个人简介

ACADEMIC QUALIFICATIONS PhD in Mathematics Education, Nanyang Technological University, Singapore, 2005 M.Ed. in Mathematics Education, Central China Normal University, China, 1996 B.Sc. in Mathematical Science, Central China Normal University, China, 1993 PROFESSIONAL POSITIONSAssistant Professor of Mathematics Education, Faculty of Education, University of Macau, Macau (Sep 2008 – Present)Programme Coordinator of Bachelor of Education Programme (Mathematics) – Curriculum (Sep 2010 – Dec 2012, Jun 2019 – Present)Programme Coordinator of Teaching Practice (Sep 2014 – Jun 2019)Associate Professor of Mathematics Education, Department of Mathematics and Statistics, Central China Normal University, China (Nov 2007 – Aug 2008)Lecturer of Mathematics Education, Department of Mathematics and Statistics, Central China Normal University, China (May 2004 – Oct 2007)Mathematics Teacher, The Chinese High School (Now Hwa Chong Institution), Singapore (Oct 2002 – Nov 2003)Mathematics Teacher, The No. 1 High School Affiliated to Central China Normal University, Wuhan, China (Jul 1996 – Jun 1999)CURRENT COURSES Learning Technology for Secondary Mathematics Teaching (MAEB322) Subject-Based Teaching Methods (Mathematics) I/II (MAEB313, MAEB321, EDPC603, PGEE103, PGED103) Supervised Teaching and School Experience (BIPY104, EDUC408, & PGEE203) PREVIOUS COURSES Elementary Mathematics Teaching and Research I/II (EDUC256/257/ MAEB421)Theory of Curriculum and Instruction (Mathematics) (EDUC223)Subject-Based Teaching Methods (Mathematics) I/II (EDUC336, PGEE103)Fundamental Principles for Teaching Elementary Mathematics (DPRI210)Mathematics (DPRE105, DPRI106)Supervised Teaching and School Experience (BIPY104, EDUC408 & PGEE203)

研究领域

Mathematical problem solving.Teaching and learning of primary and secondary mathematics.Use of IT in mathematics teaching and learning.High-stakes examination and assessment.Mathematics Olympiad.

近期论文

Jiang, C., Kim, D.H., Wang, C., & Wang, J. (2019). Premises and challenges of high-stakes examinations: National higher education entrance examination mathematics test scores in China. Journal of Applied Educational and Policy Research, 4(1), 1-21.Jiang, C., Kim, D.H., & Wang, C. (2018). Psychometric properties of an instrument to measure word problem solving skills in mathematics. Journal of Applied Measurement, 19(3), 283-302.巩子坤，何声清，殷文娣，江春莲(2018). 美国数学资优生教育：是非与评述. 数学教育学报，27(2)，29-37. [Gong, Z., He, S., Yin, W., & Jiang, C. (2018). Educating mathematically gifted students in the United States. Journal of Mathematics Education, 27(2), 39-37. In Chinese] （CSSCI） 蔡金法，江春莲，聂必凯(Accepted). 传统与改革：以美国数学课程对方程的处理为例. 课程 教材 教法. （CSSCI） Cai, J. & Jiang, C. (2017). An analysis of problem-posing tasks in Chinese and US elementary mathematics textbooks. International Journal of Science and Mathematics Education, 15(8), 1521-1540. DOI: 10.1007/s10763-016-9758-2 (SSCI). 蔡金法，聂必凯，江春莲(2015). 美国数学课程对变量概念的不同处理. 课程 教材 教法, 35(9), 123-127.（CSSCI）(总第383期) Jiang, C., Hwang, S., & Cai, J. (2014). Chinese and Singaporean sixth-grade students’ strategies for solving problems about speed. Educational Studies in Mathematics, 87(1), 27-50. DOI: 10.1007/s10649-014-9559-x. (SSCI) 蔡金法，江春莲，聂必凯(2013). 我国小学课程中代数概念的渗透、引入和发展：中美数学教材比较. 课程 教材 教法, 33(6), 57-61. （CSSCI） Jiang, C. (2013). Errors in solving word problems about speed: A case in Singapore and Mainland China. New Waves - Educational Research & Development, 16(1), 56-75. 江春莲 (2012). 取人之长 补己之短 我们能从美国数学教育改革中学到哪些功课——评《美国现代数学教育改革》一书，数学通报，51(1), 15-17. (Jiang, C. (2012). What lessons can we learn from current mathematics education reform in USA? – A Review of Current Mathematics Education Reform in the United States of America [In Chinese]. Bulletin of Mathematics, 51(1), 15-17.) (中文核心期刊)Jiang, C.L., & Chua, B.L. (2010). Strategies for solving three fraction-related word problems on speed: A comparative study between Chinese and Singapore students. International Journal of Science and Mathematics Education, 2010(8), 73-96. (SSCI). 张景中，江春莲， 彭翕成(2008). 基于《超级画板》开设《动态几何》课程的实践与思考. 数学教育学报，17(5), 1-5. (Zhang, J., Jiang, C., & Peng, X. (2008). Introduction of dynamic geometry course based on SuperSketchpad: An experimental study [In Chinese]. Journal of Mathematics Education, 17(5), 1-5). (中文核心期刊)张景中，江春莲，彭翕成. (2007) 《动态几何》课程的开设在数学教与学中的价值. 数学教育学报，16（3），1-5. (Zhang, J., Jiang, C., & Peng, X. (2007). Values of dynamic geometry in the teaching and learning of mathematics [In Chinese]. Journal of Mathematics Education, 16(3), 1-5). (中文核心期刊)江春莲(2007). The answer is 9 or 10? . 中学数学教学参考，2007(3)，59.(Jiang, C. (2007). The answer is 9 or 10? Maths Teaching in Middle Schools, 331, 59). （中文核心期刊）江春莲.(1996a). 英国中小学数学教育改革述评. 比较教育研究, 1996(4) . 37-40. (Jiang, C. (1996a). An overview of mathematics education reform in England [In Chinese]. Comparative Education Review, 1996(4), 37-40. ) (CSSCI，中文核心期刊)BOOKS & BOOK CHAPTERSBook江春莲（着）（2016）. 数学问题解决：中新两国学生解决速度文字题的策略和错误. 北京：科学出版社。(ISBN978-7-03-049374-3) 江春莲（编著）(2015). 数学教育初论 — 比较研究和数学教学. 北京：科学出版社。 (ISBN978-7-03-041790-9). Book ChaptersJiang, C., & Hu, L. (In press). Teaching translation of function’s graphs based on APOS theory: An experimental study. In C.S. Lim, C.M. Chew, B. Sriraman (eds.), Contemporary Research and Practice in Mathematics Education: An Asian Perspective. Malaysia: Penerbit Universiti Sains Malaysia (USM Press).Jiang, C., Seah, W.T., Barkatsas, T., Ieong, S.S.L., & Cheong, I.K. (2019). Values in STEM education: Investigating Macau secondary students’ valuing in mathematics learning. In T. Barkatsas, N. Carr, & G. Cooper (eds.), STEM education: An emerging field of inquiry (pp.132-154). The Netherlands: Koninklijke Brill NV, Leiden.Jiang, C., & Chua, B.L. (2018). Integrating problem posing into mathematical problem solving: An experimental study. In P. C. Toh & B.L. Chua (eds.), Mathematics Instruction: Goals, Tasks and Activities (pp. 211 – 227). Singapore: World Scientific.Cai, J., Jiang, C., Hwang, S., Nie, B., & Hu, D. (2016). How do textbooks incorporate mathematical problem posing? An international comparative study. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds), Posing and solving mathematical problems: Advances and new perspectives (pp. 3-22). Switzerland: Springer.Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem posing research in mathematics: Some answered and unanswered questions. In F.M. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 3-34). Springer.Jiang, C., Zhang, J., & Peng, X. (2015). SSP – A Chinese software application for the teaching and learning of mathematics: Theoretical and practical perspectives. 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.787-806). Information Age Publishing.江春莲. (2013). 美国数学课程改革．鲍建生，徐斌艳(主编), 数学教育研究导引（二）(pp.39-48)，江苏教育出版社.江春莲，胡玲. (2013b). 数学教育和技术：对该领域的再思考．鲍建生，徐斌艳(主编), 数学教育研究导引（二）(pp.167-173)，江苏教育出版社.江春莲，胡玲. (2013a). 课堂内外的挑战性数学．鲍建生，徐斌艳(主编), 数学教育研究导引（二）(pp.160-166)，江苏教育出版社.江春莲，巩子坤.(2013). 学校统计教学: 教学和教师教育面临的挑战．鲍建生，徐斌艳(主编), 数学教育研究导引（二）(pp.174-178)，江苏教育出版社.Jiang, C. (2009a). Word problems on speed: Students’ strategies and errors. In K.Y. Wong, P.Y. Lee, B. Kaur, P.Y. Foong, & S.F. NG (Eds.), Mathematics Education: The Singapore Journey (pp.244-262). Singapore: World Scientific Publishing Co. Pte. Ltd.Translated Work 肖恩‧康诺利（着）（2016）. 惊险至极的12个数学挑战. (江春莲，冯琳，鲁磊译). 上海：上海科技教育出版社（原书The book of perfectly perilous math 2012年出版）。 肖恩‧康诺利（着）（2016）. 危机四伏的12个数学困境. (江春莲，冯琳，鲁磊译). 上海：上海科技教育出版社（原书The book of perfectly perilous math 2012年出版）。 全美州长协会和首席州立学校官员理事会（着）(2016). 美国州际核心数学课程标准：历史、内容和实施（蔡金法，孙伟，江春莲，聂必凯，胡典顺，谢圣英，吴颖康，韩继伟，李小保，杨泽忠翻译编写）. 北京：人民教育出版社（原书Common core state standards for mathematics 2010年出版）。 OTHER JOURNAL ARTICLES 陈颖枝，金鑫，江春莲（2018）. 函数的图像变换应该如何教？以《函数 y  Asin x 》的图像为例. 教师杂志, 60, 48-51.张耀强，李颖辉，江春莲(2018). 如何设计函数教学？ 《反比例函数的图像和性质》同课异构的反思. 教师杂志. 58, 49-54.江春莲，刘付茵(2018b). 数学教育中的衔接 – ICME-13的第二个小组报告及启示. 中学数学研究. 437（下），封二，1-5.巩子坤，江春莲，张奠宙(2018). 把握线、角的本质，沟通线、角的联系，教育视界，111，4-7.江春莲，刘付茵(2018a). 什么是数学？ICME-13中Gunter Ziegler教授的报告及其对我国中小学数学教学的启示. 中学数学研究，436（下），封二，1-2.江春莲，刘明艺(2017). 数学竞赛中的数论问题. 澳门数学教育，15，17-22.江春莲，刘付茵(2017b). 揭示数学教学工作的特殊性: ICME-13中Deborah Löwenberg Ball教授的报告及其对我国中小学数学教学的启示. 小学教学（数学版）. 2017(6), 9-11.张耀强，江春莲，佘伟忠（2017）. 数学学习中背诵什么最重要？教师杂志. 57, 61-63.江春莲，佘伟忠，张耀强（2017）. 一题多解重要吗？教师杂志. 56, 69-74.陈建泰，江春莲（2017）. 我的成长心路历程 – 年轻教师的专业发展. 教师杂志, 55, 41-47.江春莲，巩子坤，刘付茵（2017）. 2013-2015年新加坡小学毕业离校考试数学试卷分析. 小学教学（数学版），2017(5), 14-18. 《人大复印报刊资料》《小学数学教与学》，2017(8)，59-63.刘付茵，江春莲（2017）. 数学课堂研究的多重视角——ICME-13中卡尔教授的报告及其对我国小学数学教学的启示. 小学教学（数学版），2017(4), 10-14.江春莲，刘付茵（2017a）. 数学、数学教育和文化: ICME-13上巴顿教授的报告及其启示. 小学教学（数学版），2017(3), 24-26.江春莲，刘付茵（2016）. 数学教育的国际比较研究: ICME-13 的第一个大会报告及其对我国小学数学教学的启示. 小学教学（数学版），2016(12), 13-15.李琦玲，江春莲（2016）. 用函数方法处理几何问题：以毕氏定理的探究性教学为例. 教师杂志, 52, 60-62.刘淑荣，江春莲(2015). 什么样的表征有利于学生的数学学习？以点和圆，直线和圆的位置关系为例。教师杂志, 49, 62-65.江春莲，黎诗林，施凯怡，袁树浩，冯家毅（2015）以问题帮助建立情境到一般数学公式之间的联系  以等差数列的前n项和为例。教师杂志, 49, 66-70.李琦玲，江春莲（2014）. 从圆幂定理谈教育数学和信息技术与数学课程的整合，中学数学研究，2014（5），5-6.陈建荣，江春莲，吴伟濠，蔡潇潇（2014）. 数学中如何进行推广？ 以整数指数幂的运算为例. 教师杂志, 44, 86-88.郑绮文，江春莲（2013）. 根式究竟应该如何教？教师杂志, 43, 67-69.江春莲（2013）. 三角形全等条件的进一步探究（二）. 澳门数学教育, 11, 13- 20.江春莲，苏洪雨（2013）. 美国 CMP 课程及其对我国中小学综合实践活动的启示. 中学数学研究，383，封二，1-2.江春莲. (2012). 三角形全等条件的进一步探究. 澳门数学教育, 10, 94-98. 汪甄南，李俊，江春莲（2012）. 传统与现代相结合 创适合中国国情的数学课堂 — 全国小学数学四大教学流派课堂教学展示课观课有感.澳门数学教育，10, 117-122.江春莲，桂鹏，苏洪雨（2013）.解决数学问题的思路从何而来？-- 以高中《两角差的余弦公式》为例. 教师杂志, 41, 45-48.江春莲（2013）. 学生的起点在哪？— 以《因数和倍数》一节为例. 教师杂志, 40, 89-90.杨宝珠，江春莲（2013）. 反思教学，提高数学教学品质 — 以小学三年级《口算乘法》为例. 教师杂志, 40, 91-92.江春莲, 王菁（2012）. 从一年级的一道奥数题说开去. 澳门数学教育，9，31- 33. (Jiang, C. & Wang, J. (2012).卓雅，白馨蔚，江春莲（2012）. 从矢量减法谈教学设疑和数学定义，教师杂志, 36, 59-60.江春莲, 汪甄南（2011a）. 高一直线的倾斜角和斜率一节的教学设计. 中学数学，383，17. （2011 年第 1 期）江春莲, 汪甄南（2011b）. 小学统计教学—以“游戏公平吗？”为例. 澳门数学教育，8，54-59.江春莲（2011a）. 到两直线距离的和与差为定值的点的轨迹. 数学教学，284，11-12.江春莲, 汪甄南（2011c）. 在常规教学中培养学生数学思维能力以“可以被 3 整除的数”为例，教师杂志，33，55-57.江春莲，刘芸. (2011).《数系的扩充和复数的概念》教学设计. 中学数学，386，18-19. （2011 年第 4 期）宋祖祥，江春莲（2011）. “演绎式”与“归纳式”的教学  以复数的开方为例，中学数学，387，20-21. （2011 年第 5 期）江春莲（2011b）. 代数教学之我思，教师杂志，34，39-40.江春莲（2010a）. 澳门大学近五年入学考试数学试题分析. 中学数学，363（3），50-52.江春莲（2010c）. 三角函数诱导公式教学的“省时”设计. 中学数学. 2010（5），14-15.江春莲，汪甄南（2010a）. 一线串通的数学：从摆放物体活动到组合数学，澳门数学教育，7，73-74.江春莲, 汪甄南（2010b）. 第二十一届“希望杯”全国数学邀请赛初一复试压轴题. 数学教学, 278, 40, 封底. （2010 年第 10 期）江春莲（2009b）.贯彻数学思想方法 提高数学课堂教学效率. 教师杂志, 25(6), 31.江春莲(2008a). 2007 年全国高中数学联合竞赛一试第 14 题解法集锦. 数学通讯，538[2008(5)]，45-46.江春莲（2008b）. TIMSS 系列研究简介：数学课堂教学. 中学数学，2008（8）(初中版)，1-6.彭翕成，江春莲 (2008a). 再谈用《超级画板》探索梯子模型. 数学通讯，540[2008（7）]，11-13.彭翕成，江春莲 (2008b). 基于《超级画板》的探究性教学案例（1）. 数学通讯，2008（1），9-11.彭翕成，江春莲 (2008c). 基于《超级画板》的探究性教学案例（2）--从三角形三高交于一点谈起. 数学通讯，2008（3），9-10.江春莲，彭翕成 (2008). 基于《超级画板》的探究性教学案例（3）--当点被分裂开来. 数学通讯，2008（5），17-18.彭翕成，江春莲，李万菊. 基于《超级画板》的探究性教学案例：因式分解.中学数学，2008（5），43-45.彭翕成，江春莲 (2008d). 动态性是信息技术辅助教学的灵魂. 数学通讯, 2008（19）, 10-12.江春莲，彭翕成，杨世军 (2008). 促进现代信息技术在农村中学数学教学中的应用——现代信息技术在湖北省农村中学数学教学中实施现状的调查与思考.湖北教育，2008（11）, 15-19.江春莲，刘芸，胡艳. 关于“学生对行程问题的两个公式的理解”的调查与研究.中学数学，2007（4），36-39.李秉彝，江春莲(2007). 新的 O 水平数学大纲之新体现在何处. 数学通报，2007(9)，7-9. 《人大复印报刊资料》《中学数学教与学》（初中读本），2008(1). (中文核心期刊)江春莲(2007a). TIMSS 系列研究简介（ 3 ） ： 数学课程. 数学通讯，510[2007(1)]，1-3.江春莲(2007b). TIMSS 系列研究简介（ 4 ） ： 数学教师. 数学通讯，520[2007(11)]，1-4.江春莲(2007c). TIMSS 关于学校教学环境的国际比较. 湖北教育，2007(12)，48-51.江春莲(2007d). 2007 年全国初中数学联赛压轴题的解法集锦. 中学数学，2007(6)，46-47.江春莲，徐惠，柯志清，汤克勤(2007). 数学试卷三种常见题型的质性分析，数学通讯，522[2007(13)]，45-47.江春莲，彭翕成(2007a). 用《超级画板》探索梯子模型. 高等函授学报（自然科学版），2007（6），4-7.江春莲，彭翕成(2007b). 相似圆锥曲线的一个重要性质. 数学通讯，530[2007（21）]，33-34.彭翕成，江春莲(2007). 从一道高考极限问题谈起. 中学数学，2007（10），32-34.江春莲(2006a). 中美数学教育比较研究摘录. 数学通讯，490[2006(3)], 1-3. 《人大复印报刊资料》《中学数学教与学》（高中读本），2006（7），51-53。《人大复印报刊资料》《中学数学教与学》（初中读本），2006（7），61-63.江春莲(2006b). 从一篇博士论文谈数学教育研究方法. 数学通讯，492[2006(5)], 1-5.江春莲.(2006c). TIMSS 系列研究简介（1）. 数学通讯，496[2006(9)], 1-5.江春莲.(2006d). 技术在数学教学中的应用： 新加坡的实践. 数学通讯，502[2006(17)]，1-5.江春莲.(2006e). TIMSS 系列研究简介（2）：家庭背景、对数学的态度比较.数学通讯，504[2006(19)]， 1-4.江春莲.(2005). 外国中小学生多种多样的解题方法一窥. 湖北教育. 2005(6), 15- 17.梁肇军，郭真华，江春莲(2000). CAI 中数学课件的制作（III）. 高等函授学报（自然科学版），13(3)，1-3.江春莲.(1996b). 英国 SMP 高中（16—19 岁）的数学教材（95）简介. 数学通讯, 297[1996(4)], 48，封三，封四. (2004 年前为中文核心期刊)江春莲.(1995a). 英格兰推出新的高中数学大纲，数学通讯，289[1995(8)],38-40.2004 年前为中文核心期刊)江春莲.(1995b). 关系映射反演原则在数学解题中的应用． 数学通讯，291[1995(10)], 11-16. (2004 年前为中文核心期刊)江春莲 .(1993). 关 于 用 N 色染 (N+1) × M 棋盘的问 题 . 数 学通讯，263[1993(6)],34—38. (2004 年前为中文核心期刊)江春莲.(1992). 关于用三色染 M×N 棋盘的问题.数学通讯, 253[1992(8)],36—38. (2004 年前为中文核心期刊)CONFERENCE PRESENTATIONSJiang, C. (2019, June). Teaching of concepts and problem-solving strategies from the mathematical problem solving perspective. Cross-straits conference on mathematics education: literacy-oriented mathematics education reforms. The Education University of Hong Kong, Hong Kong.Jiang, C., Wang, C., & Kim, D.H. (2018, July). Validity of national higher education entrance examination mathematics test scores in china. In E. Bergqvist, M. Ö sterholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 254). Umeå, Sweden: PME.Jiang, C. & Cai, J. (2017, July). Chinese students’ problem solving and posing abilities in rate, ratio and proportion. In Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 214. Singapore: PME.Jiang, C. & Li, Q. (2017, May). A comparison of difficulty levels of problems included in mathematics textbooks and problems used in real classroom. Paper presented at the Second International Conference on Mathematics Textbook Research and Development (ICMT-2), Brazil: Rio.Kim, D.H., Wang, C., & Jiang, C. (2017, April). Investigation of the psychometric properties of the National Higher Education Entrance Examination in China. Paper presented at the annual meeting of American Educational Research Association, San Antonio, Texas, USA.Kim, D.H., Wang, C., & Jiang, C. (2017, April). Validity evidences of the National Higher Education Entrance Examination Mathematics Test for Hunan Province. Paper presented at the 25th Annual International Conference of Chinese American Educational Research and Development Association (CAERDA). San Antonio, Texas, USA.Jiang, C. & Wu, R. (2016, October). 融合问题提出的教学，提高学生问题解决能力的教学实验: 以二元一次方程组为例 [Incorporating problem posing for improving students’ abilities in mathematical problem posing: Using simultaneous linear equations in two variables as an example]. Paper presented at the 2nd Chinese Conference of Mathematics Education, Chongqing, China.Jiang, C., Seah, W.T., Barkatsas, T., & Cheong, I.K. (2016, July). What Macao students value in mathematics learning. Paper presented at the 13th International Congress on Mathematical Education, Germany: Hamburg,Kim, D.H., Wang, C., & Jiang, C. (2016, April). A mixture IRT model of a mathematical problem solving test on speed. Paper presented at the annual meeting of American Educational Research Association, Washington, DC, USA, 8-12 April, 2016.Jiang, C., Kim, D.H., & Wang, C. (2016, April). Psychometric properties of word problems about speed: Comparison between Chinese and Singaporean Students. 2016 CAERDA (Chinese American Educational Research and Development Association) Conference. Washington, DC, USA, 7-8 April, 2016.Jiang, C. & Cai, J. (2015, July). An investigation of the impact of sample questions on the sixth grade students’ mathematical problem posing. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of 39th Psychology of Mathematics Education conference, Vol. 3 (pp. 113-120). 13-18 July, Hobart, Australia.Jiang, C., & Hu, L. (2015, June). Teaching translation of function’s graphs based on APOS theory: An experimental study. Paper presented on the Annual International Conference of CAERDA, 24-26 June, Taichung, Taiwan.Wong, I.N., Jiang, C., Cheung, K.C., Sun, X. (2015, June). Primary mathematics education in Macao: Fifteen years of experiences after the 1999 handover from Portugal to Mainland China. In X. Sun, B. Kaur, & J. Novotna (eds), Proceedings of the Twenty-third ICMI study: Primary mathematics study on whole numbers (pp.480-487), June 3-7, 2015, Macao.Zhang, J., Meng, Y., Hu, B., Fan, X., Cheung, S.W., Yang, N., & Jiang, C. (2015, June). The role of early language ability on the math skills of Chinese children. In X. Sun, B. Kaur, & J. Novotna (eds), Proceedings of the Twenty-third ICMI study: Primary mathematics study on whole numbers (pp.597-602), June 3-7, 2015, Macao.Jiang, C., & Cai, J. (2014, July). An analysis of mathematical problem-posing tasks in Chinese and US reform textbooks. Paper to be presented in the Conference of the International and North American Groups for the Psychology of Mathematics Education, 15-20 July, Vancouver, Canada.Jiang, C., & Li, Q. (2014, May). Analysis of difficulty levels of problems presented in secondary mathematics textbooks and used in mathematics classrooms. In Proceedings of the First Chinese Conference of Mathematics Education (pp.107- 111), 22-23 May, Beijing, China.Hu, D., Cai, J., & Jiang, C. (2013, April). Mathematics education reform and problem posing: Evidence from a curriculum analysis. Paper presented on the 2013 CAERDA (Chinese American Educational Research and Development Association) International Conference.Jiang, C., & Fu, Y. (2012, July). Errors in solving word problems on speed: A case in Singapore and Mainland China. Paper presented on the 12th International Congress on Mathematical Education, July 8-15, COEX, Seoul, Korea.Cai, J. & Jiang, C. (2010, August). Gifted Education in the Context of “Mathematics for All”: Premises and Challenges. In Proceedings of the 6th International conference on Creativity in Mathematics Education and the Education of Gifted Students (pp.40-46), August 1-5, Riga, Latvia. (Plenary speech).Jiang, C.（2010, June）. A review of the developmental studies about the concept of speed. Paper presented on the 13th International Conference on Mathematics Education in China, June 25-28, Hangzhou, China. This paper has been rewarded the “First-level Prize”.Jiang, C. (2010, August). Hierarchical Levels of Speed Word Problems: A Study Conducted in Singapore and China. Paper presented on the 5th East Asia Regional Conference on Mathematics Education, August 18-22, 2010, Tokyo, Japan.Jiang, C., Zhang, J., Peng, X. (2009, May). A Chinese software SSP for the teaching and learning of mathematics ： Theoretical and practical perspectives. Papers presented on the 13th Global Chinese Conference on Computers in Education, May 25-28, 2009, Taipe, Taiwan, China.Jiang, C. (2009, June). Evaluation of mathematics teachers’ teaching competency: A preliminary study. Paper presented on the 4th Symposium on Quality Education, June 11-15 2009, National Taiwan Normal University, Taipei, China.Jiang, C. (2008, July). Strategies for Solving Word Problems on Speed: A Comparative Study between Chinese and Singapore Students. Paper presented on the 11th International Congress on Mathematical Education, July 6-13, 2008, Monterrey, Nuevo Leon, Mexico. Online assessed: http://tsg.icme11.org/document/get/773.Zhang, J., Cao, Y., Huan, Z., Xiong, H., & Jiang, C. (2008, July). Information Technology and Mathematics Education. In Mathematics Education in China: Tradition and Reality – China National Presentation at ICME-11 (pp.129-160), July 6-13, 2008, Monterrey, Nuevo Leon, Mexico. 江春莲，胡艳(2006 年 11 月). 关于“学生对行程问题的两个公式的理解”的调查研究。全国高等师范院校数学教育研究会第 11 届学术年会，2006 年 11 月25-29 日，武夷山，安徽， Jiang, Chunlian. (2005, August). Strategies for solving two speed word problems: A part of a comparative study between Chinese and Singapore students. EARCOME3 Symposiums 4. Shanghai×Nanjing×Hangzhou, August 7-12, 2005, China, Online access: http://www.math. ecnu.edu.cn/earcome3/sym4/ Earcome3_Jiang%20Chunlian_Sym4.doc.Jiang, C., & Fong, H.K. (2002, May). Errors in solving speed problems: A comparative study between Chinese and Singapore students. In Douglas, Edge, & Yeap, B. H. (Eds). Mathematics education for a knowledge-based era. Proceedings of EARCOME 2 and SEACME 9 (Vol. 2) (pp.90-96). May 27-31, Singapore.