam, C. C., & Chan, A. M. Y. (2012). Teaching with variation: Bianshi mathematics teaching. In Y. Li & R. Huang (Eds), How Chinese teach Mathematics and improve teaching (pp. 105-119). New York: Routledge.
• Ding, R., & Wong, N. Y. (2012). Mathematics curriculum reform in China: Latest developments and challenges. In H. B. Yin & J. C. K. Lee (Eds), Curriculum reform in China: Changes and challenges(pp. 81-93). New York: Nova Science Publishers, Inc.
• 黃毅英、張僑平、許世紅、蘇洪雨、陳鎮民、張家麟、黃麗珍、謝明初、蔡勁航（2012）。《數學教師不怕給學生難倒了！——中小學數學教師所需的數學知識》。武漢：華中師範大學出版社。
• Wong, N. Y. (2010). The Hong Kong mathematics curriculum: 1997 ´ MATH ´ ED = Period of Change. In F. K. S. Leung & Y. Li (eds), Reforms and issues in school mathematics in East Asia (pp. 33-57). Rotterdam: Sense publications.
• 黃毅英、張僑平、丁銳、李瓊、張爽、許家齡、楊光、韓繼偉（2010）。《教授現在告訴你！——如何開展教育研究？》。武漢：華中師範大學出版社。
• 黃毅英（2010）。《數學教育實地觀察》（合訂本）。香港：香港數學教育學會。
• Cai, J., Kaiser, G., Perry, B., & Wong, N. Y. (2009), Effective mathematics teaching from teachers’ perspectives: National and cross-national studies. Rotterdam, The Netherlands: Sense Publishers.
• Wong, N. Y. (2006). From “Entering the Way” to “Exiting the Way”: In Search of a Bridge to Span “Basic Skills” and “Process Abilities”. In F. K. S. Leung, G-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics Education in Different Cultural Traditions: The 13th ICMI Study (pp. 111-128). New York: Springer.
• 鄧國俊、黃毅英、霍秉坤、顏明仁、黃家樂（2006）。《香港近半世紀漫漫「小學數教路」：現代化、本土化、普及化、規範化與專業化》。香港：香港數學教育學會。
• Fan, L., Wong, N.Y., Cai, J., & Li, S. (Eds.) (2004). How Chinese learn mathematics: Perspectives from insiders(pp. 503-534). Singapore: World Scientific.〔中譯：范良火、黃毅英、蔡金法、李士錡（編）（2005）。《華人如何學習數學》。南京：江蘇教育出版社。〕
• Wong, N. Y. (2003). The influence of technology on the mathematics curriculum. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.). Second International Handbook of Mathematics Education, Volume 1 (pp. 271-321). Kluwer Academic Publishers.
• 黃毅英（編）（2001）。《香港近半世紀漫漫「數教路」：從「新數學」談起》。香港：香港數學教育學會。

Journal Publications

• Zhang, Q.-P., & Wong, N.-Y. (2021). The learning trajectories of similarity in mathematics curriculum: An epistemological analysis of Hong Kong secondary mathematics textbooks in the past half century. Mathematics, 9, 2310. https://doi.org/10.3390/math9182310
• Seah, W. T., & Wong, N. Y. (2019). How can we unfold the reality of student learning, if there is a reality: Pitfalls – and bridges – of educational research. Journal of Pedagogical Research, 3(1), 92-99. doi:10.33902/JPR.2019.7
• Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2019). The valuing of mathematics learning in schools: A gendered perspective. International Journal on Emerging Mathematics Education, 3(1), 41-56. DOI: http://dx.doi.org/10.12928/ijeme.v3i1.11648.
• 張僑平、梁玉麟、陳葉祥、黃家鳴、黃毅英、鄧國俊（2019）。我們對數學教育的看法。《學校數學通訊》，22期，頁6-16 。
• Chan, Y. C., Wong, N. Y. (2017). Integrating religious education to mathematics teaching. International Journal of Children's Spirituality, 21(3-4), 243-255. DOI: 10.1080/1364436X.2016. 1251398.
• Leung, I. K. C., Ding, L., Leung, A. Y. L., & Wong, N. Y. (2016). The Correlation between Prospective Teachers’ Knowledge of Algebraic Inverse Operations and Teaching Competency–using the square root as an example.International Journal for Mathematics Teaching and Learning, 17(3). http://www.cimt.org.uk/ijmtl/index.php/IJMTL/issue/view/4.
• Zhang, Q., Barkatsas, T., Law, H. Y., Leu, Y-C., Seah, W.T., & Wong, N-Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. International Journal of Science and Mathematics Education, 14(5), 907-924. 
• Chan, Y. C., Wong, N. Y. (2014). Worldviews, religions, and beliefs about teaching and learning: Perception of mathematics teachers with different religious backgrounds. Educational Studies in Mathematics, 87(3), 251-277.
• Wong, N. Y. (2013). The Chinese learner, the Japanese learner, the Asian learner – inspiration for the (mathematics) learner. Scientiae Mathematicae Japonicae, 76(2), 376-384.
• Wong, N. Y., Wong, W. Y. & Wong, E. W. Y. (2012). What do Chinese value in (mathematics) education. ZDM Mathematics Education, 44(1), 9-19.
• Wong, N. Y., & Tang, K. C. (2012). Mathematics education in Hong Kong under colonial rule. BSHM Bulletin – Journal of the British Society for the History of Mathematics, 27(2), 119-125.
• Wong, N. Y., Lam, C.C., Sun, X., Chan, A.M. Y. (2009). From “exploring the middle zone” to “constructing a bridge”: Experimenting the spiral bianshi mathematics curriculum. International Journal of Science and Mathematics Education, 7(2), 363-382.
• Ma, Y. P., Lam, C. C., & Wong, N. Y. (2006). Chinese primary school mathematics teachers working in a centralised curriculum system: A case study of two primary schools in North-East China. Compare, 36(2), 197-212.
• Wong, N. Y., Lam, C. C., & Kong, Q. P. (2003). The relationship between student engagement and learning outcomes in mathematics. Curriculum and Teaching, 18(1), 81-95.
• Wong, N. Y., Marton, F., Wong, K. M., & Lam, C. C. (2002). The lived space of mathematics learning.  Journal of Mathematical Behavior, 21, 25-47.
• Wong, N. Y., & Watkins, D. (2001). Mathematics understanding: Students’ perception. The Asia-Pacific Education Researcher, 10(1), 41-59.
• Lam, C.C., Wong, N.Y., & Wong, K.M.P. (1999).  Students’ conception of mathematics learning: A Hong Kong study.  Curriculum and Teaching, 14(2), 27-48.
• Wong, N. Y. (1997). The gradual and sudden paths of Tibetan and Chan Buddhism: A pedagogical perspective. Journal of Thought, 33(2). 9-23.
• Wong, N. Y., & Watkins, D. (1996). Self-monitoring as a mediator of person-environment fit: An investigation of Hong Kong mathematics classroom environments.  British Journal of Educational Psychology, 66, 223-229.
• Wong, N. Y. (1993). The psychosocial environment in the Hong Kong mathematics classroom, The Journal of Mathematical Behavior, 12, 303-309.

Conference Papers

• 黃毅英（2017）。半世紀以來香港中學數學教科書變遷與啟示：以相似圖形為例。香港數學教育會議 ─ 2017。
• 黃毅英、陳葉祥、張僑平（2013）。數學教材中的「四基」：以小學立體圖形為例。會議論文宣讀於2013首都教育論壇•教科書研究研討會。2013年11月，北京。
• 黃毅英（2013）。從香港數學教育趨勢看程式、概念及其他。未來十年中國數學教育展望學術研討會專題演講。上海：華東師範大學。15-16/6。
• 黃毅英、梁幗慧、朱嘉穎、龔萬聲（2011）。教改下的課外活動。《第十三屆兩岸三地課程理論研討會─課程與教學的探究基礎：為何與何為》10/12。香港：香港中文大學教育學院。
• Wong, N. Y. (2011). Reflecting on Curriculum reform from the development of Hong Kong mathematics curriculum. Keynote speech presented at the International Conference on Textbook Centenary Transformation and Development in Taiwan. Taipei, 10-11 June.
• Wong, N. Y. (2010). Excellence in mathematics classroom practice: Toward an East Asian perspective. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.), Proceedings of  the 5th East Asia Regional Conference on Mathematics Education (Volume 1, pp. 70-75). Tokyo: Japan Society of Mathematics Education. Wong, N. Y. (2007). Confucian Heritage Cultural learner’s phenomenon: From “exploring the middle zone” to “constructing a bridge” (regular lecture). In C. S. Lim, S. Fatimah, G. Munirah, S. Hajar, M. Y. Hashimah, W. L. Gan, T. Y. Hwa (Eds.). Proceedings of the 4th East Asia Regional Conference on Mathematical Education. (18th – 22nd July, Penang, Malaysia) (pp. 26-32). Penang, Malaysia: Universiti Sains Malaysia.
• Wong, N. Y. (2004). Confucian Heritage Cultural learner’s phenomenon: What lesson can mathematics education learn from it?. Regular lecture delivered at the 10th International Congress of Mathematics Education, Copenhagen.
• Wong, N. Y. (1998). In Search of the “CHC” Learner: Smarter, Works Harder or Something More? Plenary lecture. In H.S. Park, Y.H. Choe, H. Shin, & S.H. Kim (Eds.),  Proceedings of the ICMI-East Asia Regional Conference on Mathematical Education, 1, 85-98.

Creative and Literary Works, Consulting Reports and Case Studies

• Wong, N. Y. (2000). The Current State of Variations in the Mathematics Curriculum. Research report submitted to the Education Department.
• 黃毅英、梁貫成、林智中、莫雅慈、黃家鳴（1999）。《各界人士對數學課程觀感的分析》。教育署委託研究最後報告。Wong, N.Y., Lam, C.C., Leung, F.K.S., Mok, I.A.C., & Wong, K.M. (1999).  An Analysis of the Views of Various Sectors on the Mathematics Curriculum. Final report of a research commissioned by the Education Department, Hong Kong.
• 梁貫成、林智中、莫雅慈、黃家鳴、黃毅英（1999）。《亞洲及西方各主要國家及地區的數學課程比較研究》。教育署委託研究最後報告。Leung, F. K. S., Lam, C. C., Mok, I. A. C., Wong, K. M., Wong N. Y. (1999).  Comparative Study of the Mathematics Curricula of Major Asian and Western Countries. Final report of a research commissioned by the Education Department, Hong Kong.
• 黃毅英、林智中（1996）。高小及中學學生家長對課外活動的態度調查報告A Study on the Attitude of Parents and Students Attitude towards Extracurricular Activities in Upper Primary and Secondary Schools: Report.  Hong Kong: Education Department.

Ngai-Ying Wong B.A., M.Phil., PGCE, Ph.D. (HKU), M.A.(Ed.) (CUHK). Professor at the Chinese University of Hong Kong before retirement in 2014. Founding president, Hong Kong Association for Mathematics Education. Research interests include mathematics education, curriculum reform, classroom environment, student activities, Confucian Heritage Culture learner’s phenomenon, research methodologies.

• Mathematics education
• Curriculum reform
• Classroom environment
• Student activities
• Bianshi teaching
• Confucian Heritage Culture learner’s phenomenon.
• Research methodologies

• 曾永康 黃毅英 （合編）（2021）。《香港學校課外活動發展史 - 藏脩息遊》。香港：香港城市大學出版社。
• Chan, Y. C., Wong, N. Y. (2019). Methodological issues in the investigation of values in mathematics. In P. Clarkson, W. Seah, & J. Pang (Eds.), Values and valuing in mathematics education (ICME Monographs no. 13) (pp. 197-208). Cham, Switzerland: Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-16892-6_14
• Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2018). Valuing from children’s perspectives as a lens to understand mathematics learning: The case of Hong Kong. In B. Rott, G. Törner, J. Peters-Dasdemir, A. Moller, & Safrüdiannur (Eds.), Views and beliefs in mathematics education: The role of beliefs in the classroom (pp. 43-53). Cham, Switzerland: Springer.
• 黃毅英（2018）。《何以有些學生學數學學得好些？》。香港：香港數學教育學會。
• Wong, N. Y. (2017). Teaching through variation: An Asian perspective – Is the variation theory of learning varying? In R. Huang, & Y. Li (Eds), Teaching and learning mathematics through Variation – Confucian-Heritage meets Western theories (pp. 375-388). Rotterdam: Sense publications
• Lam, C. C., Wong, N. Y. (2016). Curriculum reform in Hong Kong: Why, how, what and where it heads for? In T. K. C. Tse, M. H. Lee (Eds), Making sense of education in post-handover Hong Kong. London: Routledge. In press.
• 黃毅英（2016）。《教書？教數？育人？──數學教科書論述》。香港：香港數學教育學會。
• Wong, N. Y., Ding, R., & Zhang, Q. P. (2016). From classroom environment to conception of mathematics. In R. B. King, & A. B. I. Bernardo (eds.), The psychology of Asian learners (pp. 541-557). Singapore: Springer.
• Wong, W. Y., & Wong, N. Y. (2016). Confucianism and contemporary education phenomena. In J. Xing, & P-S. Ng (Eds). Indigenous culture, education and globalization (pp. 277-244). Berlin: Springer.
• Lam, C. C., Wong, N. Y., Ding, R., S. P. T. Li, & Y. Ma (2015). Basic education mathematics curriculum reform in the Greater Chinese Region — Trends and lessons learned. 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. 305-335). Charlotte, New Carolina, U.S.A. Information Age Publishing.
• 張僑平、黃毅英、陳葉祥（2014）。從教科書分析帶出教學啟示：以小學數學的一個課題為例。載石鷗、張增田（編）《教科書評論2014》（頁122-131）。北京：首都師範大學出版社。
• 黃毅英（2014）。《再闖「數教路」：課改下的香港數學教育》。香港：香港數學教育學會。
• Wong, N. Y. (2013). Teaching and learning mathematics in Chinese culture. In P. Andrews & T. Rowland (Eds.), MasterClass in mathematics education: International perspectives on teaching and learning Chapter 16, pp. 191-201). London: Bloomsbury.
• Tam, H. P., Wong, N. Y., Lam, C. C., Ma, Y., Lu, L, & Lu, Y-J. (2013). Decision making in the mathematics curricula among the Chinese mainland, Hong Kong and Taiwan. In Y. Li, & G. Lappan (Eds.). Mathematics curriculum in school education (pp. 93-117). Dordrecht, the Netherlands: Springer.
• Wong, N. Y., Zhang, Q., & Li, X. Q. (2013). (Mathematics) curriculum, teaching and learning. In Y. Li, & G. Lappan (Eds.). Mathematics curriculum in school education (pp. 607-620). Dordrecht, the Netherlands: Springer.
• Ding, R., & Wong, N. Y. (2012). The learning environment in the Chinese mathematics classroom (pp. 150-164). In Y. Li & R. Huang (Eds), How Chinese teach Mathematics and improve teaching. New York: Routledge.
• Wong, N. Y., Lam, C. C., & Chan, A. M. Y. (2012). Teaching with variation: Bianshi mathematics teaching. In Y. Li & R. Huang (Eds), How Chinese teach Mathematics and improve teaching (pp. 105-119). New York: Routledge.
• Ding, R., & Wong, N. Y. (2012). Mathematics curriculum reform in China: Latest developments and challenges. In H. B. Yin & J. C. K. Lee (Eds), Curriculum reform in China: Changes and challenges(pp. 81-93). New York: Nova Science Publishers, Inc.
• 黃毅英、張僑平、許世紅、蘇洪雨、陳鎮民、張家麟、黃麗珍、謝明初、蔡勁航（2012）。《數學教師不怕給學生難倒了！——中小學數學教師所需的數學知識》。武漢：華中師範大學出版社。
• Wong, N. Y. (2010). The Hong Kong mathematics curriculum: 1997 ´ MATH ´ ED = Period of Change. In F. K. S. Leung & Y. Li (eds), Reforms and issues in school mathematics in East Asia (pp. 33-57). Rotterdam: Sense publications.
• 黃毅英、張僑平、丁銳、李瓊、張爽、許家齡、楊光、韓繼偉（2010）。《教授現在告訴你！——如何開展教育研究？》。武漢：華中師範大學出版社。
• 黃毅英（2010）。《數學教育實地觀察》（合訂本）。香港：香港數學教育學會。
• Cai, J., Kaiser, G., Perry, B., & Wong, N. Y. (2009), Effective mathematics teaching from teachers’ perspectives: National and cross-national studies. Rotterdam, The Netherlands: Sense Publishers.
• Wong, N. Y. (2006). From “Entering the Way” to “Exiting the Way”: In Search of a Bridge to Span “Basic Skills” and “Process Abilities”. In F. K. S. Leung, G-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics Education in Different Cultural Traditions: The 13th ICMI Study (pp. 111-128). New York: Springer.
• 鄧國俊、黃毅英、霍秉坤、顏明仁、黃家樂（2006）。《香港近半世紀漫漫「小學數教路」：現代化、本土化、普及化、規範化與專業化》。香港：香港數學教育學會。
• Fan, L., Wong, N.Y., Cai, J., & Li, S. (Eds.) (2004). How Chinese learn mathematics: Perspectives from insiders(pp. 503-534). Singapore: World Scientific.〔中譯：范良火、黃毅英、蔡金法、李士錡（編）（2005）。《華人如何學習數學》。南京：江蘇教育出版社。〕
• Wong, N. Y. (2003). The influence of technology on the mathematics curriculum. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.). Second International Handbook of Mathematics Education, Volume 1 (pp. 271-321). Kluwer Academic Publishers.
• 黃毅英（編）（2001）。《香港近半世紀漫漫「數教路」：從「新數學」談起》。香港：香港數學教育學會。

Journal Publications

• Zhang, Q.-P., & Wong, N.-Y. (2021). The learning trajectories of similarity in mathematics curriculum: An epistemological analysis of Hong Kong secondary mathematics textbooks in the past half century. Mathematics, 9, 2310. https://doi.org/10.3390/math9182310
• Seah, W. T., & Wong, N. Y. (2019). How can we unfold the reality of student learning, if there is a reality: Pitfalls – and bridges – of educational research. Journal of Pedagogical Research, 3(1), 92-99. doi:10.33902/JPR.2019.7
• Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2019). The valuing of mathematics learning in schools: A gendered perspective. International Journal on Emerging Mathematics Education, 3(1), 41-56. DOI: http://dx.doi.org/10.12928/ijeme.v3i1.11648.
• 張僑平、梁玉麟、陳葉祥、黃家鳴、黃毅英、鄧國俊（2019）。我們對數學教育的看法。《學校數學通訊》，22期，頁6-16 。
• Chan, Y. C., Wong, N. Y. (2017). Integrating religious education to mathematics teaching. International Journal of Children's Spirituality, 21(3-4), 243-255. DOI: 10.1080/1364436X.2016. 1251398.
• Leung, I. K. C., Ding, L., Leung, A. Y. L., & Wong, N. Y. (2016). The Correlation between Prospective Teachers’ Knowledge of Algebraic Inverse Operations and Teaching Competency–using the square root as an example.International Journal for Mathematics Teaching and Learning, 17(3). http://www.cimt.org.uk/ijmtl/index.php/IJMTL/issue/view/4.
• Zhang, Q., Barkatsas, T., Law, H. Y., Leu, Y-C., Seah, W.T., & Wong, N-Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. International Journal of Science and Mathematics Education, 14(5), 907-924. 
• Chan, Y. C., Wong, N. Y. (2014). Worldviews, religions, and beliefs about teaching and learning: Perception of mathematics teachers with different religious backgrounds. Educational Studies in Mathematics, 87(3), 251-277.
• Wong, N. Y. (2013). The Chinese learner, the Japanese learner, the Asian learner – inspiration for the (mathematics) learner. Scientiae Mathematicae Japonicae, 76(2), 376-384.
• Wong, N. Y., Wong, W. Y. & Wong, E. W. Y. (2012). What do Chinese value in (mathematics) education. ZDM Mathematics Education, 44(1), 9-19.
• Wong, N. Y., & Tang, K. C. (2012). Mathematics education in Hong Kong under colonial rule. BSHM Bulletin – Journal of the British Society for the History of Mathematics, 27(2), 119-125.
• Wong, N. Y., Lam, C.C., Sun, X., Chan, A.M. Y. (2009). From “exploring the middle zone” to “constructing a bridge”: Experimenting the spiral bianshi mathematics curriculum. International Journal of Science and Mathematics Education, 7(2), 363-382.
• Ma, Y. P., Lam, C. C., & Wong, N. Y. (2006). Chinese primary school mathematics teachers working in a centralised curriculum system: A case study of two primary schools in North-East China. Compare, 36(2), 197-212.
• Wong, N. Y., Lam, C. C., & Kong, Q. P. (2003). The relationship between student engagement and learning outcomes in mathematics. Curriculum and Teaching, 18(1), 81-95.
• Wong, N. Y., Marton, F., Wong, K. M., & Lam, C. C. (2002). The lived space of mathematics learning.  Journal of Mathematical Behavior, 21, 25-47.
• Wong, N. Y., & Watkins, D. (2001). Mathematics understanding: Students’ perception. The Asia-Pacific Education Researcher, 10(1), 41-59.
• Lam, C.C., Wong, N.Y., & Wong, K.M.P. (1999).  Students’ conception of mathematics learning: A Hong Kong study.  Curriculum and Teaching, 14(2), 27-48.
• Wong, N. Y. (1997). The gradual and sudden paths of Tibetan and Chan Buddhism: A pedagogical perspective. Journal of Thought, 33(2). 9-23.
• Wong, N. Y., & Watkins, D. (1996). Self-monitoring as a mediator of person-environment fit: An investigation of Hong Kong mathematics classroom environments.  British Journal of Educational Psychology, 66, 223-229.
• Wong, N. Y. (1993). The psychosocial environment in the Hong Kong mathematics classroom, The Journal of Mathematical Behavior, 12, 303-309.

Conference Papers

• 黃毅英（2017）。半世紀以來香港中學數學教科書變遷與啟示：以相似圖形為例。香港數學教育會議 ─ 2017。
• 黃毅英、陳葉祥、張僑平（2013）。數學教材中的「四基」：以小學立體圖形為例。會議論文宣讀於2013首都教育論壇•教科書研究研討會。2013年11月，北京。
• 黃毅英（2013）。從香港數學教育趨勢看程式、概念及其他。未來十年中國數學教育展望學術研討會專題演講。上海：華東師範大學。15-16/6。
• 黃毅英、梁幗慧、朱嘉穎、龔萬聲（2011）。教改下的課外活動。《第十三屆兩岸三地課程理論研討會─課程與教學的探究基礎：為何與何為》10/12。香港：香港中文大學教育學院。
• Wong, N. Y. (2011). Reflecting on Curriculum reform from the development of Hong Kong mathematics curriculum. Keynote speech presented at the International Conference on Textbook Centenary Transformation and Development in Taiwan. Taipei, 10-11 June.
• Wong, N. Y. (2010). Excellence in mathematics classroom practice: Toward an East Asian perspective. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.), Proceedings of  the 5th East Asia Regional Conference on Mathematics Education (Volume 1, pp. 70-75). Tokyo: Japan Society of Mathematics Education. Wong, N. Y. (2007). Confucian Heritage Cultural learner’s phenomenon: From “exploring the middle zone” to “constructing a bridge” (regular lecture). In C. S. Lim, S. Fatimah, G. Munirah, S. Hajar, M. Y. Hashimah, W. L. Gan, T. Y. Hwa (Eds.). Proceedings of the 4th East Asia Regional Conference on Mathematical Education. (18th – 22nd July, Penang, Malaysia) (pp. 26-32). Penang, Malaysia: Universiti Sains Malaysia.
• Wong, N. Y. (2004). Confucian Heritage Cultural learner’s phenomenon: What lesson can mathematics education learn from it?. Regular lecture delivered at the 10th International Congress of Mathematics Education, Copenhagen.
• Wong, N. Y. (1998). In Search of the “CHC” Learner: Smarter, Works Harder or Something More? Plenary lecture. In H.S. Park, Y.H. Choe, H. Shin, & S.H. Kim (Eds.),  Proceedings of the ICMI-East Asia Regional Conference on Mathematical Education, 1, 85-98.

Creative and Literary Works, Consulting Reports and Case Studies

• Wong, N. Y. (2000). The Current State of Variations in the Mathematics Curriculum. Research report submitted to the Education Department.
• 黃毅英、梁貫成、林智中、莫雅慈、黃家鳴（1999）。《各界人士對數學課程觀感的分析》。教育署委託研究最後報告。Wong, N.Y., Lam, C.C., Leung, F.K.S., Mok, I.A.C., & Wong, K.M. (1999).  An Analysis of the Views of Various Sectors on the Mathematics Curriculum. Final report of a research commissioned by the Education Department, Hong Kong.
• 梁貫成、林智中、莫雅慈、黃家鳴、黃毅英（1999）。《亞洲及西方各主要國家及地區的數學課程比較研究》。教育署委託研究最後報告。Leung, F. K. S., Lam, C. C., Mok, I. A. C., Wong, K. M., Wong N. Y. (1999).  Comparative Study of the Mathematics Curricula of Major Asian and Western Countries. Final report of a research commissioned by the Education Department, Hong Kong.
• 黃毅英、林智中（1996）。高小及中學學生家長對課外活動的態度調查報告A Study on the Attitude of Parents and Students Attitude towards Extracurricular Activities in Upper Primary and Secondary Schools: Report.  Hong Kong: Education Department.