Dr Hui Chuan Li

Dr Hui Chuan Li

Lecturer of Mathematics Education

Staff Room No

Room 1.09, SHBIE

Phone No

+673 2463001 ext. 1547

Email Address


Academic Qualifications

  • BA in Mathematics (National Changhua University of Education, Taiwan)
  • MSc in Mathematics (National Kaohsiung Normal University, Taiwan)
  • MPhil in  Education (University of Cambridge, UK)
  • PhD in Education (University of Cambridge, UK)

Course Involvement

  • EE-5303-M Classroom Studies in Mathematics Education
  • EE-5307-M Thematic Study in Mathematics Education
  • ET-5205-P Mathematics Education for Primary Education
  • ET-5307-S Mathematics Education for Secondary Education
  • ET-5102 Teacher as Researcher
  • ET-5101 Education Research Methodology

Research Interests

  • Curriculum materials design and development, particularly in relation to mathematics
  • Social constructivism in mathematics teaching and learning
  • Development of students’ mathematical proficiency with meaningful grounding
  • Learning, teaching and assessment
  • Classroom discussion and communication
  • Comparative education
  • Qualitative, Quantitative and Mixed methods research design


Hui-Chuan Li is a Lecturer of Mathematics Education in SHBIE where she teaches and supervises on masters and doctoral courses. She received her PhD degree in education from the University of Cambridge in 2015. Her research interests lie in the field of mathematics learning and teaching in both primary and secondary education, with a focus on classroom interaction, learning through talk and teacher professional development during the implementation of problem-based learning (PBL). She also has a long-standing interest in investigating the impact of mathematics curriculum on students’ opportunity to learn mathematics, from an international comparative perspective. She previously worked as a senior high school teacher (Years 10-12) of mathematics in Taiwan for more than ten years; severed as a part-time associate tutor to mentor mathematics undergraduates; and had experience in supervising pre-service mathematics teachers at school in Taiwan.

Informal enquiries are welcome from prospective masters and doctoral students whose interests fall within the Research Interests listed above.


Articles in Refereed Journals

*corresponding author

Li*, H.-C. & Stylianides, A. J. (accepted, in press). An examination of the roles of the teacher and students during a problem-based learning intervention: lessons learned from a study in a Taiwanese primary mathematics classroom, Interactive Learning Environments. doi:10.1080/10494820.2017.1283333 (indexed by SSCI and Scopus, Q1).

Li, H.-C. & Tsai*, T.-L. (accepted, in press). The implementation of problem-based learning in a Taiwanese primary mathematics classroom: lessons learned from the students’ side of the story, Educational Studies. doi: 10.1080/03055698.2016.1277138 (indexed by SSCI and Scopus, Q2)

Tsai, T.-L & Li*, H.-C. (2017). Towards a framework for developing students’ fraction proficiency, International Journal of Mathematical Education in Science and Technology, 48(2), 244-255. doi: 10.1080/0020739X.2016.1238520 (indexed by Scopus, Q2)

Botty, H. M. R. H., Shahrill, M., Jaidin, J. H., Li*, H.-C., & Chong, M.S.F. (2016). The implementation of problem-based learning (PBL) in a Year 9 mathematics classroom: a study in Brunei Darussalam, International Research in Education, 4(2), 34-47. doi:10.5296/ire.v4i2.9466

Li, H.-C. (2014). A comparative analysis of British and Taiwanese students’ conceptual and procedural knowledge of fraction addition, International Journal of Mathematical Education in Science and Technology, 45(7), 968-979. doi:10.1080/0020739X.2014.892163 (indexed by Scopus, Q2)

Li, H.-C. (2012). Implementing problem-based learning in a Taiwanese elementary classroom: a case study of challenges and strategies, Research in Mathematics Education, 14(1), 89-90. doi: 10.1080/14794802.2012.657441(indexed by Scopus, Q2)


Conference Papers/Presentations

Li*, H.-C. & Stylianides, A. J. (2016, July). The roles of teacher and students during a problem-based learning intervention. Presented at the 13th International Congress on Mathematics (ICME-13), Hamburg, Germany, 24-31 July 2016.

Li*, H.-C. & Chang, Y.-S. (2015, January). A comparative analysis of national curricula relating to fractions in England and Taiwan. In, Jones, K., Bokhove, C., Howson, G., & Fan, L. (Eds.) Proceedings of the International Conference on Mathematics Textbook Research and Development, 1, 297-302, Southampton, UK, 29-31 July 2014.

Li, H.-C. (2014, February). A problem-based learning approach to developing students’ fraction sense in Taiwan, Paper presented at the 2014 Cambridge Stemposium, Cambridge, UK, 19 February, 2014.

Li, H.-C. (2011, June). The development of Taiwanese students’ understanding of fractions: A problem-based learning approach. In, Proceedings of the British Society for Research into Learning Mathematics, 31(2), 25-30, Leeds, UK, 11 June 2011.

Li, H.-C. (2011, June). Problem-based learning (PBL) in a Taiwanese 5th grad mathematics classroom, Paper presented at the 2011 Oxbridge Taiwan Scientific Symposium, Oxford, UK, 12 June 2011.