Academic Profile : No longer with NTU

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Assoc Prof Ng Swee Fong
Associate Professor, National Institute of Education - Mathematics & Mathematics Education
Journal Articles (Central)
Ng, S.F. & Pe, M. L. (2013). Performance of Balance Scale Tasks of the Challenging Type amongst Singapore Children. The Mathematics Educator, 14(1&2), 49-65.

Lee, K., Ng, S. F., Pe, M. L., Ang, Su. Y., Mohd Hasshim, M. N. A., Bull, R. (2012). The Cognitive Underpinnings of Emerging Mathemat ical Skills: Executive Functioning, Patterns, Numeracy, and Arithmetic.. British Journal of Educational Psychology., 82(1), 82-99.

Lee, K. & Ng, S. F. (2011). Neuroscience and the teaching of mathematics. Educational Philosophy and Theory, 43(1), 81-86.

Lee, K., Ng, S. F., Bull, R. , Pe, M. L., Ho, R. M. H. (2011). Are patterns important? An investigation of the relationships between proficiencies in patterns, computation, executive functioning, and algebraic word problems.. Journal of Educational Psychology, 103(2), 269-281.

Lee, K., Ng, E. L., & Ng, S. F. (2009). (2 009). The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems.. Journal of Educational Psychology,, 101, 373-387.

Lee, K., Lim, Z. Y., Yeung, S., Venatraman, V., Ng, S. F., & Chee, M. W. L. (2007). Strategic differences in algebraic problem solving: Neuroanatomical correlates. Brain Research, 1155, 163 - 171.

Book Chapters (Central)
Ng, S. F., & Chua, B. L. (2019). Patterns across the years - Singapore learners' epistemology. In Toh, T. L., Kaur, B., & Tay, E. G. (Eds.), Mathematics Education in Singapore(PP. 217 - 240). Singapore: Springer.

Cheng, L. P., Ng, S. F., Tan, B. K. Jasmine Susie, & Ng, E. N. (2018). Design ing and Implementing Activities in the Flipped Classroom in the Singapore Primary Mathematics Classroom. In Toh, P. C., & Chua, B. L. (Eds.), Mathematics Instruction: Goals, Tasks and Activities(PP. 159-177). Singapore: World Scientific.

Ng, S. F. (2018). Function tasks, input, output and the predictive rule:How some Singapore children construct the rule. In Kieran, C. (Ed.), Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds The Global Evolution of an Emerging Field of Research and Practice.(PP. 167 - 193). Cham: Springer.

Lee, K., Ng, S. F., Bull, R. (2017). Learning and solving more complex problems: The roles of working memory, updating, and prior skills for general mathematical achievement and algebra. In Geary, D. C., Berch, D. B., Ochsendorf, R., & Mann Koepke, K. (Eds.), Acquisition of complex arithmetic skills and higher-order mathematical con cepts(PP. 197-222). San Diego, CA: Elsevier Academic Press.

Ng, S. F. (2016). A Neurocognitive Perspective on Early Algebra. In Kieran, C., & Pang, J. S. (Eds.), Early Algebra:Research into its Nature, its Learning, its Teaching(PP. N.A). Hamburg: Springer.