YING ZHANG

Journal Articles

Zhang, Y.*, & Star, J. R. (2026). Exploring the long-term effectiveness of student-centered pedagogies on mathematics performance and confidence. Asian Journal for Mathematics Education. https://doi.org/10.1177/27527263261424452    
Zhang, Y.*, & Star, J. R. (2025). Trajectories of change in mathematical creative self-efficacy under student-centered and teacher-centered pedagogies. Creativity Research Journal. https://doi.org/10.1080/10400419.2025.2585033 [SSCI, Q1]
Zhang, Y.* (2024). Editorial: A New Decade of CERJ. Cambridge Educational Research e-Journal, Vol. 11, 1-5. doi.org/10.17863/CAM.114524
Zhang, Y.*, Stylianides, A. J., & Star, J. R. (in revision). Submitted to an SSCI Q1 Journal.
Zhang, Y.*, & Star, J.R. (under review). Submitted to an SSCI Q1 journal.
Valdés L., Zhang, Y., Navarrete, J. A.* (under review). Submitted to an SSCI Q1 journal.

Conference Proceedings

Zhang, Y. (2024). How does mathematical creativity in algebra change across secondary under student-centered and teacher-centered pedagogy?  Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (PME47). Auckland. New Zealand. https://doi.org/10.17863/CAM.115889

Zhang, Y. (2024). Does student-centered pedagogy really foster mathematical problem solving compared to teacher-centered pedagogy? The 15th International Congress on Mathematical Education (ICME15). Sydney, Australia.

Zhang, Y., & Stylianides, A. J. (2023). A comparative case study of the mathematics pedagogy in two Chinese schools: How “student-centered” is a proclaimed reformed pedagogy? In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Research in Mathematics Education (CERME13) (pp. 3666-3673). Budapest, Hungary. https://hal.science/hal-04401607/

Zhang, Y. (2023). Exploring the role of pedagogy in Mathematical creativity via multiple-solution tasks: A comparative study of two schools in China. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (PME46) (Vol. 4, pp.379-386). Haifa, Israel. https://hal.science/hal-04415933/

Zhang, Y. (2022). Chinese teachers' views on the difficulties of implemeting problem-based learning in Chinese matheamtics classrooms. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME45) (Vol. 4, pp.324). Alicante, Spain. 

Zhang, Y. (2022). Chinese teachers’ views on implementing problem-based learning in the Chinese mathematics classroom. Proceedings of the British Society for Research into Learning Mathematics, 41(3). BSRLM-CP-41-3-10.pdf

Grant & Project

• Digital Empowerment in Inquiry-Based Mathematics Teaching in Junior Secondary Schools, Liaocheng Education Science Planning Project, Co-investigator                                                                            2026 – 2027

• ¥2,000,000, National Agency for Research and Development in Chile (ANID/FONDEF/IT23I0012), Research collaborator,  (PI: Jairo A. Navarrete-Ulloa)                                                                               2023 – 2025
  

• ¥300,000 Industry-Collaborative Research Funding  
  

  Partners: Shanghai Medelf Bilingual High School; Doubao AI; TOEFL; Xueersi (TAL Education Group); Zuoyebang; iFLYTEK; New Oriental; CamScanner; YOLO (Film); GitMind; Yequ Programming               2023 – 2025

• ¥300,000 Research Grant, Kai ki Capital Limited                                                                    2025
  

• ¥3,680 Conference Grant, Faculty of Education, University of Cambridge                2024
  

• ¥13,800 Fieldwork Grant, Faculty of Education, University of Cambridge        2022
  

• ¥18,400 Research Grant, Christ’s College, University of Cambridge            2022 – 2024
  

• ¥23,000 Research Grant, Murray Edwards College, University of Cambridge      2020

Pedagogy & Creativity

Pending...

Cognitive Development

Pending...

AI in Mathematical Learning

Pending...

Mathematics courses

I completed the following courses during undergraduate studies:

• Real Analysis
  

• Abstract Algebra
  

• Complex Variables
  

• Group Theory
  

• Number Theory
  

• Ordinary Differential Equation 
  

• Linear Algebra
  

• Math History
  

• Statistics
  

• Python

Mathematics Software

I am familiar with

• R
  

• MPlus
  

• Geogebra
  

• G*Power
  

• Pycharm
  

• SPSS
  

• Classin
  

• Capcut

Mathematics Teaching

I have six years of teaching experience at secondary and undergraduate levels, both in-person and online. 

• Grade 7-9 math teaching demo: here; 
  

• Grade 10-12 math teaching demo: here; 
  

• Calculus teaching demo: here

Teaching Evaluation from undergraduate students, graduate students, and teachers

“No one else could explain these ideas the way Ying does. Her passion, clarity of expression, and deep expertise make complex concepts truly understandable and engaging for us.” —— An in-service teacher with 30 years teaching experience

“What I find most helpful about Ying’s supervision is the way she laid out the feedback in a very detailed and specific manner. It was very clear which areas she wanted me to improve in.” —— An undergraduate student at the University of Cambridge

“I found Ying’s supervision very useful and insightful, and it has helped me feel much clearer about how to structure and write the essay.” —— An undergraduate student at the University of Cambridge

“I’m a math teacher, and I genuinely think Ying is an excellent instructor. I’ve already recommended her to all my students’ parents.”—— In-service teacher, commented on teaching platform

“I was going to take the teacher examination, and this video truly solved my concerns and prepared me for the math test!” —— Pre-service teacher, commented on teaching platform

“This sharing of interview analysis methods was really helpful! I’ve bookmarked it right away! Could you please also share analysis methods for quantitative data?” —— Graduate student, comment on teaching platform

“I was about to take the teaching qualification exam and felt completely lost. Then I came across Ying’s videos — they were a lifesaver! Her explanations are absolutely amazing.” —— Pre-service teacher, commented on teaching platform

Teaching Evaluation from middle school and high school students

“Ying, I’m a ninth-grade student. After watching your latest video, I was truly moved, it gave me real motivation! My family wants me to take the selective admission exam, but I didn’t believe I could pass, so I planned to attend an ordinary high school. However, after watching your video, I’ve decided to give it my all and take the challenge! Just like you said, to live each day as if it were the last! You’re the first person in a long time who has truly inspired me. I’ll do my best and share good news with you soon!” —— Grade 9 student in China, comment on teaching platform

“Teacher Ying, you’re the first person I’ve met who can truly explain how to learn mathematics effectively! I feel such a strong connection with you! You’re really a treasure teacher! Your lessons are incredibly useful!” —— Secondary student, comment on teaching platform

“I’ve watched many of Ying’s videos on learning methods, and I just love Ying so much! I’m a Grade 9 student in Shenzhen and will take my high school entrance exam next year. Ying’s videos have given me great guidance and motivation! I wasn’t very interested in math before, but after watching Ying’s videos, I suddenly felt inspired! Ying has become my source of motivation. I’m truly grateful for this encounter!” —— Grade 9 student in China, comment on teaching platform

“Ying’s teaching is truly helpful. I’m now in Grade 8, and I used to have no idea how to study in order to get into a good high school. Ying really taught me so many things. Thank you, you’re amazing!” —— Grade 8 student, comment on teaching platform

“Because of watching Ying’s videos, my mathematics improved by 40 points! I used to dislike math, but now I just love math so much!” —— Middle school student, comment on teaching platform

“I was so confused when my math teacher taught this. But after watching Ying’s video, it comes so easily to me! It made everything so clear and easy to understand. Ying’s teaching style is very different from other teachers.” —— Middle school student, comment on teaching platform

“Ying’s teaching always gives me such a warm feeling. I feel very lucky to have the chance to learn from her.” —— High school student, comment on teaching platform

“I had a weak background and always found the derivative hard to understand, but after watching Ying’s video, everything became clear. I really appreciate her detailed explanations that make the material accessible even to students with little prior knowledge.”—— High school student, comment on teaching platform

The following translated excerpt is from a letter written by a Grade 8 student in a one-week intensive online mathematics course that I taught full-time in Beijing, China. I received many similar letters expressing students’ appreciation for the course and their learning experiences. 

Dear Teacher Ying,

I feel very fortunate to have met you among the vast sea of people.

Six days ago, I saw you for the first time on this online platform. Do you know? From the very first moment, I was deeply drawn to you — a woman who embodies both beauty and talent. I love the way you gently purse your lips when you are focused, the light that seems to radiate from you when you speak about your alma mater, the way you call your students “children” and “dear ones,” and most of all, the warmth in your eyes when you look into the camera.

You know, you remind me very much of a teacher I once had. She also told us stories about her experiences teaching in rural areas. When you spoke about your own teaching experiences, your gentle expression and the slight tremble in your voice seemed to overlap with hers — in that moment, I truly felt like crying.

Teacher Ying, I have read your article on depression many times. Truly, it moved me deeply. I especially love the line: “Just look at the sun — it is so vast that before it you are no more than an insignificant speck of dust; so vast that our hundred years of life are merely a fleeting moment in its eyes. Yet even so, it shines upon you without hesitation, and you have never been forgotten by it for even a single second.”

Today I read an article by a British writer, and I would like to share one sentence with you — for you, who had a lonely childhood and who may not yet be fully free from depression, and perhaps also for myself:
“Do not be saddened; as long as there is still hope, even if you have suffered greatly, even if spring seems far away.”

Enough about sadness — let’s talk about something else. I want to tell you about my dream.

My goal is not something as grand as Harvard or Cambridge. For me, getting into a good university in China would already be enough. After graduation, I hope to leave behind the noise of the city and go to teach in the mountains for the rest of my life. During this journey, I hope not to be assimilated by material interests or worldly pressures, but instead to use a pure gaze and a gentle smile to inspire and support more people.

Tomorrow may be the last day we see each other. I hope to hear back from you.

The following excerpt is from a message sent by a Grade 12 student on my teaching platform, reflecting on two years of engaging with my instructional videos and mentorship.

Dear Ying,

As someone who has watched your teaching videos for two years, I have learned so much from you. You are the most independent, dedicated, and inspiring woman I have ever encountered, and I once hoped to become someone like you.

Later, I came to understand what you meant when you said, “Most of us will live ordinary lives.” I realized this applies to me as well. When I felt confused, your words — “Happiness is what matters,” “Academic credentials are not everything,” and “Grow into a strong, upward-reaching tree” — helped guide me.I am deeply grateful to have had you as a guide during these short but important years of my youth. During this time, I discovered what brings me joy, understood the meaning of striving, and learned how an ordinary person can appreciate and enjoy life.

Last year, under intense academic pressure, I faced many challenges — depression, mental exhaustion, anxiety, and other difficulties came all at once. Over the past year, with my parents’ support and traditional Chinese medical treatment, I finally managed to recover, though I fell behind in several courses as a result. (Some subjects in my class have already completed the high school curriculum, while I am still in my first year.) I know I still have many problems to work through. At the same time, through seeking treatment in different places, I have come to understand the world more deeply.

You are a kind person, Ying. Thank you for guiding me through my confusion. Even though I am still in a somewhat difficult situation, I will continue to stay positive. (I am very tired tonight and cannot sleep.) Everyone has their own strengths, and I believe that through my efforts I will enter my ideal university — and even if I fail, it will be alright. I have learned so much from you. Thank you for being part of my journey in life.