Background and activities
Liping Ding is associate professor within the Faculty of Teacher and Interpreter Education.
Liping Ding specialises in Mathematics Education, in particular the van Hiele theory of children’s geometrical thinking development, proving and proof in school mathematics, teaching mathematics with variation, international comparative study of mathematics classrooms, and video analysis of classroom teaching and learning. More recently, she has developed research interest and expertise in teachers’ professional development through schoolbased lesson design study and students/teachers’ affect in mathematics. Liping publishes widely, including book chapters, journal articles, and research reports.
Liping began her career with a teacher qualification in primary education in Shanghai, China and took her first teaching post in a middle school in Shanghai in 1993. She completed her undergraduate degree in mathematics from East China Normal University, China in 2000. She went to England to pursue her Master study and completed PhD in mathematics education in University of Southampton, UK in 2008. She then developed her expertise in comparative research of mathematics classroom through her Postdoctoral Fellowship in Massey University, New Zealand from 2008 to 2010.
Liping has been an invited participant in the International Commission on Mathematics Instruction (ICMI) Study 19 on proof and proving in mathematics education and the ICMI Study 21 on task design in mathematics education. She is also a reviewer for a number of scientific journals in mathematics education. She currently leads a mathematics classroom instruction design study through the schoolbased teacher professional development program in Shanghai Soong Ching Ling School, China.
Subject Area:
Mathematics Education
Teaching (20152016)

Inclusion in mathematics education (Norwegian school grades 17 and 510)

Historical and philosophical aspects of mathematics

Scientific theory and method
Master students’ supervision:

Hildegunn Danbolt (2015), Å vise eller bevise: En studie av en gruppe 8. trinnselevers begrunnelse og argumentasjon for gyldighet ved matematiske formodninger.

Shanthi G Pasanha (2015), Developing an insight into the types of questions asked by a mathematics teacher: A qualitative study of the questions a teacher posed to a 7th grade mathematics class.
For Liping, a particular attraction of Trondheim is being able to go for skiing in the winter and go for hiking in the summer. She finds the city a lovely place to live and work, with fjord, forest, historic towns, and country farms all within easy reach. This gives her lots of things to enjoy with her family.
Journal publications
Anthony, G., & Ding, L. (2011). Tasks for teaching and learning fraction: Lessons from a Chinese textbook. Curriculum Matters 7, 159174.
Ding, L., Anthony, G. & Walshaw, M. (2009) A teacher’s implementation of examples in solving number problems. The New Zealand Mathematics Magazine, Vol. 46, No.2, 1322.
Lawrence, A., Anthony, G. & Ding, L. (2009). Teacher learning and pedagogical shifts subsequent to professional development experiences. New Zealand Journal of Teachers’ Work, Volume 6, Issue 2, 136147.
Book Chapters
Ding, L., Jones, K., & Sikko, S. A. (In press). An expert teacher’s use of teaching with variation to support a junior mathematics teacher’s professional learning. In R. Huang & Y. Li (Eds.) Teaching and Learning Mathematics through Variations.
Ding, L., Jones, K., & Zhang, D. (2015). Teaching Geometrical Theorems in Grade 8 using the ‘SHEN TOU’ Method: A Case Study in Shanghai. In L. Fan, N. Y. Wong, J. Cai & Sh. Li (Eds.) How Chinese teach mathematics: Perspectives from insiders, 279312. Singapore: World Scientific.
Ding, L., Pepin, B., & Jones, K. (2014). Students’ attitudes towards mathematics across lower secondary schools in Shanghai. In B. Pepin & B. RoeskenWinter (Eds.) From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions, 157178. Dordrecht: Springer.
Ding, L., Anthony, G. & Mok, I. (in press). Seeking coherence in teaching and learning linear equations. In D. Clarke, I. Mok & G. Williams (Eds.) The LPS Book Six: Coherence in the mathematics classroom: The teaching of a topic in mathematics classrooms around the world. Rotterdam: Sense Publishers.
Mok, I. & Ding, L. (in press). Reaching Higher Ground by Scaffolding: An Example from Shanghai Lessons. In D. Clarke, I. Mok & G. Williams (Eds.) The LPS Book Six: Coherence in the mathematics classroom: The teaching of a topic in mathematics classrooms around the world. Rotterdam: Sense Publishers.
Cao, Y., He, C. & Ding, L. (2015). Developing a Coding System for Video Analysis of Classroom Interaction. In B. Sriraman, J. Cai, K. H. Lee, L. Fan, Y. Shimuzu, L. C. Sam, & K. Subramanium. (Ed.), The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India. Scottsdale, AZ: Information Age Publishing.
Articles in Refereed Proceedings
Ding, L., Jones, K., Mei, L., & Sikko, S. A. (2015). “Not to lose the chain in learning mathematics”: Expert teaching with variation in Shanghai. Beswick, K., Muir, T., & Wells, J. (Eds.) (2015). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: PME.
Ding, L., Jones, K., Pepin, B., & Sikko, S. A. (2014). An expert teacher’s local instruction theory underlying a lesson design study through schoolbased professional development. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 401408) Vancouver, Canada: PME.
Ding, L., Jones, K., Pepin, B. & Sikko, S. A. (2014). How a primary mathematics teacher in Shanghai improved her lessons on ‘angle measurement’. Pope, S. (Ed.), Proceedings of the 8th British Congress of Mathematics Education, 1417 April, 2014, Nottingham, the UK.
Ding, L., Jones, K., & Pepin, B. (2013). Task design through a schoolbased professional development programme. Proceedings of the ICMI study 22: Task design in mathematics education, University of Oxford, the U.K., July 2013. ISBN 9782746665545
Ding, L. & Jones, K. (2009) Instructional strategies in explicating the discovery function of proof for lower secondary school students. Proceedings of the ICMI study 19, Vol. 1, 136141.
Jones, K., Kunimune, S., Kumakura, H., Matsumoto, S., Fujita, T. & Ding, L. (2009) Developing pedagogic approaches for proof: learning from teaching in the East and West. Proceedings of the ICMI study 19, Vol. 1, 232237.
Ding, L., Anthony, G. & Walshaw, M. (2009) A teacher’s implementation of examples in solving number problems. Proceedings 33th Conference of the International Group for the Psychology of Mathematics Education (PME33), Vol. 2, 425432.
Walshaw, M., Ding, L. & Anthony, G. (2009) Enhancing mathematical identities at the expense of mathematical proficiency? Lessons from a New Zealand classroom. Proceedings 33th Conference of the International Group for the Psychology of Mathematics Education (PME33), Vol. 5, 313320.
Ding, L. & Jones, K. (2007) Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai. Proceedings of the 5th Conference of European Society for Research in Mathematics Education, 612621.
Ding, L. & Jones, K. (2006) Students’ geometrical thinking development at grade 8 in Shanghai. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.), Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education (PME30), Vol. 1, 382.
Jones, K., Fujita, T. & Ding, L. (2006) Informing the pedagogy for geometry learning from teaching approaches in China and Japan. Proceedings of the British Society for Research into Learning Mathematics, 26, (2), 109114.
Ding, L. & Jones, K. (2006) Teaching geometry in lower secondary school in Shanghai. Proceedings of the British Society for Research into Learning Mathematics, 26(1), 4145.
Ding, L., Fujita, T. & Jones, K. (2005) Developing geometrical reasoning in the classroom: learning from expert teachers from China and Japan. Proceedings of the 4th Conference of European Society for Research in Mathematics Education, 727737.
Jones, K., Fujita, T. & Ding, L. (2005) Teaching geometrical reasoning: learning from expert teachers from China and Japan. Proceedings of the British Society for Research into Learning Mathematics, 25(1), 8996.
Scientific, academic and artistic work
A selection of recent journal publications, artistic productions, books, including book and report excerpts. See all publications in the database
Part of book/report
 (2017) An expert teacher's use of teaching with variation to support a junior mathematics teacher's professional learning. Teaching and learning mathematics through variation : Confucian heritage meets western theories.
 (2015) The characters of classroom interaction in Shanghai mathematics lessons: An exploratory video study. The First Sourcebook on Asian Research in Mathematics Education  2 Volumes : China, Korea, Singapore, Japan, Malaysia and India China, Korea, Singapore, Japan, Malaysia and India.
 (2015) "Not to lose the chain in learning mathematics": Expert teaching with variation in Shanghai. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Volume 2.
 (2015) Students’ attitudes towards mathematics across lower secondary schools in Shanghai. From beliefs to dynamic affect systems in mathematics education : Exploring a mosaic of relationships and interactions.
 (2014) An expert teacher’s local instruction theory underlying a lesson design study through schoolbased professional development. Proceedings of the Joint Meeting of PME 38 and PMENA 36 (vol. 2).
 (2014) How a primary mathematics teacher in Shanghai improved her lessons on ‘angle measurement’. Proceedings of the 8th British Congress of Mathematics Education.
 (2014) Teaching Geometrical Theorems in Grade 8 using the "Shen Tou" Method: A case study in Shanghai. How Chinese teach mathematics: Perspectives from insiders.
 (2013) Task design in a schoolbased professional development programme. Task design in mathematics education. Proceedings of ICMI Study 22.
 (2009) Instructional strategies in explicating the discovery function of proof for lower secondary school students. Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education.