JENNY YUN-CHEN CHAN 

The Education University of Hong Kong                    jyc-chan.com

10 Lo Ping Road, Tai Po, Hong Kong, SAR             [email protected] 

EDUCATION

2019    Ph.D. Developmental Psychology, University of Minnesota – Twin Cities  

2016    M.A. Developmental Psychology, University of Minnesota – Twin Cities

2013    B.S.  Honors in Psychology & Biology with Neurobiology option,

                                   University of Wisconsin – Madison

EMPLOYMENT

2022 – Assistant Professor, Department of Early Childhood Education

The Education University of Hong Kong (EdUHK)

2026 – Associate Head of Internationalization, Department of Early Childhood Education 

The Education University of Hong Kong (EdUHK)

2023 – 2024 Co-Director of the Centre for Educational and Developmental Sciences

The Education University of Hong Kong (EdUHK)

2018 – 2022 Postdoctoral Scientist in Learning Sciences and Technologies

Worcester Polytechnic Institute

RESEARCH AREAS

Mathematical Thinking and Learning; Participatory Design; Culturally Situated Learning; Cognition in Context; Perceptual and Embodied Processes; Language and Math; Executive Function and Problem Solving; Educational Technologies; Multiple Levels of Analysis 

GRANTS, FELLOWSHIPS, HONORS, & AWARDS

• External Funding (HKD: $3M; USD: $966K; CHF: $165K; NZD: $30K)

2026 – 2028 Research Fellowship: Research, Development, and Testing of a MATH Kit , Jacobs Foundation and Canadian Institute for Advanced Research (PI: $165,000 CHF)

~ Competitive International Fellowship with Awarding Rate of 2%~ 

2025 – 2026 Portion Distortion: The Influence of Marketing on Children’s Dietary Perceptions, Research Activation Grant, Health Research Council of New Zealand (Co-I, PI: Rich Masters; $29,996 NZD)

2024 – 2026 The Values Education for Entrepreneurial Spirit Virtual Learning Platform: Nurturing Students' Entrepreneurial Spirit and Sense of Belonging to the Greater Bay Area. Quality Education Fund, Hong Kong Education Bureau 

(Co-I, PI: Maxwell Ho; $1,858,941 HKD)

2024 – 2025 The Mathematical Cognition and Learning Society 2025 Conference Hong Kong. The Mathematical Cognition and Learning Society (PI; $62,855 USD)

2019 – 2021  Graspable Math Activities: Increasing Algebra Proficiency with Dynamic Notation Technology. ED/SBIR Institute of Education Sciences, US Department of Education (Co-PI, PI: Erik Weitnauer; $900,000 USD)

2017      Dissertation Funding Award, Society for Research in Child Development ($2,000 USD)

2017      Student Travel Award, Society of Research in Child Development ($500 USD)

2017      Student Travel Award, Mathematical Cognition and Learning Society & National Institute of Health ($300 USD)

2016      Student Travel Award, Mathematical Cognition and Learning Society & National Institute of Health ($300 USD)

• External Honors

2022 Scholar at the Modern Meta-Analysis Research Institute, Georgia State University

2022 Early Career Scholar, International Society of the Learning Sciences

2020 Scholar at the Adaptive Interventions and Sequential Multiple-Assignment Randomized Trials (SMART) in Education, Institute of Social Research at University of Michigan 

2020 Scholar at the Statistical Analyses for Causal Inferences in Early Childhood Mathematical Development, AERA-NSF Statistical Institute

• Internal Funding (HKD: $1.2M; USD: $48K)

2026 – 2028 Co-Designing AI-Driven Scaffolding: A Participatory Approach to Enhancing Parent-Child Interactions in Home Mathematics, Faculty Interdisciplinary Research Funding Scheme, The Education University of Hong Kong ($199,900 HKD)

2026 – 2027 Development of Home Math Activities, Support for ECS/GRF 3.5 Application, The Education University of Hong Kong ($80,000 HKD)

2025 – 2026 Numbers in Context: The Effects of Perception, Embodiment, and Sociocultural Context on Children’s and Adults’ Estimation, Departmental Research Grant, The Education University of Hong Kong ($180,000 HKD)

2025 Sponsorship Scheme of International Conference, Research and Development Office, The Education University of Hong Kong ($426,070 HKD)

2025 Excellence in Publication Award, Department of Early Childhood Education, The Education University of Hong Kong ($8,000 HKD)

2024 – 2025 Additional Research Fund, Committee on Research and Development, The Education University of Hong Kong ($10,413 HKD)

2023 – 2024 Targeted Research Exchange Scheme, Faculty of Education and Human Development, The Education University of Hong Kong ($80,000 HKD)

2023 – 2024 Support Math Learning Through a Cooking Activity. Departmental Research Grant, The Education University of Hong Kong ($100,000 HKD)

2023 – 2024  Learning in Everyday Context: Design and Test a Math Game. Start-up Grant, The Education University of Hong Kong ($150,000 HKD)

2023 Excellence in Publication Award, Early Childhood Education Department, The Education University of Hong Kong ($8,000 HKD)

2019 – 2021  Women’s Young Investigator Fellow, Worcester Polytechnic Institute ($3,000 USD)

2017 – 2018  Doctoral Dissertation Fellowship, University of Minnesota – Twin Cities ($25,000 USD)

2017      Event Grant for Center for Cognitive Sciences Spring Research Day, University of Minnesota – Twin Cities ($500 USD)

2017      Conference Travel Grant, University of Minnesota – Twin Cities ($1,050.20 USD)

2017      Finalist, Three-Minute Thesis Competition, University of Minnesota – Twin Cities 

2016      Herb Pick Applied Developmental Psychology Seed Grant, University of Minnesota – Twin Cities ($1,000 USD)

2016      Hauge Graduate Fellowship, University of Minnesota – Twin Cities ($1,400 USD)

2015 – 2017 Shingledecker Fellowship, University of Minnesota – Twin Cities ($15,000 USD)

2013      Outstanding Research Assistant Award, University of Wisconsin – Madison

2012      Trewartha Honors Research Grant, University of Wisconsin – Madison ($1,000 USD)

• Honors & Awards

2024 Top 10% Teaching Award

Faculty of Education and Human Development, EdUHK

2022 Scholar at the Modern Meta-Analysis Research Institute

(Travel and Accommodation)

Georgia State University & National Science Foundation 

2022 Early Career Scholar (Conference Registration and Workshop)

International Society of the Learning Sciences

2020 Scholar at the Statistical Analyses for Causal Inferences in Early Childhood

Mathematical Development (Travel and Accommodation)

American Educational Research Association & National Science Foundation  

2020 Scholar at the Adaptive Interventions and Sequential Multiple-Assignment

Randomized Trials (SMART) in Education (Online Training)

Institute of Social Research at University of Michigan & Institute of Education Sciences   

2017      Finalist in Three-Minute Thesis Competition

University of Minnesota – Twin Cities 

2013      Outstanding Research Assistant Award

University of Wisconsin – Madison

PUBLICATIONS

[29 Journal Articles, 6 Chapters, 8 Proceedings, 10 Other]

[Type]: J: Journal; C: Chapter; P: Proceeding; O: Other (Report, Blogs, Videos)

Role: c corresponding author; * graduate student, ⁺ undergraduate student, # research assistant

• Interdisciplinary Research, Meta-Science, Outreach

[C] Chan, J. Y.-C.c, Yip, S. H. K.*, Tsang, S. Y. M.*, & Lee, K. (2026). Early Childhood Mathematics: Culturally situated pedagogies in Hong Kong. In A. Bautista (Eds), Culturally Situated Pedagogies in Hong Kong Kindergartens. Curriculum and School Development in Asia Vol. 3 (pp. 215-233). Springer, Singapore. https://doi.org/10.1007/978-981-95-0281-3_11 [Open Access]   

[J] Lee, J. E., Ottmar, E., Chan, J. Y. C., Decker-Woodrow, L., & Booker, B. (2025). In-Person vs. Virtual: Learning modality selections and movement during COVID-19 and their influence on student learning. Learning Environments Research, 28, 149-169. https://doi.org/10.1007/s10984-025-09525-4 

[J] Closser, A. H., Botelho, A. F., & Chan, J. Y.-C. (2024). Exploring the impact of symbol spacing and problem sequencing on arithmetic performance: An educational data mining approach. Journal of Educational Data Mining. 16(1), 84-111. DOI: 10.5281/zenodo.11403249 [Open Access]

[J] Ho, C. S. M., Chan, J. Y.-C., & Lee, C. K. J. (2024). Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management system. International Journal of Educational Research Open, 7, 100380. DOI: 10.1016/j.ijedro.2024.100380 [Open Access]

[P] Chan, J. Y.-C.c, Chong, C. W. H.*, Tsang, S. Y. M.*, (2024) Participatory design of early math learning: A culturally situated playful approach in Hong Kong [Short Paper]. The 18th International Conference of the Learning Sciences (ICLS) 2024, Buffalo, New York USA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/10640 

[J] Chan, J. Y.-C.c, Nagashima, T., Closser, A. H. (2023) Participatory design for Cognitive Science: Examples from the Learning Sciences and Human-Computer Interaction. Cognitive Science, 47(10), e13365. DOI: 10.1111/cogs.13365 [Open Access]

[P] Closser, A. H.*, Chan, J. Y.-C., Smith, H.*, Ottmar, E. (2022). College students’ input on the design of worked examples for online environments [Empirical Research Report]. In Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN. [PDF] 

[J] Chan, J. Y.-C.c, & Mazzocco, M. M. M. (2021). Integrating qualitative and quantitative methods to develop a comprehensive coding manual: Measuring attention to mathematics in play contexts. Methods in Psychology, 4, 100044. DOI: 10.1016/j.metip.2021.100044 [Open Access]

[J] Chan, J. Y.-C. & von Baeyer, C. L. (2016). Cognitive developmental influences on the ability of preschool-age children to self-report their pain intensity. PAIN, 157(5), 997-1001. DOI: 10.1097/j.pain.0000000000000476  [Accepted PDF]

~ Featured as an Editor’s Choice ~

• Influences of Context, Perception, and Embodiment

[J] Chan, J. Y.-C.c, Scalise, N. R., Tsang, S. Y. M.* & Cheng, H. H. L.* (2026). Mathematics and beyond: Hong Kong parents’ and teachers’ practices, beliefs, and communication of math learning in early childhood. Journal of Numerical Cognition. http://doi.org/10.23668/psycharchives.21587 

[J] Smith, H.*, Ottmar, E., Ngo, V.*, Closser, A. H.*, Chan, J. Y.-C., Vanacore, K., & Sales, A. (2025). Math problem supports in an authentic classroom context: Unpacking the effect of immediate feedback and re-attempts in online problem sets on middle school students’ math achievement. Journal of Research on Educational Effectiveness, 1–26. https://doi.org/10.1080/19345747.2025.2534377 

[J] Bye, J. K., Chan, J. Y.-C., Closser, A. H., Lee, J.-E., Shaw, S. T., & Ottmar, E. (2024). Perceiving precedence: Order of operations errors are predicted by perception of equivalence expressions. Journal of Numerical Cognition, 10 1-23. https://doi.org/10.5964/jnc.14103 [Open Access]

[J] Chan, J. Y.-C.c, Closser, A. H.*, Ngo, V.*, Smith, H.*, Liu, A., & Ottmar, E. (2023). Examining shifts in conceptual knowledge, procedural knowledge, and procedural flexibility in the context of two game-based technologies. Journal of Computer Assisted Learning, 39, 1274-1289 DOI: 10.1111/jcal.12798 [Open Access]

[J] Decker-Woodrow, L., Mason, C. A., Lee, J. E., Chan, J. Y.-C., Sales, A., Liu, A., & Tu, S. (2023). The impacts of three educational technologies on algebraic understanding in the context of COVID-19. AERA Open. DOI: 10.1177/23328584231165919 [Open Access]

[J] Chan, J. Y.-C.c, Linnell, L. D.*, Trac, C.*, Drzewiecki, K.*, & Ottmar, E. (2023). Test of Times New Roman: Effects of font type on mathematical performance. Educational Research for Policy and Practice. DOI: 10.1007/s10671-023-09333-8 [Accepted PDF]

[C] Chan, J. Y.-C.c, Closser, A. H.*, Smith, H.*, Lee, J. E., Drzewiecki, K. C.*, & Ottmar, E. (2023). Grasping patterns of algebraic understanding: Dynamic technology facilitates learning, research, and teaching in mathematics education. In K. M. Robinson, D. Kotsopoulos, & A. K. Dubé (Eds), Mathematical Teaching and Learning: Perspectives on Mathematical Minds in the Elementary and Middle School Years (pp. 207 – 225). Switzerland: Springer Nature. DOI: 10.1007/978-3-031-31848-1_12 [Accepted PDF]

[P] Closser, A. H., Smith, H., Ottmar, E., Chan, J. Y.-C. (2023) Designing worked examples for dynamic learning technologies: The effects of action and self-explanation. [Short Paper]. The 17th International Conference of the Learning Sciences (ICLS) 2023, Montreal, Canada: International Society of the Learning Sciences. [PDF]

[J] Chan J. Y.-C.c, Ottmar, E. R., Smith, H.*, & Closser, A. H.* (2022). Variables versus numbers: Effects of symbols and algebraic knowledge on students’ problem-solving strategies. Contemporary Educational Psychology, 71, 102114. DOI: 10.1016/j.cedpsych.2022.102114 [Open Access]

[J] Chan, J. Y.-C.c, Lee, J.-E., Mason, C. A., Sawrey, K. B., & Ottmar, E. R., (2022). From Here to There!: A dynamic algebraic notation system improves understanding of equivalence in middle-school students. Journal of Educational Psychology, 114(1), 56–71. DOI: 10.1037/edu0000596 [Accepted PDF]

[J] Lee, J.-E., Hornburg, C. B., Chan, J. Y.-C., & Ottmar., E. (2022). Perceptual and number effects on students’ initial solution strategies in an interactive online mathematics game. Journal of Numerical Cognition, 8(1), 166-182. DOI: 10.5964/jnc.8323 [Open Access]

[J] Smith, H.*, Closser, A. H.*, Ottmar, E., & Chan, J. Y.-C. (2022). The impact of algebra worked example presentation on student learning. Applied Cognitive Psychology, 36(2), 363–377. DOI: 10.1002/acp.3925 [Accepted PDF]

[P] Closser, A. H.*, Smith, H.*, Chan, J. Y.-C. (2022). Algebra students’ impression of equation solving worked examples in an online environment [Brief Research Report]. In Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN. 

[P] Chan, J. Y.-C.c, Smith, H.*, Closser, A. H.*, Drzewiecki, K. C.*, & Ottmar, E. (2021). Number vs. variable: The effect of symbols on students’ math problem solving. In T. Fitch, C. Lamm, H. Leder, K. Teβmar-Raible (Eds), Proceedings of the Forty-Third Annual Meeting of the Cognitive Science Society. (pp. 2836-2842). Vienna, Austria: University of Vienna. [PDF]

[J] Chan, J. Y.-C.c, Praus-Singh, T. L. & Mazzocco, M. M.c (2020). Parents’ and young children’s attention to mathematical features varies across play materials. Early Childhood Research Quarterly, 157, 65-77. DOI: 10.1016/j.ecresq.2019.03.002 [Accepted PDF]

[J] Mazzocco, M. M. M., Chan, J. Y.-C., Bye, J. K., Padrutt, E., Praus-Singh, T. L., Lukowski, S., Brown, E., & Olson, R. E. (2020). Attention to numerosity varies across individual and task contexts. Mathematical Thinking and Learning, 22(4), 258-280. DOI: 10.1080/10986065.2020.1818467 [Accepted PDF]

[P] Sawrey, K. B., Chan, J. Y.-C., Ottmar, E., (2020). Equivalence tasks in a digital algebraic notation system promotes performance in middle school mathematics [Short Paper]. In M. Gresalfi & I. S. Horn (Eds), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS)  Vol. 3 (pp. 1657-1660). Nashville, Tennessee: International Society of the Learning Sciences. [PDF]

[P] Sawrey, K. B., Chan, J. Y. -C., Ottmar, E., Hulse, T.*, (2019). Experiencing equivalence with Graspable Math: Results from a middle-school study [Brief Research Report]. In S. Otten, A. G. Candela, A. de Araujo, C. Haines, & C. Munter (Eds) Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1738-1743) St. Louis, MO: University of Missouri. [PDF] 

[J] Chan, J. Y.-C. & Mazzocco, M. M. (2017). Competing features influence children’s attention to number. Journal of Experimental Child Psychology, 156, 62-81. DOI: 10.1016/j.jecp.2016.11.008 [Accepted PDF]

[C] Mazzocco, M. M., Chan, J. Y.-C., & Sera, M. D. (2016). Contextual sensitivity and the large number word bias: When is bigger really more? In A. Henik (Ed), Continuous Issues in Numerical Cognition: How Many or How Much (pp. 81 – 103). London, United Kingdom: Elsevier Academic Press. DOI: 10.1016/B978-0-12-801637-4.00004-4 [Accepted PDF]

• Learning Variability

[J] Chan, J. Y.-C. & Chan, W. W. L. (2025). Unraveling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong Kindergarten children. Early Childhood Research Quarterly, 73, 101-111. https://doi.org/10.1016/j.ecresq.2025.06.004 [Open Access]

[J] Chan, J. Y.-C.c, Vieites, V., Wang, J. (2025) The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children. Cognitive Development, 74, 101560. DOI: 10.1016/j.cogdev.2025.101560 [Open Access]

[J] Chan, J. Y.-C.c & Mazzocco, M. M. M. (2024). New measures of number line estimation performance reveal children’s ordinal understanding of numbers. Journal of Experimental Child Psychology, 245, 105965. DOI: 10.1016/j.jecp.2024.105965 [Open Access]

[J] Chan, J. Y.-C.c, Byrne, C.*, Jerusal, J.*, Liu, A., Roberts, J.*, Ottmar, E. (2023). Keep DRAGging ON: Is solving more problems in DragonBox12+ associated with higher mathematical performance? British Journal of Educational Technology, 54, 943-966. DOI: 10.1111/bjet.13304 [Open Access] 

[J] Closser, A. H.*, Chan, J. Y.-C., Ottmar, E. R. (2023). Resisting the urge to calculate: The relation between inhibitory control and perceptual cues in arithmetic performance. Quarterly Journal of Experimental Psychology, 76(12), 2690-2703. DOI: 10.1177/17470218231156125 [Accepted PDF]

[J] Chan, J. Y.-C.c, Sera, M. D. & Mazzocco, M. M. M. (2022). Relational language influences young children’s number relation skills. Child Development, 93(4), 956-972. DOI: 10.1111/cdev.13737 [Open Access]

[J] Chan, J. Y.-C.c, Scalise, N. R. (2022). Numeracy skills mediate the relation between executive function and mathematics achievement in early childhood. Cognitive Development, 62, 101154. DOI: 10.1016/j.cogdev.2022.101154 [Open Access]

[J] Chan, J. Y.-C.c, Ottmar, E., & Lee, J.-E., (2022). Slow down to speed up: Longer pause time before solving problems relates to higher strategy efficiency. Learning and Individual Differences, 93, 102109. DOI: 10.1016/j.lindif.2021.102109 [Accepted PDF]

[J] Lee, J.-E., Chan, J. Y.-C., Botelho, A., & Ottmar, E. (2022). Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game. Educational Technology Research and Development, 70, 1575-1599. DOI: 10.1007/s11423-022-10138-4 [Accepted PDF]

[J] Iannacchione, A.*, Ottmar, E., Ngo, V.*, Mason, C. A., Chan, J. Y.-C., Smith, H.*, Drzewiecki, K.*, Shaw, S. T. (2022). Examining relations between math anxiety, prior knowledge, hint usage, and math performance in two different online learning contexts. Instructional Science. DOI: 10.1007/s11251-022-09604-6

[P] Chan, J. Y.-C. (2022) Cognitive developmental mechanisms of mathematical learning. In J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.), General Proceedings of the 2nd Annual Meeting of the International Society of the Learning Sciences 2022. (pp. 131-132). Hiroshima, Japan: International Society of the Learning Sciences. [PDF]

[C] McMullen, J., Chan, J. Y.-C., Mazzocco, M. M, & Hannula-Sormunen, M. (2019). Spontaneous mathematical focusing tendencies in mathematical development and education. In A. Norton and M. W. Alibali (Eds), Constructing Number: Merging Perspectives from Psychology and Mathematics Education (pp. 69 – 86). Switzerland: Springer International Publishing. DOI: 10.1007/978-3-030-00491-0_4

[C] Mazzocco, M. M., Chan, J. Y.-C., & Prager, E. O. (2018). Working memory & specific learning disability: Math. In T. Alloway (Ed), Working Memory and Clinical Developmental Disorders: Theories, Debates and Interventions. Taylor and Francis. DOI: 10.4324/9781315302072

[C] Mazzocco, M. M., Chan, J. Y.-C., & Bock, A. M. (2017). Early executive function and mathematics relations: Correlation does not ensure concordance. In C. Day-Hess, J. Sarama, D. Clements, and C. Germeroth (Eds), Advances in Child Development and Behavior: The Development of Early Childhood Mathematics Education (pp. 290 – 307). UK: Elsevier Academic Press. DOI: 10.1016/bs.acdb.2017.05.001 

• Outreach & Knowledge Transfer

[O] He, V. Y.*, Chan, J. Y.-C., Nagashima, T., & Closser, A. H. (2024) Participatory design for research projects: Collaborating with communities. Cognitive Science Blog. [Blog] 

[O] Chan, J. Y.-C., Nagashima, T., Saxena, A., Jang, H., & Ho, C. (2024). Unlocking the power of collaborative partnership between researchers and practitioners in early childhood education. The 11th Inter-Conversations Forum, Early Childhood Education at the Education University of Hong Kong. [Video] 

[O] Chan, J. Y.-C., (2024). Empowering parents, teachers, and children: A Collaborative approach to playful math learning. Knowledge Sharing on Early Childhood Education: Reaching Out to Cambodian Stakeholders. [Video] 

[O] Chan, J. Y.-C. (2023) Playing and cooking: Early math learning in everyday contexts. Department of Early Childhood Education EdUHK. [Video] 

[O] Chan, J. Y.-C. (2023) Reveal hidden math in everyday context. Early Childhood Education at the Education University of Hong Kong. [Newsletter]

[O] Closser, A. H.*, Chan, J. Y.-C., Smith, H.*, & Ottmar, E. R. (2022). Perceptual learning in math: Implications for educational research, practice, and technology. Digital Promise and the International Society of the Learning Sciences. [Rapid Community Report] 

[O] Chan, J. Y.-C. & Mazzocco M. (2021). Expand mathematical thinking during block and pretend play. Development and Research in Early Math Education, Stanford University. [Blog]

[O] Chan, J. Y.-C., Mazzocco, M., & Onesti, M. (2021). Expanding children’s math thinking through comments, questions, and conversations. Development and Research in Early Math Education, Stanford University. [Blog]

[O] Ottmar, E., Lee, J. E., Weitnauer, E., & Chan, J. Y.-C. (2020). Graspable Math: Moving algebraic understanding, STEM for All Video Showcase: Learning from Research and Practice. [Video]

[O] Chan, J. Y.-C. (2018). Executive Function Skills and Math. Featured in Reflection Sciences Parent Newsletter, Reflection Sciences. [Blog]

PRESENTATIONS

* trainee

• Invited Talks

Chan, J. Y.-C., (2026). Scaling the Science of Early Math: From Developmental Mechanisms to Participatory Designed Practices. Faculty of Education, University of Hong Kong. 

Chan, J. Y.-C., (2026). Teacher sharing session: "Mathematics in children's daily life". Shenzhen Nanshan District Longrui Kindergarten, China. 

Chan, J. Y.-C., (2024). Developing a playful math game: A participatory design approach. Psychology and Child & Human Development, National Institute of Education Singapore.

Chan, J. Y.-C., (2023). Game-based learning technologies: Design considerations and research possibilities. Faculty of Mathematics and Computer Science, Saarland University Germany.

Chan, J. Y.-C., Nagashima, T., Chua, S. (2023).COIL: What is it? How to get started? Ideas for feedback. Department of Early Childhood Education, The Education University of Hong Kong.

Chan, J. Y.-C. (2021). Grasping patterns of algebraic understanding: Dynamic technology supports learning and research in mathematical cognition. Centre for Educational Neuroscience, University College London.

Chan, J. Y.-C. (2021). Cognitive mechanisms of math learning: The role of relational language in early numeracy development. Early Childhood Education Department, The Education University of Hong Kong, HK.

Chan, J. Y.-C. (2020). Language, behavioral regulation, and math learning. Child Development Department, California State University – Dominguez Hills, CA.

Chan, J. Y.-C. (2020). Cognitive foundations of math development. Psychology Department, St. Mary’s College of Maryland, MD.

Chan, J. Y.-C. (2020). Influences of perception, action, and cognition on math learning. Cyberpsychology Program, New Jersey Institute of Technology, NJ.

Chan, J. Y.-C. (2020). Cognitive mechanisms of math skills development. Learning Sciences and Technologies Program, Worcester Polytechnic Institute, MA.

Chan, J. Y.-C. (2018). Contextual influences on children’s attention to math features. Department of Psychological Sciences, Kent State University, OH.

• Symposia Organized 

Y. Shen* & J. Y.-C. Chan (2025). Nurturing Math Minds: Understanding Children’s Home Math Environment. Symposium presented at the 2025 Meeting of the Mathematical Cognition and Learning Society, Hong Kong, SAR.

L. Meng* & J. Y.-C. Chan (2025). Addressing Mathematical Learning Challenges: Assessments, Interventions, and Strategies to Support Students with Diverse Needs. Symposium presented at the 2025 Meeting of the Mathematical Cognition and Learning Society, Hong Kong, SAR.

P. Cheung & J. Y.-C. Chan (2024) Enriching Mathematical Thinking through Parent-Child Interaction. Symposium presented at the 2024 International Conference for Research in Early Childhood Education and Development, Hong Kong SAR.

V. Y. J. He* & J. Y.-C. Chan (2024) Symbolic and Non-Symbolic Number Representation in Early Childhood: Neuroscientific, Psychometric, and Cognitive Perspectives. Symposium presented at the 2024 International Conference for Research in Early Childhood Education and Development, Hong Kong SAR.

N. R. Scalise & J. Y.-C. Chan (2024) What’s the Difference: Contextual Factors, Caregiver Beliefs, and Children’s Home Math Experiences. Symposium presented at the 2024 Meeting of the Mathematical Cognition and Learning Society, D.C., United States.

J. Y.-C. Chan (2023). Cognitive, Affective, and Developmental Factors in the Spatial and Ordinal Understanding of Numbers. Symposium presented at the 2023 Meeting of the Mathematical Cognition and Learning Society, Loughborough, United Kingdom.

J. Y.-C. Chan (2020). Connecting ideas in mathematical learning. Symposium accepted at the 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Conference Canceled)

J. Y.-C. Chan & J. K. Bye (2020). Problem-solving strategy in algebra: From lab to practice. Symposium presented at the 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

J. Y.-C. Chan & M. M. Mazzocco (2017), Malleability of spontaneous focus on numerosity and its relation with specific mathematics skills. Symposium presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.

• Invited Symposium Discussant

J. Y.-C. Chan (2024, June). Discussant in V. Y. J. He* & P. Cheung (Co-Chairs), Creating Supportive Ecologies: Strategies for Enhancing Children's Engagement and Learning in Mathematical Development. Symposium presented at the 2024 International Conference for Research in Early Childhood Education and Development, Hong Kong SAR.

J. Y.-C. Chan (2024, June). Discussant in W. Yang (Chair), Cultivating 21st Century Skills in Early Childhood Education through Computational Thinking and Robotics. Symposium presented at the 2024 International Conference for Research in Early Childhood Education and Development, Hong Kong SAR. 

• Conference Talks & Symposia

He, V.*, Chan, J. Y.-C., Scalise, N. (2026, June). Support early mathematics with Little Shopper's Journey: The role of relational language and number relation scaffolding. In M. DePascale* & N. Scalise (Co-Chairs). Early Mathematics Interventions: Co-design, Implementation, and Effectiveness [Symposium]. The 2026 Meeting of the Mathematical Cognition and Learning Society, Padova, Italy.

Shen, Y.*, He, V.*, Vest, N. A., Chan, J. Y.-C. (2026, June). Mathematics interest and performance: the role of home mathematics environment. In Y. Shen* & S. Lurie (Co-Chairs). Beyond Main Effects in Early Mathematics: Contextual and Behavioral Moderators [Symposium]. The 2026 Meeting of the Mathematical Cognition and Learning Society, Padova, Italy.

Meng, L.*, Chan, J. Y.-C., Lee, K. (2026, June). Learning-related behaviors moderate the working memory-math link in Chinese kindergartners. In Y. Shen* & S. Lurie (Co-Chairs). Beyond Main Effects in Early Mathematics: Contextual and Behavioral Moderators [Symposium]. The 2026 Meeting of the Mathematical Cognition and Learning Society, Padova, Italy.

Shen, Y.*, Chan, J. Y.-C., He, V.*, Tsang, S.* (2025, June). Children’s math interest: The role of school-home communication and the home mathematics environment. In Y. Shen* & J. Y.-C. Chan (Co-Chairs). Nurturing Math Minds: Understanding Children’s Home Math Environment [Symposium]. The 2025 Meeting of the Mathematical Cognition and Learning Society, Hong Kong, SAR.

He. V.*, Deng, J.*, Tsang, S.*, Chan, J. Y.-C. (2025, June). A little shopper’s journey: Participatory design of a math game with caregivers. In Q. T. Yang & V. Y. J. He (Co-Chairs). Building bridges in early math learning: Participatory design, parental language, and feedback strategies [Symposium]. The 2025 Meeting of the Mathematical Cognition and Learning Society, Hong Kong, SAR.

Tsang, S.*, Kwan, R.*, Chan, W.*, Chan, J. Y.-C. (2025, June). Recipe for success: Partnering with caregivers to stir up math learning through cooking. In Y. Shen (Chair). Empowering young learners: The role of parent-child interaction in home mathematics environment [Symposium]. The 2025 Conference for Research in Early Childhood Education, Hong Kong SAR.

He, V.*, Tsang, S.*, Chan, J. Y.-C. (2025, June). Whisking math into everyday life: Integrating math into family routines with home cooking activities. In L. Meng* (Chair). Unlocking math potential: Breaking through strategies for all ages [Symposium]. The 2025 Conference for Research in Early Childhood Education, Hong Kong SAR.

Chan, J. Y.-C., Scalise, N. R., Cheng, H. H. L.* & Tsang, S. Y. M.* (2024, June) Early math learning landscape in Hong Kong: Parent and teacher beliefs and practices in numeracy, spatial, and pattern activities. In N. R. Scalise & J. Y.-C. Chan (Co-Chairs) What’s the Difference: Contextual Factors, Caregiver Beliefs, and Children’s Home Math Experiences [Symposium]. The 2024 Meeting of the Mathematical Cognition and Learning Society, Washington, D.C., United States.

Kwan, R. W. T.*, Chan, W. Y. P.*, Chong, C. W. H.*, Tsang, S. Y. M.*, & Chan, J. Y.-C. (2024, June) Order Up!: Empowering caregivers to design a math learning game grounded in everyday context. In P. Cheung & J. Y.-C. Chan (Co-Chair), Enriching mathematical thinking through parent-child interaction [Symposium]. The 2024 International Conference for Research in Early Childhood Education and Development, Hong Kong SAR.

Tsang, S. Y. M.*, Cheng, H. H. L.*, Scalise, N. R., & Chan, J. Y.-C. (2024, June) Math, language and beyond: Hong Kong children’s learning experiences at home and in school across learning domains. Paper presented at the 2024 International Conference for Research in Early Childhood Education and Development, Hong Kong SAR.

Chan, J. Y.-C & Mazzocco, M. M. M. (2023, June). Number line estimation task provides insights into children’s ordinal understanding of numbers. In J. Y.-C. Chan (Chair), Cognitive, Affective, and Developmental Factors in the Spatial and Ordinal Understanding of Numbers [Symposium]. The 2023 Meeting of the Mathematical Cognition and Learning Society, Loughborough, United Kingdom. 

Bye, J. K., Chan, J. Y.-C., Closser, A. H., Lee, J.-E., Shaw, S. T., & Ottmar, E. (2023, June). Perceiving precedence: Adherence to order of operations is predicted by students’ perception of equivalent expressions. In Medrano, J. (Chair), The role of perception in arithmetic cognition [Symposium]. The 2023 Meeting of the Mathematical Cognition and Learning Society, Loughborough, United Kingdom.

Chan, J. Y.-C. Closser, A. H., Ngo, V., Smith, H., Liu, A. S., & Ottmar, E. R. (2023, June). The effects of educational technology games on students’ conceptual understanding of algebra in the context of COVID-19 pandemic. In K. Stamatis & J. Polman (Co-Chairs), Designing to disrupt and encountering disruption: Engaging with the unexpected in educational research [Symposium]. The 17th International Conference of the Learning Sciences (ICLS) 2023, Montreal, Canada: International Society of the Learning Sciences. 

Chan, J. Y.-C. & Santos, F. (2022, June). How does Calcularis influence the development of numerical skills in children with Dyscalculia? Analyses of children’s interaction within the game. In C. Gilmore & L. Cragg (Co-Chairs), Using large-scale educational app data to investigate mathematical learning processes [Symposium]. The 2022 Mathematical Cognition and Learning Society Conference, Belgium.

Lee, J. E., Ottmar, E., Chan, J. Y.-C., Booker, B., & Decker-Woodrow, L. (2021, October). In-Person vs. Virtual: Learning modality choices and movement during COVID-19 varies depending on students’ ethnicity and prior academic performance [Paper]. The 2021 Conference of the Society for Research on Educational Effectiveness. (Online Presentation) 

Chan, J. Y.-C., Sera, M. D., & Mazzocco, M. M. M. (2021, April) Baseline EF skills are associated with children’s responsiveness to different types of numeracy training. In L. Moffett (Chair), Novel approaches to strengthening young children's math and executive functioning skills [Symposium]. The Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.

Harrison, A.*, Smith, H.*, Chan, J. Y.-C., Trac, C.*, & Ottmar, E. R. (2021, April). The effect of worked example presentation on student learning [Paper]. The 2021 Annual meeting of the American Educational Research Association (AERA), Orlando, FL. 

Chan, J. Y.-C., Sidney, P. G., & Alibali, M. W. (2020, June). Color-coding facilitates learning of area measurement. In J. Y. C. Chan (Chair), Connecting ideas in mathematical learning [Symposium]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Conference Cancelled)

Chan, J. Y.-C., Ottmar, E., & Lee, J. E. (2020, June). Longer pre-solving pause time relates to higher strategy efficiency. In J. Y. C. Chan & J. K. Bye (Co-chairs), Problem-solving strategy in algebra: From lab to practice [Symposium]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Mazzocco, M. M. M., Chan, J. Y.-C., Lukowski, S. (2019, June). The effects of perceptual salience on attention to number. In McMullen, J. (Chair), Expanding examinations of spontaneous mathematical focusing tendencies [Symposium]. The 2019 Mathematical Learning and Cognition Society Conference, Ottawa, Canada. 

Chan, J. Y.-C., Sera, M. D., Mazzocco, M. M. (2019, March). Early numeracy skills mediate the association between relational language and mathematical skills. In Hurst, M. A. (Chair), Relational language and math: Variation across types of language and math activities [Symposium]. The 2019 Biennial Meeting of the Society for Research in Child Development, Baltimore, MD. 

Chan, J. Y.-C., Prokes, N.*, Bock, A. M., & Mazzocco, M. M. (2017, July). Parents and young children attend to numerical and mathematical features during play [Paper]. The 5th Annual Midwest Meeting on Mathematical Thinking, Minneapolis, MN.

Chan, J. Y.-C. & Mazzocco, M. M. (2017, April). Competing features influence children’s attention to number. In J. Y. C. Chan & M. M. Mazzocco (Co-Chairs), Malleability of spontaneous focus on numerosity and its relation with specific mathematics skills [Symposium]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Chan, J. Y.-C., Prokes, N.*, Bock, A. M., & Mazzocco, M. M. (2017, April). Parents and young children attend to numerical and mathematical features during play. In C. Lombardi & E. Dearing (Co-Chairs), Parent and early educator support of children’s early mathematics learning [Symposium]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Chan, J. Y.-C. & Mazzocco, M. M. (2015, August). The effect of task features on tendency to attend to numbers: Is SFON Spontaneous? [Paper]. The 3rd Annual Midwest Meeting on Mathematical Thinking, Minneapolis, MN.

• Conference Posters, Roundtable Discussions, & Lightning Talks

Ouyang, X., Yip, C. C. H., Chan, J. Y.-C. & Wong, T. T. (2026, June). Spontaneous focus on numerosity and mathematics achievement: A meta-analysis [Poster]. The 2026 Meeting of the Mathematical Cognition and Learning Society, Padova, Italy.

He, V.* & Chan, J. Y.-C. (2025, July). The effects of task features on children’s number ordering performance [Poster]. The 2025 Cognitive Science Society Conference, San Francisco, CA, United States.

Abreu Mendoza, R. A., Ahmed, S., Arias-Trejo, N., Chamorro, Y, Chan, J. Y.-C., García Sanz, S., Krajcsi, A., Musullulu, H., Romero, D., Gunderson, E. A. (2025, June). The contributions of executive functions to number word learning across cultures: a pilot study. [Lightning Talk]. The 2025 Meeting of the Mathematical Cognition and Learning Society, Hong Kong, SAR.

Chan, J. Y.-C., Peng, R.*, He, V.*, Shen, Y.*, Tsang, S.* (2025, June). A Little Shopper’s Journey: Integrating relational language and number relation skills to promote mathematical equivalence [Poster]. The 2025 Meeting of the Mathematical Cognition and Learning Society, Hong Kong, SAR.

Meng, L.*, Chan, J. Y.-C., (2025, June). Boosting number line estimation skills: The power of perceptual and embodied cues. [Poster]. The 2025 Meeting of the Mathematical Cognition and Learning Society, Hong Kong, SAR.

He, V. *, Chan, J. Y.-C., Paku, R., Crosswell, R., Egli, V., & Masters, R. (2025, June). Exploring the effects of branding on portion size estimation in children and adults [Poster]. The 2025 Conference for Research in Early Childhood Education, Hong Kong, SAR. 

Miller-Cotto, D., Chan, J. Y.-C., Medrano, J. R. (2025, April). Cracking the code: Identifying challenging math topics and knowledge types through students’ problem-solving performance [Roundtable Discussion]. The 2025 Conference for the American Education Research Association, Denver, CO, United States.

He, V. Y. J.* & Chan, J. Y.-C. (2025, January). The effects of task features on children’s performance in the number ordering task [Poster]. Pacific Early Childhood Education Research Association-Hong Kong Chapter 2024-2025 Annual Meeting cum Young Scholar Conference. 

Chan, J. Y.-C., Chan, W. W. L. (2024, March). Number ordering skills: Are they a mediator between math vocabulary knowledge and number line estimation performance among children in Hong Kong? [Poster]. The 2024 Meeting for the Cognitive Development Society (CDS), Pasadena, USA.

Chan, J. Y.-C., Byrne, C.*, Jerusal, J.*, Liu, A. S., & Ottmar, E. (2023, June). How and for whom does DragonBox12+ support math learning? The relation between in-game progress and math performance [Poster]. The 17th International Conference of the Learning Sciences (ICLS) 2023, Montreal, Canada: International Society of the Learning Sciences.

Liu, A., Chan, J. Y.-C., Lee, J.-E., Decker-Woodrow, L., Tu, S., Sales, A., & Mason, C. A. (2022, June). Does where you start matter? The interaction between prior knowledge and effectiveness of game-based intervention [Poster]. The 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan: International Society of the Learning Sciences.

Smith, H.*, Ngo, V.*, Sales, A., Closser, A. H.*, Chan, J. Y.-C., & Ottmar, E. (2022, June) To wait or not to wait: Adding to the debate on immediate vs. delayed feedback [Poster]. The 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan: International Society of the Learning Sciences.

Chan, J. Y.-C., Closser, A. H.*, Ngo, V.*, Smith, H.*, Ottmar, E. (2022, April). From performance to perception: A laboratory-based task to detect changes in students’ perception of math equivalence in technology interventions [Roundtable discussion]. The 2022 Annual meeting of the American Educational Research Association (AERA), San Diego, CA.DOI: 10.3102/IP.22.1882721

Bye, J, Lee, J. E., Chan, J. Y.-C., Closser, A. H.*, Shaw, S., Ottmar, E. (2022, April) Perceiving precedence: Order of operations errors are predicted by perception of equivalent expressions [Poster]. The 2022 Annual meeting of the American Educational Research Association (AERA), San Diego, CA.

Botelho, A., Chan, J. Y.-C., Trac, C.*, Closser, A. H.*, Smith, H.*, Drzewiecki, K. C.*, & Ottmar, E. (2021, July). State vs. Trait: Examining gaming the system in the context of math perception task [Poster]. The Annual Meeting of the Cognitive Science Society. (Online Presentation)

Closser, A. H.*, Smith, H.*, Chan, J. Y.-C., Trac, C.*, & Ottmar, E. (2021, June). Worked examples: Do learning and perceived helpfulness align? [Poster]. The Annual Meeting of the International Society of the Learning Sciences. (Online Presentation)

Linnell, L.*, Drzewiecki, K.*, Trac, C.*, Ottmar, E, Chan, J. Y.-C. (2021, May). Undetected Influences: Font Types and Math Performance [Lightning Talk]. The 2021 Annual Conference of the Association for Psychological Science. (Online Presentation)

Scalise, N. R., & Chan, J. Y.-C. (2021, April). Relations between executive functioning, numeracy, and math achievement in early childhood [Pre-Registered Poster]. The Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.

Chan, J. Y.-C., Ottmar, E., Smith, H.*, Harrison, A.*, Drzewiecki, K.* (2021, April). Effects of numbers vs. variables on students’ expression transformation processes and strategies [Poster]. The Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN. (Online Presentation)

Chan, J. Y.-C., Drzewiecki, K. C.*, Linnell, L. D.*, Trac, C.*, Ottmar, E. (2021, April). Test of Times New Roman: Effects of font type on mathematics performance [Roundtable Discussion]. The 2021 Annual meeting of the American Educational Research Association (AERA), Orlando, FL. 

Lee, J. E., Hornburg, C. B., Chan, J. Y.-C., & Ottmar., E. (2021, April). Perceptual and number effects on students’ solution strategies in an interactive online mathematics game [Roundtable Discussion]. The 2021 Annual meeting of the American Educational Research Association (AERA), Orlando, FL. 

Smith, H.*, Harrison, A.*, Chan, J. Y.-C., & Ottmar, E. (2020, October). The effects of worked example formats on student learning of algebra [Poster]. The 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Mazatlán, México. DOI: 10.51272/pmena.42.2020-233

Chan, J. Y.-C., Lee, J. E., & Ottmar, E. (2020, June). Using clickstream data to better understand students’ algebraic thinking [Collaboration Pitch]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Chan, J. Y.-C., Sera, M. D. & Mazzocco, M. M. (2020, June). Relational language predicts number relation skills but not number counting/identification skills in kindergarten students [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Smith, H.*, Chan, J. Y.-C., St. John, J., Ottmar, O., & Arroyo, I. (2020, June). Is bigger better? Comparing the effects of linear board games on children’s numerical knowledge [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Conference Canceled)

Smith, H.*, Harrison, A.*, Chan, J. Y.-C., & Ottmar, E. (2020, June). Dynamic vs. static: Which worked examples work best? [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Iannacchione, A.*, Ottmar, E., Chan, J. Y.-C., & Drzewiecki, K.* (2020, June). Examining relations of math anxiety and algebra performance in two technology interventions [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)

Chan, J. Y.-C., Sawrey, K. B., Hulse, T.*, & Ottmar, E. (2020, April). Think before you act: Thinking time contributes to math problem-solving efficiency [Roundtable Discussion]. The 2020 Annual meeting of the American Educational Research Association (AERA), San Francisco, CA. (Online Presentation)

Chan, J. Y.-C., Sidney, P. G., & Alibali, M. W., (2019, November) Corresponding color coding facilitates learning of area measurement [Poster]. The 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), St. Louis, MO. https://www.pmena.org/proceedings 

Chan, J. Y.-C., Hulse, T.*, Sawrey, K., Ottmar, E., (2019, November) Students' behavior in a dynamic algebra notation system as indicators of their algebra skills [Poster]. The 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), St. Louis, MO. https://www.pmena.org/proceedings 

Chan, J. Y.-C., Sera, M. D., Mazzocco, M. M. (2019, June). Specific early numeracy skills mediate the relation between executive function skills and mathematical skills [Lightning Talk]. The 2019 Mathematical Cognition and Learning Conference, Ottawa, Canada.

Chan, J. Y.-C., Hulse, T.*, Sawrey, K., Ottmar, E., (2019, June) Experience with a dynamic algebra notation system predicts high-school students’ algebra performance [Poster]. The 2019 Mathematical Cognition and Learning Society Conference, Ottawa, Canada.

Chan, J. Y.-C. & Mazzocco, M. M. (2017, October). Relations between contextual sensitivity to lexical ambiguity and early mathematics performance in 7 year olds [Poster]. Cognitive Development Society Meeting, Portland, OR.

Bock, A., Chan, J. Y.C., Mazzocco, M. M., Praus, T.*, & Prokes, N.* (2017, July). Parents' role in preschoolers’ patterning [Poster]. The 5th Annual Midwest Meeting on Mathematical Thinking, Minneapolis, MN.

Chan, J. Y.-C. & Mazzocco, M. M. (2017, May). Parents and young children attend to numerical and other mathematical features during play [Poster]. The Mathematical Cognition and Learning Conference, Nashville, TN.

Bock, A. M., Chan, J. Y.-C., Mazzocco, M. M. (2017, April) Parents’ and children’s spontaneous creation and discussion of patterns [Poster]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Clements, L., LeMahieu, R., Chan, J. Y.-C., Hutchison, J., Prager, E., Mazzocco, M., Phillips, D., Dearing, E. (2017, April) Direction language during parent-child play activities as executive function support [Poster]. The Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Chan, J. Y.-C. & Mazzocco, M. M. (2016, May). Children’s judgments of numbers in context reveal emerging number concepts [Poster]. The Mathematical Cognition and Learning Conference, Fort Worth, TX.

Chan, J. Y.-C. & Mazzocco, M. M. (2016, May). Competing features influence children’s attention to number [Poster]. The 28th Association for Psychological Science Annual Convention, Chicago, IL. 

Mazzocco, M. M., Chan, J. Y.-C. & Praus, T. L.* (2015, March). Children’s judgments of numbers in context reveal emerging number concepts [Poster]. The Biennial Meeting of the Society for Research in Child Development, Philadelphia, PA.

Mazzocco, M. M., Chan, J. Y.-C. & Praus, T. L.* (2014, July). Children’s judgments of numbers in context reveal emerging number concepts [Poster]. The 2nd Annual Midwest Meeting on Mathematical Thinking, Madison, WI.

Sidney, P., Chan, J. Y.-C. & Alibali, M. W. (2013, April). Developing operation sense: Children’s and adults’ arithmetic with countable and uncountable amounts [Poster]. The Biennial Meeting of the Society for Research in Child Development, Seattle, WA.

RESEARCH EXPERIENCE

2018–2022 Postdoctoral Scientist, Math Abstraction Play Learning Embodiment Lab

                    Worcester Polytechnic Institute                     

                    Principal Investigator: Erin R. Ottmar 

2013–2018 Graduate Research Assistant, Math and Numeracy Lab

                    University of Minnesota – Twin Cities                     

                    Principal Investigator: Michèle M. M. Mazzocco

2014–2015    Graduate Research Assistant, Minnesota Children’s Hospital

                    Principal Investigator: Carl L. von Baeyer

2010–2013    Undergraduate Research Assistant, Cognitive Development & Communication Lab University of Wisconsin – Madison         

                    Principal Investigator: Martha W. Alibali; Project Mentor: Pooja Sidney

2012–2013    Undergraduate Research Assistant, Laboratory for Affective Neuroscience University of Wisconsin – Madison

                    Principal Investigator: Richard J. Davidson; Project Mentor: Daniel Levinson

2012      Undergraduate Intern, Laboratory for Developmental Studies Harvard University

                    Principal Investigator: Susan E. Carey; Project Mentor: Amy Skerry

TEACHING & MENTORING EXPERIENCE

• Instructor

2024 ECE 6176 Early Childhood Development and Education across Cultures (97 students; 1 semester)

Master of Arts in Child and Family Education, EdUHK

2022 – 2026 ECE 4266/4268/4302 Research Methods for Early Childhood and Family Studies (30 students; 3 semesters)

Bachelor of Arts in Early Childhood and Family Studies, EdUHK 

2022 – 2023 ECE 3259 Current Research in Child Development (30 students; 2 semesters)

Bachelor of Arts in Early Childhood and Family Studies, EdUHK 

2022 – 2023 ECE 0025 Child Development (50 students; 2 semesters)

Higher Diploma in Early Childhood Education, EdUHK 

2018 PSY 1404 Developmental Psychology (30 students; 1 semester)

Social Sciences and Policy Studies, Worcester Polytechnic Institute 

2016 CPSY 2301 Introduction to Child Psychology (15 students; 1 semester)

Institute of Child Development, University of Minnesota 

• Project & Attachment Supervisor

2023 – 2024 ECE 4267 Final Year Project (2023: 11 students; 2024: 12 students) 

Bachelor of Arts in Early Childhood and Family Studies, EdUHK 

2024 Nursery School Attachment Scheme (2 students)

Early Childhood Education, EdUHK 

2023 – 2024 International School Attachment Program (2023: 2 students; 2024: 2 students)

Early Childhood Education, EdUHK

• Teaching Assistant

2014 CPSY 4343 Cognitive Development (90 students)

Institute of Child Development, University of Minnesota 

2013 – 2014 CPSY 4345 Language Development (2013: 60 students; 2014: 85 students) 

Institute of Child Development, University of Minnesota

• Mentor

Postdoctoral Fellow and Doctoral Students 

2025 – Valerie Yijie He, The Education University of Hong Kong

2024 – 2026 Di Zhang, The Education University of Hong Kong

2024 – Yi Shen, The Education University of Hong Kong

2024 – Leran Meng, The Education University of Hong Kong

Postgraduate Students and Assistants 

2025 – Sharon Pui Kay Law, The Education University of Hong Kong

2025 – Crystal Tsz Ying Lam, The Education University of Hong Kong

2025 – Yvonne Zhang, The Education University of Hong Kong

2024 – Ruru Yurou Peng, The Education University of Hong Kong

2024 – Jolene Zilin Deng, The Education University of Hong Kong 

2024 – Cherrie Ng, The Education University of Hong Kong

2023 – Winnie Yan Ping Chan, The Education University of Hong Kong

2024 – 2025 Valerie Yijie He, The Education University of Hong Kong

2024 – 2025 Mia Ko, The Education University of Hong Kong

2023 – 2024 Rachel Wing Tao Kwan, The Education University of Hong Kong

2023 – 2024 Cherry Wing Ha Chong, The Education University of Hong Kong

2023 – 2024 Shirley Yuen Man Tsang, The Education University of Hong Kong

2023 – 2024 Angel On Ki Wan, The Education University of Hong Kong

2023 – 2024 Yiqi Mai, The Education University of Hong Kong

2023 – 2024 Hermione Tsang Cheng, The Education University of Hong Kong

2020 – 2022 Luisa Perez, Worcester Polytechnic Institute 

2020 – 2022 Vy Ngo, Worcester Polytechnic Institute

2019 – 2020 Kathryn Drzewiecki, Worcester Polytechnic Institute

2018 – 2022 Hannah Smith, Worcester Polytechnic Institute

2018 – 2022 Avery Harrison Closser, Worcester Polytechnic Institute

Undergraduate and Highschool Students

2024 – 2025 Dickson Lap Hang Cheung, The Education University of Hong Kong

2024 – 2025 Charlie San Lam Chan, The Education University of Hong Kong

2024 – 2025 Katie Kok Kei Leung, The Education University of Hong Kong

2023 – 2025 Mandy Pui Man Chan, The Education University of Hong Kong

2023 – 2024 Hailey Hoi Lam Cheng, The Education University of Hong Kong

2021 – 2022 Janette Jerusal, Worcester Polytechnic Institute 

2021 – 2022 Chloe Byrne, Worcester Polytechnic Institute 

2021 – 2022 Justin Roberts, Worcester Polytechnic Institute 

2021 Simone Nelson-White, Worcester Polytechnic Institute 

2020 – 2022 Stephanie Reis, Worcester Polytechnic Institute 

2020 – 2021 Julie Andrade, Worcester Polytechnic Institute 

2019 – 2022 Cindy Trac, Worcester Polytechnic Institute 

2019 – 2022 Lilly-Beth Linnell, Worcester Polytechnic Institute 

2019 – 2021 Alisionna Iannacchione, Worcester Polytechnic Institute 

2018 – 2019 Shreyashee Bhattacharjee, Worcester Polytechnic Institute 

2018 – 2019 Patrick O’Mullan, Worcester Polytechnic Institute 

2017 – 2018 Jena Nickolay, University of Minnesota – Twin Cities 

2017 – 2018 Courtney Alama, University of Minnesota – Twin Citie

 PROFESSIONAL DEVELOPMENT

• Teaching

2022 Participant in Workshop for Collaborative Online International Learning 

2021 – 2024 Mentee in Cognitive Development Society Mentorship Program

Cognitive Development Society 

2020 Participant in Fundamentals of Scientific Teaching and Pedagogy

Worcester Polytechnic Institute 

2017 Participant in Preparing for Future Faculty

University of Minnesota – Twin Cities 

• Writing

2019, 2021 Participant in Writing Workshop, Mathematical Cognition and Learning Society 

2016 Participant in Grant Writing Seminar, Institute of Child Development, University of Minnesota – Twin Cities

• Research Methods

2021 Participant in Simon Initiative LearnLab Summer School, Educational Data Mining, Carnegie Mellon University

2020 Participant in Mplus workshop, Social Sciences and Policy Studies, Worcester Polytechnic Institute 

2020 Participant in Responsible Conduct of Research, Worcester Polytechnic Institute 

2016 Participant in Factor Analyses and Structural Equation Models, Educational Psychology, University of Minnesota – Twin Cities

2016 Participant in Hierarchical Linear Models, Educational Psychology, University of Minnesota – Twin Cities

2016 Participant in Advanced Multiple Regression, Educational Psychology, University of Minnesota – Twin Cities

2015 Participant in Factor Analysis, Educational Psychology, University of Minnesota – Twin Cities

2014 Participant in Intermediate R Programming, Educational Psychology, University of Minnesota – Twin Cities

SERVICE TO PROFESSION

• Community and Capacity Building 

2026 – Editorial Board Member, Journal of Cognition and Development

2024 – 2025 2025 Conference Organizing Committee Co-Chair, Mathematical Cognition and Learning Society 

2024 – Governing Board Member, Mathematical Cognition and Learning Society 

2023 – Editorial Board Member, Cognitive Development

2022 Academic Career Panelist, Institute of Child Development, University of Minnesota – Twin Cities

2021 Academic Job Market Panelist, Mathematical Cognition and Learning Society 

2021 – 2022 Virtual STEM Fair Judge, Mass Academy, Worcester Polytechnic Institute 

2020 Discussant in Job Search Sharing, Learning Sciences and Technologies, Worcester Polytechnic Institute

2019 Discussant in Conference Preparation, Learning Sciences and Technologies, Worcester Polytechnic Institute

2017 Doctoral Dissertation Fellowship Panelist, College of Education and Human Development, UMN – Twin Cities 

2015 Community Symposium Table Leader, University of Minnesota – Twin Cities

• Grant Review

2021 Review Panelist, National Science Foundation  

2020 Reviewer for Dissertation Research Funding Awards, Society for Research in Child Development

2017 – 2018 Reviewer for Research and Travel Grants, University of Minnesota - Twin Cities

2017 – 2018 Graduate Small Grant, University of Minnesota – Twin Cities

• Ad Hoc Journal Review

2020 American Educational Research Journal

2017, 21 Child Development 

2023 Cognitive Science

2024 Contemporary Educational Psychology

2025 Early Childhood Education Journal

2024 Early Education and Development

2022 Educational Psychology 

2023 Educational Psychology Review 

2020 Games 

2024 Journal for the Study of Education and Development 

2017 Journal of Applied Developmental Psychology 

2020 Journal of Cognitive Education and Psychology

2023 Journal of Computer Assisted Learning 

2020, 21 Journal of Educational Psychology 

2023, 24 Journal of Experimental Child Psychology 

2018, 19 Journal of Mathematical Behavior 

2019, 20 Journal of Mathematical Thinking and Learning 

2017, 25 Journal of Numerical Cognition 

2017 Journal of Pain 

2019, 21, 24 Learning and Individual Differences 

2023, 24 Learning and Instruction 

2022 Memory 

2023 Mind Brain Education 

2019, 20 PLOS One 

2020 Social Education Research

• Ad Hoc Conference Review

2024 – 2025 Mathematical Cognition and Learning Society 

2021 – 2024 International Society of the Learning Sciences 

2021 American Psychological Association Division 15 – Educational Psychology 

2020 – 2021 American Educational Research Association Conference 

2015 – 2020 Cognitive Science Society Conference 

2019 – 2022 Psychology and Mathematics Education Conference 

2020 Society for Research in Child Development 

DEPARTMENTAL & UNIVERSITY SERVICE

• Committee Chair, Coordinator, or Organizer 

2026 Chair of Departmental Research and Higher Degree Committee, Early Childhood Education, EdUHK

2024 – 2025 Co-Chair of Departmental Research and Higher Degree Committee, Early Childhood Education, EdUHK

2024 – 2026 Co-Chair of the Organizing Committee for the International Summer School for Doctoral Students, Early Childhood Education, EdUHK

2022 – Coordinator of Final Year Project for Early Childhood and Family Studies, Early Childhood Education, EdUHK

2022 – 2024 Course Coordinator of Current Research in Early Childhood Development, Early Childhood Education, EdUHK

2017 Event Coordinator of Minnesota Symposium, Institute of Child Development, University of Minnesota – Twin Cities

2016 – 2017 Chair of Spring Research Day Organizing Committee, Center for Cognitive Sciences, University of Minnesota – Twin Cities

• Committee Member

2024 – 2025 Conference for Research in Early Childhood Education and Development Organizing Committee, Early Childhood Education, EdUHK

2023 – 2024 International Conference for Research in Early Childhood Education and Development Organizing Committee, Early Childhood Education, EdUHK

2023 – 2024 International Summer School for Doctoral Students Organizing Committee, Early Childhood Education, EdUHK

2023 – 2024 Departmental Teaching and Learning Committee, Early Childhood Education, EdUHK

2023 – 2024 Departmental Research and Higher Degree Committee, Early Childhood Education, EdUHK

2017 – 2018 Academic Atmosphere Committee, Center for Cognitive Sciences, University of Minnesota – Twin Cities

2016 – 2017 Departmental Colloquium Committee, Institute of Child Development, University of Minnesota – Twin Cities 

2015 – 2016 Departmental Diversity Committee, Institute of Child Development, University of Minnesota – Twin Cities 

2014 – 2015 Department Research Committee, Institute of Child Development, University of Minnesota – Twin Cities 

2013 – 2014 Departmental Colloquium Committee, Institute of Child Development, University of Minnesota – Twin Cities

LANGUAGES

English          native in listening, speaking, reading, and writing

Mandarin Chinese native in listening, speaking, reading, and writing

Taiwanese/Minnan native in listening and speaking, good in reading and writing  

Cantonese beginner in listening, speaking, and reading

PROFESSIONAL AFFILIATIONS

2020 – International Society of the Learning Sciences 

2020 – Women in Cognitive Science 

2020 – American Educational Research Association 

2019 – Mathematical Cognition and Learning Society 

2017 – Cognitive Development Society 

2015 – Society for Research in Child Development 

2015 – Cognitive Science Society 

2015 – 2018 Center for Cognitive Sciences, University of Minnesota - Twin Cities

2014 – 2018 Development and Research in Early Mathematics Education Network

Cognitive Development, Learning and Cognition, Child Development, Human Development, Research Methods and Projects