# Ying Zhang (張滢) **Research Assistant Professor**, The Education University of Hong Kong. > I explore how artificial intelligence, mathematics education, and learning sciences can transform teaching and learning. ## Contact - Email: bybzhang@eduhk.hk - Phone: +852 2948 6625 - Office: D4-1/F-11, EdUHK - University: The Education University of Hong Kong (https://www.eduhk.hk/) - Google Scholar: https://scholar.google.com/citations?user=JNhMUR4AAAAJ&hl=zh-TW - ResearchGate: https://www.researchgate.net/profile/Ying-Zhang-623 ## About Ying Zhang is a Research Assistant Professor in the Department of Mathematics and Information Technology at The Education University of Hong Kong. His work sits at the intersection of artificial intelligence, mathematics education, and the learning sciences. He earned his PhD at the Faculty of Education, The University of Hong Kong, where his thesis developed a Dynamic-Visualization-supported-Dialogic-Teaching (DVsDT) approach to the professional development of mathematics preservice teachers in China. He holds an MSc in Applied Statistics and a BSc in Applied Mathematics from Central China Normal University, and was a CSC exchange student at UC Berkeley. Beyond the academy, he co-founded Hammerath, an AI-powered GeoGebra authoring platform now used by over 7,000 educators and reaching more than 350,000 primary and secondary students. ### Education - **PhD**, Education — Faculty of Education, The University of Hong Kong (2021.09–2025.11) - **MSc**, Applied Statistics — Central China Normal University (2018.09–2021.06) - **Exchange Student (CSC)** — University of California, Berkeley (2015.08–2015.12) - **BSc**, Applied Mathematics — Central China Normal University (2013.09–2017.06) ### Experience - **Research Assistant Professor** — The Education University of Hong Kong, Department of Mathematics and Information Technology (2025.12–present) - **Research Assistant II** — Faculty of Education, The University of Hong Kong (2024.05–2024.12) - **Teaching Assistant** — Faculty of Education, The University of Hong Kong (2021.09–2022.09) - **Voluntary Teacher (Rural)** — Tashan Senior High School, Guizhou, China (2017.08–2018.07) ### Honors - 2021–2025 — **University Postgraduate Fellowship**, The University of Hong Kong - 2024 — **Best Presenter Award**, Research Postgraduate Conference 2023-24, HKU - 2021 — **Outstanding Paper Award**, 3rd Tsinghua University Doctor of Education Forum - 2021 — **Excellent Master's Thesis**, Central China Normal University - 2020 — **National Scholarship for Postgraduates**, Ministry of Education, China - 2017 — **Outstanding Graduate**, Central China Normal University ## Research Themes ### AI-Enhanced Mathematics Education Developing and studying AI-powered tools — including the Hammerath GeoGebra authoring platform — that transform how mathematics is authored, taught, and assessed at scale. Focus: AI authoring tools · GeoGebra · Human–AI collaboration in teaching ### Dialogic Teaching Pedagogy Designing professional development that helps teachers orchestrate dialogic, dynamic-visualization-supported mathematics classrooms, and tracing how their pedagogical knowledge grows. Focus: Dialogic teaching · Dynamic visualizations · Teacher professional development ### Learning Sciences Investigating how collaborative inquiry, classroom talk, and technology shape students’ epistemic understanding, scientific literacy, and well-being. Focus: Collaborative inquiry · Epistemic beliefs · Computer-supported learning ### Educational Measurement Applying cognitive diagnosis models and psychometrics to assess student knowledge, personalize learning, and evaluate large-scale assessments such as PISA. Focus: Cognitive diagnosis · Psychometrics · Large-scale assessment ## Selected Work ### Hammerath - Role: Co-Founder - URL: https://hammerath.cn/ - An AI-powered GeoGebra authoring platform enabling educators to create dynamic, interactive mathematics learning experiences. Deployed in classrooms worldwide. - 7,000+ Educator users - 350,000+ Students reached - 2025 Founded ## Publications (Selected Journal Articles) - Guo, J., Zhang, Y., Na, L. (2026). Mastery of Plane Geometry in Junior Secondary School: A Cognitive Diagnostic Research Based on the seq-GDINA. *Asian Journal for Mathematics Education*, 5(2), 249–267. https://doi.org/10.1177/27527263261457047 - Zhang, X., Feng, S., Zhao, J., Zhang, Y., Yu, Y., Chan, C.K.K. (2026). Relationship of Students’ Epistemological Beliefs with Social Interactions and Epistemic Actions in Collaborative Inquiry Learning. *Interactive Learning Environments*, 1–18. https://doi.org/10.1080/10494820.2025.2604260 - Zhang, Y., Jin, Y., Li, N., Li, B., Chen, G. (2025). Using Cognitive Diagnosis to Guide Workshop Design: A Preliminary Study of Examining Novice Mathematics Teachers’ Knowledge of Dialogic Teaching. *Teaching and Teacher Education*, 162, 105059. https://doi.org/10.1016/j.tate.2025.105059 - Zhang, Y., Xin, J., Yu, Z., Liu, Y., Zhao, W., Li, N., Yu, L., Chen, G. (2025). Enhancing Preservice Teachers’ Use of Dialogic Teaching and Dynamic Visualizations in Mathematics Classes: Bridging the Knowing-Doing Gap. *International Journal of Science and Mathematics Education*, 1–31. https://doi.org/10.1007/s10763-025-10558-7 - Chen, F., Zhang, Y., Chen, G. (2025). Exploring the Effects of Technology-supported Collaborative Inquiry and Students’ ICT Competency on Scientific Literacy and Subject Knowledge in Rural Science Classrooms. *Education and Information Technologies*, 1–28. https://doi.org/10.1007/s10639-025-13512-w - Zhang, Y., Wang, P., Jia, W., Zhang, A., Chen, G. (2023). Dynamic Visualization Works: A Meta-analysis of the Effectiveness of GeoGebra for Student Learning in Mathematics. *Journal of Research on Technology in Education*, 57(2), 437–458. https://doi.org/10.1080/15391523.2023.2250886 - Zhang, Y., Li, H., Chen, G., Li, B., Li, N., Zhou, X. (2023). The Moderating Roles of Resilience and Social Support in the Relationships between Bullying Victimizations and Well-being among Chinese Adolescents: Evidence from PISA 2018. *British Journal of Psychology*, 115, 66–89. https://doi.org/10.1111/bjop.12678 - Zhang, Y., Jin, Y., Xiong, Z., Leung, S. O., Chen, G., Li, N., Li, B. (2022). Personalized Assessment: Applying Higher-order Cognitive Diagnosis Models in Secondary Mathematics. *Asian Journal for Mathematics Education*, 1(4), 455–474. https://doi.org/10.1177/27527263221136301 ## Teaching ### Current Courses - **INT6064** — Coding and Computational Thinking (2025–26 Sem2): A course on computational thinking and coding for educators. - **INT4060** — Designing STEM Activities with Integrated Engineering and Mathematics (Co-Teaching) (2025–26 Sem2): Co-taught course integrating engineering and mathematics through STEM activity design. ### Invited Talks - 2026.05 — **2026 Basic Education Teaching Observation and Seminar**, Fujian Normal University, Fuzhou - 2026.04 — **"Zhongnan-Tongshu" Data Science Lecture Series, Session 6**, School of Statistics and Mathematics, Zhongnan University of Economics and Law, Wuhan - 2026.02 — **Supporting Primary and Secondary Schools in Effectively Using AI to Enhance Teaching and Learning**, Faculty of Education, The University of Hong Kong - 2025.10 — **The 3rd International Exchange Forum for Early to Mid-Career Mathematics Educators**, Faculty of Education, University of Macau - 2025.06 — **PKU-HKU Tin Ka Ping Young Scholars: Learning Sciences Graduate Exchange**, School of Education, Tsinghua University, Beijing - 2025.04 — **The 11th Xingtan ME Conference: Young Scholars Forum on Mathematics Education Research**, Fujian Normal University, Fuzhou ### Academic Contributions - **Associate Program Leader** — Master of Arts in Mathematics and Pedagogy (MAMP) - **Admission Interview Panel Member** — BEd(PM); MSc(AIET); MAETFW - **Pilot Field Experience Interview Panel Member** — BEd(PM) --- Source: https://yingzhang.example/ Markdown generated from the site's data layer. Last updated: 2026-08-02.