Dr Bing Ngu
Senior Lecturer, Mathematics Education - School of Education
Phone: +61 2 6773 2328
Dr Bing Ngu is a lecturer in the Mathematics Education team within the School of Education.
Dr Bing Ngu teaches both undergraduate and postgraduate pre-service mathematics education units at UNE. Dr Ngu’s research interests focus on algebra instruction, framed in cognitive load theory and learning by analogy. She has advanced her research interests in academic and non-academic aspects of students’ well-being. Dr Ngu is competent at using multivariate statistics such as complex analysis of variance (ANOVA). She has published several articles in high-tier journals.
PhD in Education. University of New South Wales, Australia.
Bsc (Hons) Chemistry with Management Science. Imperial College of Science and Technology, London, UK
Editorial Board member:
International Education Research
Review European Studies
Universal Journal of Educational Research
The Mathematical Association of New South Wales
American Educational Research Association
Mathematics Education Research Group Australasia (MERGA)
EDME392 – Junior Mathematics Education 7 -10 (internal and external)
EDME393 – Junior Secondary Mathematical Investigations (internal and external)
EDME395 - Senior Secondary Mathematical Investigations (internal and external)
EDME534 – Current Innovations in Mathematics Education
EDME145 – Primary Mathematics 1: Numeracy (internal)
EDME331 – Primary Mathematics 2: Pedagogy Across the Strands (external)
Compare digital and traditional instructional approaches
Compare mathematics instructions from an element interactivity perspective
Fostering analogical transfer in algebra problem solving
Motivational inclination and mathematics education
Instructional designs, optimal best, optimized functioning and task engagement
Chapter in a Scholarly Book
Phan, H. P., Alrashidi, O., & Ngu, B. H. (In press-2015). The importance of mobile-assisted language learning: Developing a motivational perspective. In M. Hamada (Ed.), Mobile Learning: Trends, Attitudes and Effectiveness. New York, NY: Nova Science. Date accepted: 12th February, 2015. Invitation.
Ngu, B. H. (In press-2015).Number and algebra. In J. Coomer (Ed.), Teaching Secondary Mathematics.Port Melbourne, Australia:Cambridge University Press Australia and New Zealand. Invitation. Date accepted 9th June 2015.
Kadir, M. S., Ngu, B. H., & Yeung, A. S. (2015). Element interactivity in secondary school mathematics and science education. In R. V. Nata (Ed.), Progress in education (Vol. 34, pp. 71-98). New York, NY: Nova Science. Invitation.
Refereed Article in a Scholarly Journal
Ngu, B. H., & Phan, H. P. (In press-2015a). Comparing balance and inverse methods on learning conceptual and procedural Knowledge in equation solving: A Cognitive load perspective. Pedagogies: An International Journal. Online first edition (date: 4th June, 2015): DOI: 10.1080/1554480X.2015.1047836
Ngu, B. H., & Phan, H. P. (In press-2015b). Unpacking the complexity of linear equations from a cognitive load theory perspective. Educational Psychology Review. Online first edition (date: 28th February, 2015): doi: 10.1007/s10648-015-9298-2
Phan, H. P., Ngu, B. H., & Williams, A. (In press-2015). Introducing the concept of Optimal Best: Theoretical and methodological contributions. Education. Date accepted: 11th July, 2015.
Phan, H. P., & Ngu, B. H. (In press-2015a). Understanding students' engagement: Situating within a motivational perspective. College Student Journal. Date accepted: 18th March, 2015.
Phan, H. P., & Ngu, B. H. (In press-2015b). Validating personal well-being experiences: A quantitative approach. Education. Date accepted: 11th March, 2015.
Ngu, B. H., Yeung, S. A., & Phan, H. P (2015). Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context. International Journal of Mathematical Education in Science and Technology, 46(3), 388-403. Online first edition (date: 13th January, 2014): doi:10.1080/0020739X.2014.979899
Ngu, B. H., Chung, S. F., & Yeung, A. S. (2015). Cognitive load in algebra: element interactivity in solving equations. Educational Psychology, 35(3), 271-293. Online first edition (date: 13th January, 2014): doi: 10.1080/01443410.2013.878019
Ngu, B., Yeung, A., & Tobias, S. (2014). Cognitive load in percentage change problems: unitary, pictorial, and equation approaches to instruction. Instructional Science, 42(5), 685-713. doi: 10.1007/s11251-014-9309-6
Phan, H. P., & Ngu, B. H. (2015). Introducing the concept of optimized functioning: Establishing evidence for further consideration. The International Journal of Pedagogy and Curriculum, 22(4), 1 - 19.
Phan, H. P., & Ngu, B. (2014a). Factorial equivalence of social cognitive theory: Educational level × time differences. Educational Psychology, 34(6), 697-729. Online first edition (date: 30th July, 2013): DOI: 10.1080/01443410.2013.814190.
Phan, H. P., & Ngu, B. H. (2014b). An empirical analysis of students' learning and achievements: A motivational approach. Education Journal, 3(4), 203 - 216.
Phan, H. P., & Ngu, B. H. (2014c). Longitudinal modelling of personal self-efficacy and engagement-related attributes – How do they relate in educational contexts? American Journal of Applied Psychology, 3(4), 80 - 91.
Phan, H. P., & Ngu, B. H. (2014d). Interrelations between self-esteem and personal self-efficacy in educational contexts: An Empirical Study. International Journal of Applied Psychology, 4(3), 108 - 120.
Ngu, B. H., & Yeung, A. S. (2013). Algebra word problem solving approaches in a chemistry context: Equation worked examples versus text editing. The Journal of Mathematical Behavior, 32(2), 197-208. doi: http://dx.doi.org/10.1016/j.jmathb.2013.02.003
Ngu, B. H., & Yeung, A. S. (2012). Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context. Contemporary Educational Psychology, 37, 14- 32 doi:http://dx.doi.org/10.1016/j.cedpsych.2011.09.001
Ngu, B. H., Mit, E., Shahbodin, F., & Tuovinen, J. E. (2009). Chemistry problem solving instruction: A comparison of three computer-based formats for learning from hierarchical network problem representation. Instructional Science, 37, 21-42. doi: 10.1007/s11251-008-9072-7
Ngu, B. H., & Rethinasamy, S. (2006). Evaluating a CALL software on the learning of English prepositions. Computer & Education, 47(1), 41-55. doi: http://dx.doi.org/10.1016/j.compedu.2004.08.016
Ngu, B. H., Salleh, N. S., Ridzuan, A. A., Othman, R. M., & Yeung, A. (2003). Motivational inclinations toward school academic performance: Location, ethnicity and gender. Sarawak Development Journal, 5 (2), 1-30.
Ngu, B. H., & Kee, J. J. (2003). A comparative study of a mandarin module: Wed-based learning vs. conventional instruction. Journal of Chinese Language and Computing, 13 (1), 1-23.
Ngu, B. H., Low, R., & Sweller, J. (2002). Text editing in chemistry instruction. Instructional Science, 30, 379-402. doi: 10.1023/a:1019833014623
Ngu, B. H. (2002). Online instruction versus face-to-face instruction at UNIMAS. International Journal of Educational Technology,http://www.ed.uiuc.edu/ijet/v3n1/v3n1articles.html
Refereed Scholarly Conference Paper
Ngu, B. H. (2014). The complexity of one-step equations. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 501-508). Sydney, Australia: MERGA.
Ngu, B. H. (2012). Learning to solve complex percentage change tasks. In T. Y. Tso (Eds.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (pp. 273-280). Taiwan: Taipei.
Ngu, B. H., & Tobias, S. (2010). The Unitary Method and the Equation Approach to Teaching Percentages. Proceedings of the International Conference of Science, Technology, Engineering and Mathematics (STEM) in Education. Brisbane, Australia, November 26-27.
Tuovinen, J., Ngu, B. H., & Tucker, F. (2009). Feedback forms employed in online courses at Tabor Adelaide. In E. Palmer (Eds.), 4th Education Research Group of Adelaide Conference. Adelaide, Australia, September 24-25.
Non Refereed Article in a Professional Journal
Ngu, B. H. (2012). Learning percentages: A comparative study of the equation, unitary, and pictorial approaches. Reflections, 37 (1), 28-31.
Ngu, B. H. (2010). Analogical approach to facilitate learning of trigonometry problems. Reflections, 35 (1), 10-13.
Ngu, B. H. (2007). Equations instruction: A comparison of balance and inverse methods. Reflections, 32 (1), 36-38.
Scholarly Conference Presentations
Ngu, B. H. (2015). A smarter way to solve equations with a negative pronumeral. Paper presented at the 8th International Cognitive Load Theory Conference, Fort Collins, USA, 15 – 17 June.
Ngu, B. H., & Phan, H. P. (2014). Use of the equation approach to reduce the intrinsic cognitive load of percentage change problems. Paper presented at the 7th International Cognitive Load Theory Conference, Taipei, Taiwan, 24 – 26 June.
Ngu, B. H., & Siu F. C. (2013). Element Interactivity effect associated with balance and inverse methods in equation solving. Paper presented at the 6th International Cognitive Load Theory Conference, Toulouse, France, 26 – 28 June.
Ngu, B. H., & Siu F. C. (2012). A comparison of the element interactivity effect associated with balance and inverse methods in equation solving. Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Education Research Association Conference, Sydney, Australia, 2–6 December.
Ngu, B. H., & Tobias, S. (2011). Teaching percentages to junior secondary students: A comparative research study of the unitary, equation and pictorial approaches. Paper presented in the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), Alice Springs, Australia,3 – 7 July.
Ngu, B. H. (2011). Learning Percentages: A comparative study of the equation, unitary, and pictorial approaches. New South Wales Mathematical Association Annual Conference, Wollongong, Australia, 16-18 September.
Ngu, B. H. (2009). Analogical approach to facilitate learning of trigonometry problems. New South Wales Mathematical Association Annual Conference, Sydney, Australia, 14-16 September.
Research Supervision Experience
Multi-media instructional design and cognitive load theory
Academic and non-academic aspects of students’ well-being.