Citations (24)
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Bing Hiong Ngu & Huy P. Phan. (2022) Learning linear equations: capitalizing on cognitive load theory and learning by analogy. International Journal of Mathematical Education in Science and Technology 53:10, pages 2686-2702.
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Bing Hiong Ngu. (2019) Solution representations of percentage change problems: the pre-service primary teachers’ mathematical thinking and reasoning. International Journal of Mathematical Education in Science and Technology 50:2, pages 260-276.
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Bing Hiong Ngu, Alexander Seeshing Yeung, Huy P. Phan, Kian Sam Hong & Hasbee Usop. (2018) Learning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load Perspective. The Journal of Experimental Education 86:3, pages 362-385.
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Bing Hiong Ngu & Huy P. Phan. (2017) Will learning to solve one-step equations pose a challenge to 8th grade students?. International Journal of Mathematical Education in Science and Technology 48:6, pages 876-894.
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Bing Hiong Ngu & Huy Phuong Phan. (2016) Comparing balance and inverse methods on learning conceptual and procedural knowledge in equation solving: a cognitive load perspective. Pedagogies: An International Journal 11:1, pages 63-83.
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Articles from other publishers (19)
Pessia Tsamir & Dina Tirosh. (2022) What Is a Solution of an Algebraic Equation?. International Journal of Science and Mathematics Education 21:8, pages 2303-2323.
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Bing Hiong Ngu & Huy P. Phan. (2023) Differential instructional effectiveness: overcoming the challenge of learning to solve trigonometry problems that involved algebraic transformation skills. European Journal of Psychology of Education 38:4, pages 1505-1525.
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Bing Hiong Ngu, Huy P. Phan, Kian Sam Hong & Hasbee Usop. (2023) Is the inverse method more effective than the balance method on learning linear equations? A cross-cultural experimental study between Australia and Malaysia. Asian Journal for Mathematics Education 2:3, pages 325-349.
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Antonio Granero-Gallegos, Huy P. Phan & Bing H. Ngu. (2023) Advancing the study of levels of best practice pre-service teacher education students from Spain: Associations with both positive and negative achievement-related experiences. PLOS ONE 18:6, pages e0287916.
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Jing-Fong Wang, Tzu-Hua Wang & Chao-Hsien Huang. (2022) Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective. Behavioral Sciences 12:8, pages 293.
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Huy P. Phan & Bing Hiong Ngu. (2022) Advancing the Study of “Goals of Best Practice”: Toward Achieving Optimal Best – Educational Implications to Developments in Flow Research and Positive Optimal Psychology. Frontiers in Psychology 13.
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Bing H. Ngu & Huy P. Phan. (2022) Advancing the study of solving linear equations with negative pronumerals: A smarter way from a cognitive load perspective. PLOS ONE 17:3, pages e0265547.
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Siti Nurma Hanim Hadie, Vina Phei Sean Tan, Norsuhana Omar, Nik Aloesnisa Nik Mohd Alwi, Hooi Lian Lim & Ku Ishak Ku Marsilla. (2021) COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation. Frontiers in Medicine 8.
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Huy P. Phan & Bing Hiong Ngu. (2021) A Case for Cognitive Entrenchment: To Achieve Optimal Best, Taking Into Account the Importance of Perceived Optimal Efficiency and Cognitive Load Imposition. Frontiers in Psychology 12.
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Huy P. Phan & Bing H. Ngu. (2021) Introducing the Concept of Consonance-Disconsonance of Best Practice: A Focus on the Development of ‘Student Profiling’. Frontiers in Psychology 12.
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Huy P. Phan & Bing H. Ngu. (2021) Perceived ‘optimal efficiency’: theorization and conceptualization for development and implementation. Heliyon 7:1, pages e06042.
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Bing Hiong Ngu & Huy P. Phan. (2020) Learning to Solve Trigonometry Problems That Involve Algebraic Transformation Skills via Learning by Analogy and Learning by Comparison. Frontiers in Psychology 11.
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Benjamin A. Kehrwald & Brendan P. Bentley. 2020. Mobility, Data and Learner Agency in Networked Learning. Mobility, Data and Learner Agency in Networked Learning
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Mara Otten, Marja Van den Heuvel-Panhuizen & Michiel Veldhuis. (2019) The balance model for teaching linear equations: a systematic literature review. International Journal of STEM Education 6:1.
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Bing H. Ngu & Huy P. Phan. 2018. New Pedagogical Challenges in the 21st Century - Contributions of Research in Education. New Pedagogical Challenges in the 21st Century - Contributions of Research in Education.
Bing Hiong Ngu, Huy P. Phan, Alexander Seeshing Yeung & Siu Fung Chung. (2017) Managing Element Interactivity in Equation Solving. Educational Psychology Review 30:1, pages 255-272.
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Huy P. Phan, Bing H. Ngu & Alexander S. Yeung. (2016) Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving. Educational Psychology Review 29:4, pages 667-692.
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Huy P. Phan & Bing H. Ngu. (2016) Undertaking Experiments in Social Sciences: Sequential, Multiple Time Series Designs for Consideration. Educational Psychology Review 29:4, pages 847-867.
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Bing Hiong Ngu, Huy P. Phan, Kian Sam Hong & Hasbee Usop. (2016) Reducing intrinsic cognitive load in percentage change problems: The equation approach. Learning and Individual Differences 51, pages 81-90.
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