Wenmin Zhao

Official Title: Assistant Professor

Short Bio

Dr. Wenmin ZHAO is an Assistant Professor in the School of Education. She received her Ph.D. in Mathematics Education from the University of Missouri in the United States. Prior to joining USJ, Dr. Zhao was a Teaching Fellow at Xi’an Jiaotong-Liverpool University, Lecturer at Guangdong University of Education, and Honorary Lecturer at the University of Liverpool. She also held the position of Vice Principal at Dongguan Chang'an Town Center Primary School. Dr. Zhao has received multiple honors, including a CADRE Fellowship from National Science Foundation (NSF) in the United States, Outstanding Scholarly Contribution in Research at the University of Missouri, and Undergraduate Advisor of the Year at Guangdong University of Education. Her work focuses on Math Education and teacher education.

趙聞敏博士現任澳門聖若瑟大學教育學院助理教授。她於美國密蘇里大學獲得數學教育博士學位。在加入聖若瑟大學之前，趙博士曾擔任西交利物浦大學的教研員、廣東第二師範學院的講師，以及英國利物浦大學的名譽講師。她亦曾兼任東莞長安鎮中心小學的副校長，具有多年的一線教學經驗。趙博士獲得多項榮譽，包括美國國家科學基金會（NSF）的CADRE研究學者獎、密蘇里大學的傑出學術研究貢獻獎，以及廣東第二師範學院的年度最佳本科生導師獎。她專注於數學教育及教師教育之研究與教學。

Working Experience:

Assistant Professor, School of Education, University of Saint Joseph, Macau;
Teaching Fellow, Academy of Future Education, Xi‘an Jiaotong-Liverpool University, Suzhou;
Honorary Lecturer, University of Liverpool, Liverpool, England;
Vice Principal, Dongguan Chang'an Town Center Primary School, Dongguan;
Lecturer, College of Mathematics, Guangdong University of Education, Guangzhou;
Research Assistant & Teaching Assistant, College of Education, University of Missouri, USA;
Teaching Assistant, College of Mathematics, East China Normal University, Shanghai.

Education:

PhD (Learning, Teaching, & Curriculum), University of Missouri, USA;
Master of Education (Math Education), East China Normal University, Shanghai, China;
Visiting Scholar (Applied Math), National University of Kaohsiung, Taiwan, China;
Bachelor of Science (Math & Applied Math), Shenzhen University, Shenzhen, China.

Professional Services:

Associate Director, Math Education Research Committee, Guangdong Mathematics Society;
Panel Member, Scheme on Instructional Design, Macau Education and Youth Development Bureau (DSEDJ), Macau;
Journal & Grant Proposal Reviewer, National Council of Teachers of Mathematics (NCTM), USA.

Research Interests:

Mathematics Education; Teacher Education; STEAM Education
數學教育；教師教育；STEAM教育

Publications

PEER-REVIEWED JOURNAL ARTICLES

1. Zhao, W. & Wang, R. (In Press). Incorporating project-based learning in an elementary school mathematics pre-service teacher education course.

2. Zhao, W., Yuan, M., Zeng, X., Long, P., He, Z., Chen, H., & Liang, J. (2024). Factors influencing elementary mathematics teachers’ AI adoption. Computer & Technology, 32(20), 175-178.

3. Nguyen, P., Webel, C., Yeo, S., & Zhao, W. (2022). Elementary teachers’ agency: the role of perceived professional space and autonomy. Journal of Curriculum Studies, 54(5), 665-686.

4. de Araujo, Z., Otten, S., Zhao, W., Kamuru, J., & Han., J. (2020). Fostering collaboration with the flip. Mathematics Teacher: Learning and Teaching PK-12. 113(9), 731-736.

5. Otten, S., Zhao, W., de Araujo, Z., & Sherman, M. (2020). Evaluating videos for flipped instruction. Mathematics Teacher: Learning and Teaching PK-12. 113(6), 480-486.

6. Zhao, W. & Bao, J. (2014). Analysis of the framework of the financial literacy assessment in PISA 2012. Modern Teaching, 14(4), 15-17.

PEER-REVIEWED CONFERENCE PROCEEDING ARTICLES

7. Zhao, W., Liu, M., Wang, R., & Wen, R. (2026). Navigating Constraints: Teacher Agency in Project-Based Learning in Chinese High Schools. Proceedings of the 2026 American Educational Research Association (AERA) Annual Meeting.

8. Wen, R. & Zhao, W. (2026). Psychometric Validation and Exploratory Path Analysis of the Chinese Math Attitudes Scale: A Single-Sample Study. Proceedings of the 2026 American Educational Research Association (AERA) Annual Meeting.

9. Zhao, W. & Otten, S. (2020). Secondary teachers’ practical rationality of mathematical modeling. In A. Sacristán & J. Cortés (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1051-1052). Mazatlán, Mexico: Cinvestav-IPN & Universidad Michoacana.

10. Nguyen, P., Yeo, S., Zhao, W., & Webel, C. (2020). Elementary mathematics teacher agency: Examining teacher and ecological capacity. In A. Sacristán & J. Cortés (Eds.), Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 740-748). Mazatlán, Mexico: Cinvestav-IPN & Universidad Michoacana.

11. Zhao, W., Kamuru, J., Otten, S., & de Araujo, Z. (2019). Flipped instruction in Algebra 1: Is it an old idea in new clothes?. In S. Otten, Z. de Araujo, C. Munter, & A. Candela (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1669-1677). St Louis, MO: University of Missouri.

12. Zhao, W. & Otten, S. (2019). Prospective secondary teachers’ ways of enriching conventional word problems. In S. Otten, Z. de Araujo, C. Munter, & A. Candela (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 139-140). St Louis, MO: University of Missouri.

13. Han, J., Hirt, S., Kamuru, J., de Araujo Z., Otten, S., & Zhao, W. (2019). Features of video homework in flipped algebra instruction. In S. Otten, Z. de Araujo, C. Munter, & A. Candela (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 141-142). St Louis, MO: University of Missouri.

14. Zhao, W., Han, J., Kamuru, J., de Araujo, Z., & Otten, S. (2018). Flipped mathematics instruction observation protocol. In T. E. Hodges, G. J. Roy & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1288). Greenville, SC: Clemson University & University of South Carolina.

15. Zhao, W., Haines, C., & Otten, S. (2017). Rule for patterns and rule from patterns: the tension between algebraic manipulation and algebraic understanding. In J. Newton (Ed.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 333). Indianapolis, IN: University of Indiana and Purdue University.

16. Haines, C., Zhao, W., & Otten, S. (2017). Prospective teachers’ strategies and justifications in the generalization of figural patterns. In J. Newton (Ed.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 969-972). Indianapolis, IN: University of Indiana and Purdue University.

17. Conner, K., Webel, C., & Zhao, W. (2017). Towards a hypothetical learning trajectory for questioning. In J. Newton (Ed.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 861-868). Indianapolis, IN: University of Indiana and Purdue University.

PEER-REVIEWED BOOK CHAPTERS

18. Webel, C., Conner, K., & Zhao, W. (2018). Simulations as a tool for practicing questioning. In O. Buchbinder & S. Kuntze (Eds.), Mathematics Teachers Engaging with Representations of Practice: A Dynamically Evolving Field (pp. 95-112). Springer.