Short Bio
Dr. Wenmin ZHAO is an Assistant Professor in the School of Education at the University of Saint Joseph (USJ). She received her Ph.D. in Mathematics Education from the University of Missouri in the United States. Prior to joining USJ, she was a Teaching Fellow at Xi’an Jiaotong-Liverpool University and a Lecturer at Guangdong University of Education. She also held the position of Vice Principal at Dongguan Chang'an Town Center Primary School. Dr. Zhao's research interests are teacher professional development and Mathematics Education, for which she has been recognized with awards such as the
U.S. National Science Foundation (NSF) CADRE Fellowship. Dr. Zhao has also published several peer-reviewed articles and books while successfully leading multiple provincial-level research projects.
Research Interests:
Mathematics Education; Teacher Education; STEAM Education
Working Experience:
Assistant Professor, School of Education, University of Saint Joseph, Macau;
Teaching Fellow, Academy of Future Education, Xi‘an Jiaotong-Liverpool University, Suzhou;
Vice Principal at 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;
Visiting Scholar (Applied Math), National University of Kaohsiung, Taiwan, China;
Bachelor of Science (Math & Applied Math), Shenzhen University, Shenzhen.
Publications
Modules
Year 2 Bachelor
This module provides an examination of the methods and instruments used to assess student learning, that is, to assess the knowledge gained; skills and abilities acquired; and attitudes or values changed. Students will become familiar with high-quality assessment practices, consistent with modern understanding of how students learn and how such learning can be measured. Special emphasis will be placed on assessment practices that are consistent with an active approach to learning.
It is expected that students can become aware that learning assessment is not solely an act that comes at the end of instruction, but a process intertwined with teaching in ways that can have an enormous influence on the entire enterprise of encouraging and helping children to learn. Additionally, is also expected that students can comprehend that process as a complex, rather than a linear and sequential one, highly interative and involving numerous interdependent components, and, that way, can recognize the key role played by the systematical revision of strategies and tools in the design of high-quality assessment.
Year 3 Bachelor
This module will focus on the early years of the mathematics primary education curriculum. Students will become familiar with the structure and content of the mathematics curriculum covered in the first three years of primary. In addition, appropriate methods and techniques of specific instruction will be covered to facilitate the effective learning of the mathematics curriculum by pupils as well as an appreciation of the common issues and problems that young learners experience when learning mathematics in the early primary years.
Year 1 Diploma
This module provides a foundation to the study and practice of education. Key figures and ideas in the field of education will be elaborated before an exploration of how various concepts and themes in education inform teaching in a range of contexts. The module will then provide an overview of the different characteristics and needs of learners and how these interact with the role of teachers. In addition, the nature and purposes of education and its relationship with wider society will be explored as well as an examination of current controversies in educational theory and practice.
