FANG Yanping

Associate Professor

Curriculum, Teaching and Learning (CTL)

Office Location

PhD (2005) Michigan State University


Office Telephone Number

Research Interests
Classroom Discourse Analysis, Cultural-Historic Activity Theory, Curriculum and Pedagogical Theories and Practices, Teacher Learning and Development (including Lesson Study), Cross-Cultural Comparative Studies in Education, Education in China, Social-Cultural Theory

  • Associate Professor Fang Yanping obtained her PhD in Curriculum, Teaching and Educational Policy from Michigan State University in 2005. While there, she worked for a few major research projects including Middle-grade Mathematics and Science Teacher Induction in Selected Countries, and teacher learning and teacher knowledge in mathematics of both elementary and secondary levels. In addition, she taught a preservice foundations course and an internship-year professional course for three years. She was awarded a Spencer Research Training Grant for two years for her dissertation research work.

    Before her PhD studies, Yanping had worked at the Shanghai Academy of Education Sciences as a researcher for eight years and was involved in China-UNICEF-sponsored research and teacher development initiatives. She is currently Principal Investigator of Centre for Research in Pedagogy and Practice (CRPP) research projects on Lesson Study and Mathematical Problem Solving in Singapore Classrooms (MPS1 for baseline data and MPS2 for building Web-based video cases). She is also in the NIE Project, Eight-Country Alliance in Teacher Education and Professional Development chaired by Prof S Gopinathan (Associate Dean, CRPP) and IEA Study on Teacher Education Study in Mathematics (TEDS-M) - Singapore Country Case chaired by Associate Professor Wong Khoon Yoong (Head, Mathematics and Mathematics Education). Besides research, she is engaged in teaching master's and doctoral level courses, and supervising master's and doctoral students.

    Her research interests are: social-cultural theory and cultural-historic activity theory, curriculum studies, teacher knowledge and teacher learning in mathematics, classroom discourse analysis, teacher induction and mentoring and lesson study and international comparative education.