I specialize in the study of developmental psychology, such as Mathematical cognition and learning. It involve the cognitive development of students in the process of mathematical learning, including the understanding of mathematical concepts, problem-solving strategies, and the cultivation of mathematical thinking. The research helps to deepen the understanding of the mathematical learning process, providing theoretical support and practical guidance for mathematical learning. I also have a strong interest in brain mechanisms, studying the neural basis of Mathematical cognition. My work spans psychology, mathematics, and pedagogy, has brought new theories and methods to the field of mathematical cognition. The construction and practice of a mathematical learning practice system, which aims to enhance students' mathematical cognitive abilities, also provides valuable guidance and suggestions for the practice of mathematical learning. I look forward to contributing to this field through my tireless efforts.
ACEDEMIC POSITIONS
June, 2015-Associate Professor, School of Psychology, Shenzhen University
July,1996-June,2015 Lecturer & Associate Professor, Normal College, Shenzhen University (Head of the Teaching and Research Section & Party Branch Secretary of the Psychology Department)
EDUCATION
2000-2003 Ph.D., Institute of Developmental Psychology, Beijing Normal University
1993-1996 Master's degree in Mathematics Department, Beijing Normal University
HONORS & AWARDS
1. Wu Kang·et al. The impact of illustrations on solving mathematical word problems for Chinese primary school students: evidence for a split attention effect on eye movement research. ZDM – Mathematics Education. 2022. (https: //doi.org/10.1007/s11858-022-01357-3) (Q2)
1.First Award of the fifth Teaching Achievements of High Education, Guangdong Province（Certificate No：20050083）
2. Excellent Host of Teachers Workshop, a National Training Program of Ministry of Education.（the only representative of each subject to report to the Ministry of Education）
3.First Award of Continuing education curriculum teaching in the first session of Shenzhen.
4.Advanced individual of Shenzhen University.
5.Annual Teacher of Shenzhen .University
6.Outstanding Member of Communist Party ,Shenzhen University.
7.Excellent instructor of educational practice of Shenzhen University.
8.First Award of Teaching Preparation Contest of Normal College , Shenzhen University.
9. First Prize of Outstanding Achievement papers, Guangdong Mathematical Education Committee.
10. Shenzhen Education Society 2022 Second Prize for Outstanding Research Paper Achievement.
GRANTS
1.2014-2016 Presided over the study on the construction of urban floating children's care and education system and the orientation of school’s responsibility, an research project of “12th Five-Year” educational science planning of Guangdong, 2013.
2.2005-2008 Presided over the Research on Evaluation System of promoting teachers development, key issue of 10th five-year educational science planning of Guangdong Province( Serial No. KGY009 ).
3.2014-2017 Presided over the Practical Research on promoting professional growth of teachers by school-based research, key issue of 12th five-year educational science planning of Guangdong Province.
4.May,2005-May,2009 As one of the six core experts of China to participate in the Sino- British cooperation project on Elementary education in Southwest China.
5.May,2010-May,2012 As the group leader of Elementary mathematics curriculum project group.( Publish a large number of electronic publications, which were studied by over a hundred thousand primary school teachers in Shandong province.) The provincial scale project, which was the pioneer in the nation , aimed at promoting all the primary school teachers’ professional development and school-based research with the lesson as the carrier.
6.Jan, 2007-Dec, 2009 Presided over the middle school mathematics part of the sub-project of the National Education Science Program "11th Five-Year" national project(Serial No:BHA060030, Host Unit , People's Education Press): Research and development of evaluation criteria for Mathematics Science in primary and secondary schools.
7.2002-2005 Presided over the project the Research on mathematics curriculum reform under compulsory education in Shenzhen special zone, key issue of 10th five-year educational science planning of Shenzhen.
8.2002-2005 Presided over the project the Research on the development of students' autonomous learning ability, key issue of 10th five-year educational science planning of Shenzhen.
9.2003-2006 Host the teaching research project of Shenzhen University: Curriculum of mathematics education facing the new era
10. Sept,1997-Aug, 1999 Host the teaching research project of Shenzhen University: Comparative study on Mathematics Education between China and America
11. Feb, 1997-Feb, 2000 Presided over the scientific project of Shenzhen: Teaching reform experiment on metacognition and mathematical thinking.
12. Jan, 1999-Dec, 1999 Host the teaching research project of Shenzhen University: Course system of Mathematics Education.
13. 2000-2004 Host the sub-projects of some key issues of National and ministerial level, which were presided over by Prof. Chongde Lin of development psychology institute, Beijing Normal University.
14. 1993-1996 Participate in the research of the national subject : Modern mathematics curriculum theory and the subject of Central Teaching Department : International evaluation on mathematics ability.
PUBLICATIONS
1. Wu Kang·et al. The impact of illustrations on solving mathematical word problems for Chinese primary school students: evidence for a split attention effect on eye‑movement research. ZDM – Mathematics Education(2022.7) (https://doi.org/10.1007/s11858-022-01357-3) (Q2)
2.Wu Kang, Li Longxi. Building a Teacher Community: Strategies for Solving the Problems of Teacher Rotation. Education Theory and Practice. Volume 42 (2022) Issue 16, Pages 37-42. (CSSCI)
3.Huang Liuyue, Liang Kaixin, Chen Shiyun, Wu Kang, Chi Xinli. Validity and Reliability Testing of the Chinese Version of the Minimalist Positive Youth Development Scale. Chinese Mental Health Journal, 2022, Volume 36, Issue 5. (CSSCI)
4.Zhang Jiating, Yang Cuimei, Wu Shuying, Zhang Jingfeng, Wu Kang, Chi Xinli. The Impact of a Four-Week Simple Mindfulness Stress Reduction Training on Middle School Students' Anxiety. Psychological and Behavioral Research, 2021, 19(1): 104-110. (CSSCI)
5.Wu Kang, Yang Min, Wang Liping. SNARC Effect: Current Status, Theory, and Suggestions. Psychological Science, 2013 Vol. 36 (5): 1242-1248 (CSSCI source journal and top-tier Chinese journal of our university) 10.16719/j.cnki.1671-6981.2013.05.038
6.Wu Kang, Wei Lai. Deepening Longitudinal Tracking Studies of "Migrant Children". China Social Sciences Daily, 2016.3.30 (CSSCI and authoritative Chinese journal of our university)
7.Wu Kang. Classroom Teaching with Wisdom. Chinese Education Journal, 2009 Issue 4 (CSSCI, independently completed)
8.Wu Kang. Perception of Discrimination and Mental Health in Immigrant Children. Huxiang Forum, 2016 Issue 3 (CSSCI, independently completed)
9.Wu Kang. Review of Polya's Mathematical Education Ideas. Journal of Shenzhen University, 98 Issue 3 (CSSCI source journal, independently completed)
10.Wu Kang. Belief: The Directional Issue of Mathematics Teachers. Journal of Mathematics Education, 2003 Issue 2 (CSSCI source journal, Chinese core and full-text reprinted by Renmin University of China's Fuying Ziliao, full-text reprinted in October 2003, independently completed)
11.Wu Kang. Discussion on Issues in Mathematical Education Research in China. Journal of Mathematics Education, 2003 Issue 4 (CSSCI source journal, Chinese core and full-text reprinted by Renmin University of China's Fuying Ziliao, full-text reprinted in March 2004, independently completed)
12.Wu Kang, Li Zhou, Wang Xiaoting. A Review of Error Memory Research. Journal of Chengdu Normal University, 2013, 29(7): 47-51.
13.Wu Kang, et al. How American Middle Schools Teach Number Sense [J]. Special Zone Education, 2013 (5) 52-56.
14.Wu Kang, Wang Yana. A New Perspective on the Use of Tests under Curriculum Reform—Insights from Test Effects on Student Evaluation [J]. Weekly Examination, 2013(6) 170-171.
15.Wu Kang, Kuang Hujiao, Lan Tianqi. A Review and Prospect of Research on Preschool Children's Understanding of Numerals. Education Teaching Forum, 2014(49): 67-69
16.Wu Kang, Xu Xiuxiu. The Impact of Different Perceptual Loads on Emotional Face Processing in the Attentional Blink Paradigm. Curriculum Education Research, 2015 (26)
17.Wu Kang, Li Yueyue. The Stroop Effect in Digital Temporal Perception. Science Education Guide, 2016, (2): 175-176
18.Peng Shenghua, Wang Yana, Wu Kang. The Relationship between Graduate Students' Time Management Tendency, Professional Identity, and Academic Procrastination. Education Research and Review, 2012 (3) 45-50
19.Peng Shenghua, Wu Kang. A Survey Study on Professional Identity of Master's Students. Social Psychological Science, 2012 (8) 59-61
20.Peng Shenghua, Wu Kang. The Relationship between Professional Identity and Academic Procrastination of Master's Students. Higher Education Research: 2012 (4) 21-23
21.Wang Liping, Wu Kang. A Study on the Relationship between College Students' Achievement Motivation and Self-Efficacy. Youth and Society, 2012 (4) 128-130
22.Wu Kang. Mathematical Problem Solving Research. Subject Education, 97 Issue 12, independently completed (Chinese core)
23.Wu Kang. Polya and Mathematical Education. Middle School Mathematics Teaching Reference, 98 Issue 5, independently completed (Chinese core)
24.Wu Kang. An Introduction to Carpenter's Conceptual Analysis of Addition and Subtraction. Primary School Teaching, 98 Issue 7, independently completed
25.Wu Kang. Making Mathematics Easier. Journal of Mathematics Education, 98 Issue 3, independently completed (CSSCI source journal)
26.Wu Kang. On the Area Thinking of Geometric Problems and Its Variations. Journal of Shenzhen University, 2002 (Supplement), independently completed
27.Wu Kang. A Useful Attempt at Evaluation. Primary School Young Teachers, 2003 Issue 10, independently completed
28.Wu Kang. Evaluation and Examination Reform: What Should We Do. Primary School Young Teachers, 2003 Issue 11, independently completed
29.Wu Kang. Educational Evaluation and Cases in the Promotion of New Curriculum. Primary School Young Teachers, 2003 Issue 12, independently completed
In addition, more than ten papers have been published in other general journals, and since the fifth issue of 2012, a paper on mathematical learning has been published in each issue of the "New Century Primary Mathematics" mathematics learning column (nearly 30 articles on mathematical learning have been published in this column, with titles such as: New Findings on Gender Differences in Mathematical Anxiety, Strategies for Fraction Comparison, The Impact of Spatial Cognitive Ability on Low-Grade Girls' Operational Strategies, New Findings on Mathematical Stereotype Threat, A New Model for Analyzing Difficulties in Primary School Mathematics Learning and Its Implications, The Phenomenon of Integer Bias in Fraction Cognition, A Study on Misconceptions in Primary School Students' Comparison of Decimal Sizes, Processing Effects of Two Types of Numerical Symbols, Research on the Problem Size Effect, The Natural Number Bias Phenomenon in Primary School Students' Learning of Rational Numbers, Can Children Before the Age of 11 Engage in Proportional Reasoning, etc.); several articles have also been written in newspapers such as Modern Education News Weekly, Shenzhen Special Zone News (Youth Edition), and Shekou News.
Books:
Wu Kang, Editor. Grinding Out Good Lessons. Higher Education Press (National First-Class Publisher), October 2012.
Also participated in editing textbooks such as Introduction to Mathematical Education (National Planning Textbook for General Higher Education, People's Education Press, 2005, 2010), The Theory and Exploration of Professional Development of Mathematics Teachers (Jinan University Press, July 2004), Singapore Research (Social Sciences Documentation Publishing House, January 2014 Wu Kang, et al. (participated in writing). Intellectual Development and Mathematical Learning, December 2011 China Light Industry Press (Wu Kang participated in editing part of the content, about 50,000 words).
TEACHING EXPERIENCE
Undergraduate Courses: Psychology, Pedagogy, Developmental Psychology, Psychology and Life, Psychology of Teachers, Psychological and Educational Statistics, Cognitive Psychology of Mathematics.
Graduate Course: Developmental Psychology, Psychology of Learning, Seminar on Research, Specialized English of Psychology.
Training & Exchange of learning
2006.7--2007.4 the Visiting Scholar of UCLan (UK)
2007.5--2007.8 the Visiting Scholar of University of Hong Kong
2015.7—2015.8 the Visiting Scholar of California State University(Long Beach)(US)
2016.2—2016.8 the Visiting Scholar of Jacobs University (Germany)
2017.8—2018.2 the Visiting Scholar of Western University (Canada)
April 2 to 4th, 2015, on behalf of the Shenzhen University and Beijing Normal University jointed together to host the "Fourteenth National new century primary school mathematics curriculum and Teaching Seminar Series.
Luckily, I have got the support from the school funding to give a speech on July 10, 2015 to 16 in the California State University of Long Beach to participate in The 7th Classroom Teaching Research for All Students Conference (CTRAS).
