个人简介

I am Xu Hua Sun, an assistant professor in Mathematics Education at the Faculty of Education, and an affiliate of Chao Kuang Piu College, University of Macau. Previously I held a research fellowship at Hong Kong Education University and, before that, I received MSc degrees in mathematics education, at North-East Normal University, China and then my PhD in mathematics education, at the Chinese University of Hong Kong.Exposed in western colony (Hong Kong & Macau) for fifteen years, I was interested in researching in the advantage and disadvantage of Chinese mainland mathematics education system from both inside and outside. From curriculum perspective, I found Chinese problem variation bianshi (变式) tradition: “one problem multiple solutions”, “one problem multiple solutions” as a daily routine, play vital roles in Chinese curriculum and instruction rarely known in the West. Inspired by this interesting phenomenon and hot variation theory in HK from Ference Marton , Lo Mun Ling and his colleagues, I (with help of N.Y. Wong & C.C. Lam) tried to search and re-search Chinese own mathematics education practice and theory from variation perspective , including the significance of mathematics developed from variation practice (Sun, Wong, & Lam, 2007),its curriculum significance (Sun, Wong, & Lam, 2006), significance for Chinese curriculum reform (Sun, 2012), and its relationship to cultural background in Chinese mathematics education (Sun, 2011). The proposed curriculum framework as a summary of the studies above, spiral variation curriculum design (Sun, 2007; 2016) theorized the vital advantage of Chinese “indigenous” practice (Sun, 2018), I hope, would growingly contribute future practice and theory in curriculum and instruction in the world like Chinese foods.I currently serve as Co-chair of History and Pedagogy of Mathematics (HPM) 2020 – Satellite Meeting of ICME-14. I served co-chair of International Commission for Mathematical Instruction (ICMI) STUDY 23 primary mathematics education on whole number (a highly-praised output, Building the Foundation: Whole Numbers in the Primary Grades, which was downloaded 155 000 copies, the 25% of products by springer, ICMI STUDY23 VOLUME [ free download] http://www.springer.com/gp/book/9783319635545; ICMI STUDY 23 Conference proceedings ( free download). http://www.umac.mo/fed/ICMI23/proceedings.html; Website http://www.umac.mo/fed/ICMI23/). I serves as a leading co-Editor of special issues in ZDM - The International Journal on Mathematics Education (2019) https://link.springer.com/journal/11858. I was an invited speaker of the 13th International Congress on Mathematical Education (Germany, 2016) and a co-chair of Task design and analysis (TSG31) of the 12th International Congress on Mathematical Education (Korea, 2012). I am an Editorial Board member of Journal of Mathematics education (China) http://sxyb.cbpt.cnki.net/WKD/WebPublication/index.aspx?mid=sxyb数学教育学报编委, Editorial board member of Educação Matemática Debate (Brasil) http://www.periodicos.unimontes.br/emd/about/editorialTeam; Guest editor of a Special Issue of mathematics education for the Journal of New Waves - Educational Research & Development. http://www.viethconsulting.com/members/publication/new_waves_home.phpACADEMIC QUALIFICATIONSPhD in Education, Chinese University of Hong Kong, HK, 2007MA in Math Education, North-East Normal University, China, 1994BA in Mathematics, North-East Normal University, China, 1991PROFESSIONAL POSITIONSAssistant Professor, University of Macau (2008 – Present)Research Fellow, Hong Kong Institute of Education (2007 – 2008)Associate Professor, Department of Mathematics, Guangzhou University (2003– 2007)Lecturer, Department of Mathematics, Guangzhou University (2000 – 2002)Lecturer, Department of Mathematics, Guangzhou Normal University (1995 – 2000)Math teacher in secondary school, Middle School Attached to Guangzhou Normal University (1994 – 1995)CURRENT COURSESSubject-Based Teaching Methods (Primary Mathematics) I (PYEB211) MPhil/MEd in Mathematics Education Doctoral (PhD/EdD) and masters (MPhil/MEd) student supervisionPREVIOUS COURSESSubject-Based Teaching Methods (Mathematics) I/II (EDUC336 / EDUC337)Supervised Teaching and School Experience (EDUC408)

研究领域

Mathematics education; Curriculum design; Textbook study; Primary mathematics; Teacher education ( science and mathematics subject); Classroom-based instructional interventions; Teachers' mathematical knowledge and beliefs; Task design, analysis, and implementation; Students' engagement ; The transition from primary to secondary school mathematics

ON-GOING PROJECT"Practice, theory, and Research: Chinese mathematics curriculum development" (Principal Investigator) -- Funded by University of Macau.RESEARCH PROJECTS UNDERTAKENl An Exploration for Macao’s Teacher Professional Development: Lesson Study or Based on Spiral Variation Curriculum Design. (Principal Investigator)-- Funded by DESJ of Macao Government. 教育暨青年局资助l Understanding Chinese Mathematics Teaching from international perspective: Task analysis and its explorative applications. (Principal Investigator)-- Funded by University of Macau. l Co-investigator, Spiral variation (Bianshi) curriculum design in mathematics, funded by CUHK and Modern Education Press, HK, 2005-2007.l Co-investigator, Variation for the Improvement of Teaching and Learning (VITAL) Project (2005-2007) (sponsored by Education and Manpower Bureau at HK; HK institute of education).l Principal investigator, Research on Teacher Quality and Training efficiency for Pre-service Teachers, funded by the Guangzhou Normal University, 1996-2001.l Co-investigator, Reform of Mathematics Curriculum and pedagogy: The Role of Innovative Materials in Secondary Teacher Education, funded by Guangzhou University, 1999-2003.l Co-investigator, The new curriculum design, implementation, and examination in Secondary school, was funded by the National Ministry Education Development Program, 1999-2003.l Principal investigator, the reform in mathematics curriculum for pre-service teachers, 1997-1999.

近期论文

Sun, X. (2007) Spiral Variation (Bianshi) Curricula Design in Mathematics: Theory and Practice. Unpublished doctoral dissertation, Hong Kong: The Chinese University of Hong Kong (in Chinese).REFEREED BOOKS1 Bartolini Bussi, M.G. & Sun, X. H. (Ed.) (2018). Building the foundation: Whole Numbers in the Primary Grades. New York-Berlin: Springer press. http://www.springer.com/gp/book/9783319635545 [ it was downloaded 155 thousands]2 Sun, X. H. (2016), Spiral variation: A hidden theory to interpret the logic to design Chinese mathematics curriculum and instruction in mainland China (in Chinese). [孙旭花[着] (2016)《螺旋变式—解读中国内地数学课程与教学之逻辑》新加坡八方文化创作室]. World Scientific Publishing C.P. http://www.worldscientific.com/doi/abs/10.1142/9789814749893 3 Sun, X. H., Kaur, B., Novotna, J.(Eds). (2015), Conference proceedings of The Twenty-third ICMI Study: Primary Mathematics Study on Whole Numbers. Macau: university of Macau. (On-line http://www.umac.mo/fed/ICMI23/proceedings.html). 4 Wong, N., & Lam, C., & Sun, X. H. (2006) Variation (Bianshi) curriculum Theory: The possible way in curriculum innovation (in Chinese).Hong Kong: CUHK. Hong Kong education institute. [黄毅英、林智中、孙旭花（2006）。《变式教学课程设计原理：数学课程改革的可能出路》。香港：香港中文大学教育学院香港教育研究所。ISBN 10 9789628908059] Books Chapters1. Mariotti M.A., Bartolini Bussi M.G., Boero P., Douek N., Pedemonte B., Sun X.H. (2019) The Italian Didactic Tradition. In: Blum W., Artigue M., Mariotti M., Sträßer R., Van den Heuvel-Panhuizen M. (eds) European Traditions in Didactics of Mathematics.( p95-121.) ICME-13 Monographs. Springer, Cham.2. Sun, X. H., & Bartolini Bussi. , M.G. (2018). Language and cultural issues in the teaching and learning of whole number arithmetic. In M.G. Bartolini Bussi & X. H. Sun (Eds). Building the foundation: whole numbers in the primary grades. (pp.35-70). berlin: Springer, Cham. [indexed in SCOPUS]3. Pu, S., Sun, X. H., Li, L. (16/05/2018). How do Chinese teachers acquire and improve their knowledge through intensive textbook studies. In Yeping Li and Rongjin Huang (Eds). How Chinese Acquire and Improve Mathematics Knowledge for Teaching (pp.165-184). Leiden: Brill | Sense.4. Novotná, J., Kaur, B., Gervasoni, A., Askew, M., Veldhuis, V., Pearn, C., Sun, X. H. (03/2018). How to Teach and Assess Whole Number Arithmetic: Some International Perspectives. In M.G.Bartolini Bussi & X. H. Sun (Eds). Building the foundation: whole numbers in the primary grades. (pp.251-286). Springer, Cham. [indexed in SCOPUS]5. Sun, X. H. (05/02/2018). Uncovering Chinese Pedagogy: Spiral Variation—The Unspoken Principle of Algebra Thinking Used to Develop Chinese Curriculum and Instruction of the “Two Basics”. In Kaiser, G., Forgasz, H., Graven, M., Kuzniak, A., Simmt, E., Xu, B. (Eds.) (Eds). Invited Lectures from the 13th International Congress on Mathematical Education (pp.651-669). Switzerland: springer international publishing AG. [indexed in Web of Science]6. Sun, X. H. & Bartolini Bussi, M.G. (2018). Language and cultural issues in the teaching and learning of whole number arithmetic in M.G.Bartolini Bussi & X. H. Sun (Ed.) Building the foundation: whole numbers in the primary grades. New York-Berlin: Springer press. http://www.springer.com/gp/book/9783319635545 [ndexed in SCOPUS]7. Sun, X. H. & Christine C. Sayers, J.; Siu, M. K.; Cooper, J.; Dorier, J.; González, S.; Thanheiser, E.; Azrou, N., McGarvey, L.; Houdement C.; Ejersbo, L. R.(2018). What and why of Whole number arithmetic: Foundational ideas from history, language, and societal changes In M.G. Bartolini Bussi & X. H. Sun (Ed.), Building the foundation: whole numbers in the primary grades. New York-Berlin: Springer press. [indexed in SCOPUS] 8. Bartolini Bussi, M.G. & Sun, X. H. (2018).Social and Cultural Contexts in the teaching and learning of WNA In M.G. Bartolini Bussi & X. H. Sun (Ed.), Building the foundation: whole numbers in the primary grades. New York-Berlin: Springer press. [indexed in SCOPUS]9. Bartolini Bussi, M.G. & Sun, X. H. (2018).Introduction. In M.G. Bartolini Bussi & X. H. Sun (Ed.), Building the foundation: whole numbers in the primary grades. New York-Berlin: Springer press. 10. Bartolini Bussi, M.G. & Sun, X. H. (2018). Concluding remarks. In M.G. Bartolini Bussi & X. H. Sun (Ed.), Building the foundation: whole numbers in the primary grades. New York-Berlin: Springer press. 11. Maria, M.G., Sun, X. H. (03/2018). Building a strong foundation concerning whole numbers arithmetic in primary grades: editorial introduction. In M.G.Bartolini Bussi & X. H. Sun (Eds). Building the foundation: whole numbers in the primary grades. (pp.3-18). berlin: springger. [ indexed in SCOPUS]12. Novotna J.; Bartolini Bussi, M.G. ; Beckmann, S. Inprasitha, M.; Kaur, B.; Sun, X.; Venkat H.; Askew M. (2018). Whole numbers arithmetic and teacher education. In M.G. Bartolini Bussi & X. H. Sun (Ed.), Building the foundation: whole numbers in the primary grades. New York-Berlin: Springer press. [ indexed in SCOPUS]13. Arzarello F.; Azrou, N. Bartolini Bussi, M. G. Gonzales, S. Siu M. K. and Sun, X.H. (2017)Traditions in whole number arithmetic. In M.G. Bartolini Bussi & X. H. Sun (Ed.), Building the foundation: whole numbers in the primary grades. New York-Berlin: Springer press. [ indexed in SCOPUS]14. Sun X. H., Wong N., & lam, C. (2006) A Study of problem structure. In D.Z. Zhang (Ed.), “Two Basics” in Chinese mathematics teaching. [孙旭花、黄毅英、林智中（2006）。数学问题结构性变式的研究。载《中国数学双基教学》（张奠宙主编）（页84-96）。上海：上海教育出版社。] (Partly adapted from: 孙旭花 、黄毅英 、林智中 、张奠宙 （2006）。问题变式的结构与功能的统一， 课程教材教法 ，第五期。)15. Sun, X. H. (2005). An investigation of traditional mathematic assessment by an example of open-ended problem. In N. Y. Wong (Ed.), Revisiting Mathematics education in Hong Kong for the new millennium (pp.282-305). Hong Kong: Hong Kong Association for Mathematics Education, page: 377-411. [孙旭花、黄毅英、黄家鸣、林智中、罗浩源（ 2005 ）。数学开放题评核之研究 ── 以一个租船问题为例。载黄毅英（编）《迎接新世纪：重新检视香 港数学教育 ── 萧文强教授荣休文集》 377-410 。香港：香港数教育学会。] (Adapted from: Wong, N., Lam, C., Wong, K., Law, H., Sun X. H. (2006). Investigation of the lack of traditional mathematics assessment by an example of renting-boat open-ended problem. Journal of Mathematics Education, 13(2), 3-4. )16. Sun, X. H. (2001). An experimental study to address meta–cognition ability .Wong Ngai-ying (Eds.), Assessment in mathematics education (in Chinese) (pp. 86-101), CUHK ISBN962-85523-6-8. [孙旭花《利用反思数学日记加强数学元认知结构实验研究》刊于《评核与数学教育》ISBN962-85523-6-8.REFEREED JOURNAL ARTICLES1. Sun, X. H. (2019). Bridging whole numbers and fractions: Problem variations in Chinese mathematics textbook examples. ZDM, 51(1), 109-123. [indexed in Web of Science/ SCOPUS]2. Sun, X. H., Xin, Y. P., & Huang, R. (2019). A complementary survey on the current state of teaching and learning of Whole Number Arithmetic and connections to later mathematical content. ZDM, 51(1), 1-12.() [indexed in Web of Science/ SCOPUS]3. Bartolini Bussi, M.G.,Bertolini, C. Alessandro R., Sun, X.H. (2017) "Cultural transposition of Chinese lesson study to Italy: An exploratory study on fractions in a fourth-grade classroom", International Journal for Lesson and Learning Studies, Vol. 6. Issue: 4, pp.380-395, https://doi.org/10.1108/IJLLS-12-2016-0057 [indexed in SCOPUS] 4. Sun, X. H. Uncovering the advantage of Chinese mathematics education: a hidden instruction degihn framework for algebra development. Journal of mathematics education (in Chinese). Page 5-8, vol. 10.孙旭花 (2016) 《寻找中国数学教育优势：隐性的代数教学设计模型》,《数 学 教 育 学 报》, 25(5)。页5-8,10/2016。3. Bartolini Bussi, G. & Sun, X. H. (2015), ICMI Study 23: Primary Mathematics Study on Whole Numbers. L'Enseignement Mathematique (in both French and English). (Founded in 1899 by the European Mathematical Society) [ IF=1.19]. [indexed in Web of Science]4. Sun, X. H. (2015). Book review on the History of China’s secondary mathematics curriculum. Front. Educ. China, 10(4). pp. 668-669. [indexed in Web of Science]5. Sun, X. H. (2015) ICMI STUDY 23 Conference review: Primary Mathematics Study on Whole Numbers. Mathematics education journal, 24(6). Page 92-96. [国际数学教育研究委员会第二十三届国际小学数学教育“数学整数教学”专题研讨会概述, 数学教育学报, 24(6) 。页92-96.]6. Sun, X. H., Teo , T., Chan, T. C (2015). Application of the open-class approach to pre-service teacher training in Macao: a qualitative assessment. Research Papers in Education. 30:5, 567-584. (SSCI). [indexed in Web of Science/SCOPUS) ]7. Sun, X. H. (2013). Assessment of Prospective Teachers’ Multiple Proof Construction of a Trapezoid Area Formula , New Waves - Educational Research & Development，16(3)；124 - 1458. Sun, X. H. (2012). Beyond Accuracy and Speed: Task Demands and Mathematical Performance, Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education, Vol. 16, No. 3, September 2012, 155–175.9. Sun, X. H. (2011). An Insider’s Perspective: “Variation Problems” and Their Cultural Grounds in Chinese Curriculum Practice, Journal of mathematical education. December 2011, Vol. 4, No. 1, pp. 101-114.10. Sun X. H. (2011) “Variation problems” and their roles in the topic of fraction division in Chinese Mathematics textbook examples, Educational Studies in Mathematics: Volume 76, Issue 1 (2011), Page 65-85. One of most downloaded articles in ESM [SSCI]. [indexed in Web of Science/ SCOPUS)11. Wong, N. Y., Lam, C. C., Sun, X. H., Chan, A.M. Y. (2009). From “exploring the middle zone” to “constructing a bridge”: Experimenting the spiral bianshi Mathematics curriculum. International Journal of Science and Mathematics Education. : Volume 7, Issue2 (2009), Page 363. [SSCI]. [indexed in Web of Science/ SCOPUS)12. Sun, X. H. & Wong, N. Y. (2005). A Culture-Bound Look on Mathematics Beliefs: Differences between China and U.S.A Students, Mathematics Educator, 2005, Vol.8, No.2, 95-105. 13. Sun, X. H., Wong, N. Y., & Lam, C. C. (2005). Bianshi problem (Extended problems from examples) as the bridge from “entering the way” to “transcending the way”: The cultural characteristic of variation (Bianshi) problems in Chinese mathematics education. Journal of the Korea Society of Mathematics Education Series D: Research in Mathematics Education, 9(2), 153-172. 14. Sun, X. H. (2010). An example of educational mathematics: “reduction of fraction to a common denominator in fraction division”. Mathematics teacher in primary schools. [孙旭花（2010）教育数学举例：教育数学举例：分数除法的“通分法” 小学数学教师.] [CSSCI]15. Sun, X. H. (2012). The characteristic of example design in Chinese textbook, Journal of mathematics education, Vol 21(3) ，page 54-59. [孙旭花 (2012) 问题变式：中国数学教材问题设计之特色, 数学教育学报, 21(3), 页 54 – 59.][CSSCI]16. Lo, M. & Sun, X. H. (2011). How teaching could help learning: An empirical study of a mathematical concept of teaching and learning, Modern education science, Vol (10), page 25-29.卢敏玲、孙旭花（2011）：教如何有助于学:一个概念的教与学关系之实证研究，《当代教育科学》，2011（10）。页25-29，31/10/2011。[CSSCI] 17. Sun, X. H. (2009). A lesson plan of linear equation of one unknown designed based on the notion of “One problem multiple change” of spiral variation curriculum design .Vol.391, page, 24-27. [孙旭花（2009）螺旋变式课程设计模型中“一题多变” 设计理念对一元一次方程的教学设计之启示, 中学数学教学参考，391期，24-27.] [CSSCI]18. Sun, X. H. & Chan k. etc. (2008). Rationalization of ‘ONE PROBLEM MULTIPLE SOLUTIONS’: An introduction to spiral variation curriculum design.Vol6, p21-28. [孙旭花，陈嘉豪，梁永贤，等 （2008） “一题多解”之再升华：螺旋变式课程设计理论介绍-------以三角形中位线定理推导为例 数学教育学报08年6期，21-28页 [CSSCI]19. Sun, X. H. (2008). Lessons drawn from the West & HK. Bulletin of Mathematics, Vol10, page 10-16. [孙旭花（2008）前车之鉴，后事之师 数学通报 08年10期，10-16页。] [CSSCI]20. Sun, X. H., Wong, N., & Lam, C. (2006). The Unification of Structure and Function in Mathematics Problems’ Variation. Curriculum, textbook and pedagogy. Vol5. (In Chinese)[孙旭花 、黄毅英 、林智中 、张奠宙 （2006）。问题变式的结构与功能的统一， 课程教材教法 ，第五期。]. [CSSCI].21. Sun, X. H. & Wong, N. Y. (2004). The Gender difference of variations of mathematics achievement in secondary schools of HK. Journal of Mathematics Education (In Chinese) Vol. 4, Page 10-13.] [孙旭花 黄毅英影响香港男女生数学成绩的潜变量差异，《数学教育学报》，2004:第四期。][CSSCI]22. Sun, X. H. & Wong, N. (2004). The Gender difference of factors and paths to influence mathematics achievement in HK secondary schools Journal of Mathematics Education, (In Chinese) Vol. 48, P 10-13.[孙旭花 黄毅英<影响香港男女生对数学喜欢程度的因素与路径分析>. 《数学教育学报》 第48卷 页10-13。] [CSSCI]23. Sun, X. H. (2001).The significance of Mathematics technology in Mathematics education for 21st century. Journal of Mathematics Education (In Chinese), vol.2.ISSN1004-9894. [孙旭花 谢文彪《数学技术对于新世纪数学教育的意义》刊于2001年2期 《数学教育学报》 ISSN1004-9894 同时该文被中国人大数学教育报刊摘引复印资料《中学数学教与学》2001年9月全文摘引。]. [CSSCI]24. Sun, X. H. (2000). Study on Self-control ability of pre-service teacher in internship classroom. Journal of Mathematics Education (in Chinese), Vol.2, 51-61. ISSN1004-9894. [孙旭花, 谢文彪《从教育实习诊断数学课堂教学自我监控能力现状》刊于2000年2期，《数学教育学报》。] [CSSCI]25. Sun, X. H. (2008). Assessment as a hidden factor to influence mathematical understanding, Taiwan Journal of Mathematics Teachers, Vol16, page 15-32.[孙旭花（2008）：〈评核标准，一只影响数学理解隐形的「手」--一个案例之速写〉，《台湾数学教师电子期刊》，15。页2-17。26. Sun, X. H. (2008). A practice exploration for Mathematics interest development by using the notion of “One problem multiple change” of spiral variation curriculum design. Taiwan Journal of Mathematics Teachers, Vol16, page 15-32. [孙旭花（2008）利用螺旋变式课程设计“一题多解”理念培养准教师的数学兴趣　台湾数学教师电子期刊 2008, 12月，第十六期，15-32页。]27. Sun, X. H. (2007). An introduction to the notion of reversion of spiral variation curriculum design. Taiwan Journal of Mathematics Teachers, Vol12, page 15-32. [孙旭花（2007）。《螺旋变式数学课程之还原理念简介 -----以青浦变式教学中“以新归旧”概念理解教学实践为例》 台湾数学教师电子期刊2007年 12期ISSN 1815-6355。http://www.mathematics.ntnu.edu.tw/~tame/tameteachers/TJMT12]28. Wong, N. Y., & Lam, C. C. & Sun, X. H. (2006). Reflection on a Bianshi lesson of fraction (in Chinese) Mathematics Education Journal. HKIED. [黄毅英、林智中、孙旭花《反思分数变式教学设计》数学教育学刊。]29. Sun, X. H. (2005).A case study on students how to deal with the paradox between conceptions and behaviours of “Guess and precise” Taiwan Journal of mathematics teachers (In Chinese). Vol. 2, Page 22-30. [孙旭花, “严谨与猜测”: 学生数学观一个悖论的“个案速写”台湾数学教师 (电子) 期刊, 2005。]30. Wong, N. Y., & Sun, X. H. (2002).Describing students` Mathematics conceptions. The Journal of Primary Education (in Chinese), Vol.2, CUHK. [黄毅英 孙旭花《学生数学观的个案刻画 》<基础教育学报>（香港中文大学）2002年1期。]31. Sun, X. H. (2001). Practical study on the mathematics journal on inquiry and reflection. Journal of Shanghai Normal University (in Chinese). Vol.10.ISSN1004-8634. [孙旭花《质疑型数学日记与反思数学日记的实践探索》刊于2001年10期 《上海师大学报》。]32. Sun, X. H. (2000). An investigation on what kinds of Mathematics teachers do students like and why? Journal of Guangzhou Normal University (science version).Vol.8. ISSN1000-2596[孙旭花《学生喜欢什么样的数学教师》刊于2000年8期 《广州师院学报》（自然科学版）。]33. Sun, X. H. (2000). Quality analysis and attributions on Pre-service teachers` teaching, Journal of Zhanjiang Normal University (in Chinese).vol.2 ISSN1006-4702. [孙旭花《师范生数学课堂教学素质缺欠及归因分析》刊于2000年2期 《湛江师院学报》] 34. Sun, X. H. (2012). “One Problem Multiple Changes” as a tool for example design, Mathematics education Journal (DATUM), Vol 21(3) ，page 54-59. 孙旭花（2011）“一题多变”：对比的艺术，数学教育期刊 (香港) 第四十五期.35. Sun, X. H., Wong, N., Lam, C. (2009).Spiral variation curriculum design: a case of fraction division. [孙旭花、黄毅英、林智中（2009）。从分数除法之例看螺旋变式课程。《基础教育学报》18期，1-19。]36. Xie, W. & Sun, X. H. (2000).Reflection our teaching and conceptions at 21 century (in Chinese) Chemical Teaching, vol.11 ISSN1005-6629. [谢文彪 孙旭花，《反思观念、反思教学、迈向新世纪》第二作者刊于《化学教学》2000 年11期。]37. Wu Z, & Sun, X. H. (1999).Assessment mathematics teaching in intern classroom. Journal of Guangzhou Normal University (in Chinese) .vol.9 ISSN1000-2596. [吴智如 孙旭花《客观评价实习成绩》刊于《广州师院学报》ISSN1000-259699年9期。]38. Sun, X. H. (1997). Mathematics Journals in American mathematics classrooms, Journal of Guangzhou Normal University (in Chinese).vol.2 page48—50 .ISSN1000-2596. [孙旭花，《美国数学教育中的数学日记》。刊于《广州师院学报（社会科学版）》，1997年2期，48—50页。].39. Sun, X. H. (2001). The affection goals in mathematics curriculum. Journal of Modern Primary and secondary schools (in Chinese), Vol.9.ISSN1002-1477. [孙旭花 《关注数学课程的情感目标》刊于2001年9期 《现代中小学教育》。].40. Sun, X. H., Wong, N., & Lam, C. (2007).The Mathematics perspective guided by Variation (Bianshi).Mathematics teaching, Vol10.2007.[孙旭花、黄毅英、林智中（2007）.《变式的角度 数学的眼光》.2007年 10期<数学教学> ISSN 0488-7387。]41. Sun, X. H. (2000).Inquiry as the way knowing and improving, Mathematics teaching (in Chinese) [孙旭花 《质疑、学会认知、学会创新的突破口》刊于2000年6期 《数学教学》。ISSN0488-7378]42. Vong, S., Wu, J. & Sun, X. H. (2010). A Tale of Two Cities on the School-Based Curriculum Development in Macao – “Long distance” vs. “Immersion” Approaches”. Journal of curriculum studies, Hong Kong Special Issue, pp. 1-28. [黄素君、吴娟、孙旭花(2010)：〈澳门校本课程改革的「双城故事」-- 「遥控」VS 「浸入」式的U-S伙伴协作两种校本支援路径〉，《课程研究》，1(1)。页1-28，08/2010。]43. Sun, X. H. (2009). Re-exploration for practice and rationale of “One problem multiple changes” Mathematics teaching Vol.4. [孙旭花（2009）一题多解实践与教育价值之再探索 数学教学 第4期.]44. Wong, N., Lam, C., Wong, K., Law, H., Sun X. H. (2006). Investigation of the lack of traditional mathematics assessment by an example of renting-boat, open-ended problem. Journal of Mathematics Education, 13(2), 3-4. [黄毅英、黄家鸣、林智中、罗浩源、孙旭花（ 2006 ）。数学开放题评核之研究 ── 以一个租船问题为例,数学教育报，13(2), 3-4.]。CONFERENCE PAPERS 1. Sun, X. H. (2016). Uncovering Chinese Pedagogy: Spiral variation –the unspoken principle for algebra thinking to develop curriculum and instruction of “TWO BASICS”. Invited paper was presented at 13th International Congress on Mathematical Education (ICME-13), Hamburg. http://www.icme13.org/files/abstracts/ICME-13-Invited-lectures-Sun.pdf2. Sun, X. H. (2016). Some impressive points on the Italian tradition of math education from Chinese culture perspective. Paper was presented at 13th International Congress on Mathematical Education (ICME -13), Hamburg.3. Martolini Bussi, M.G. & Sun, X. H. (2016).ICMI STUDY23. Report was presented at 13th International Congress on Mathematical Education (icme-13), Hamburg, retrieved on Oct. 20, 2016, from https://lecture2go.uni-hamburg.de/l2go/-/get/v/197594. Sun, X. H., Coulange, L.C. (2015). Tasks Design and Analysis. In S.J. Cho (ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul (Korea).5. Sun, X. H. (2015). Chinese core tradition to whole number arithmetic. In Sun, X., Kaur, B., & Novotná, J. (Eds.) Proceedings of the 23rd ICMI Study ‘Primary Mathematics Study on Whole Numbers’. China, Macao: University of Macao, retrieved on February 20, 2016, from http://www.umac.mo/fed/ICMI23/proceedings.html.6. Sun, X.H. (06/2015). Preface. In Sun, X., Kaur, B., & Novotná, J. (Eds.) Proceedings of the 23rd ICMI Study ‘Primary Mathematics Study on Whole Numbers’. China, Macao: University of Macao, retrieved on February 20, 2016, from http://www.umac.mo/fed/ICMI23/proceedings.html.7. Sun, X.H. & Beckmann, S. (06/2015). THEME 1: THE WHY AND WHAT OF WHOLE NUMBER ARITHMETIC. In Sun, X., Kaur, B., & Novotná, J. (Eds.) Proceedings of the 23rd ICMI Study ‘Primary Mathematics Study on Whole Numbers’. China, Macao: University of Macao, retrieved on February 20, 2016, from http://www.umac.mo/fed/ICMI23/proceedings.html.8. Bartolini Bussi, G. & Sun, X.H. (06/2015). The ICMI STUDY 23 Primary mathematics study on whole numbers. In Sun, X., Kaur, B., & Novotná, J. (Eds.) Proceedings of the 23rd ICMI Study ‘Primary Mathematics Study on Whole Numbers’. China, Macao: University of Macao, retrieved on February 20, 2016, from http://www.umac.mo/fed/ICMI23/proceedings.html.9. Sun, X.H. (06/2015) 基于课改透视中国课程设计传统：探索螺旋变式课程的理论价值，辑于黄家乐、李玉洁、潘维凯编辑《香港数学教育会议2015》，HK：06/2015。[Sun, X. H. (06/2015). what is the value of spiral variation curriculum Design: perspective from Chinese curriculum reform. The HK Mathematics education conference 2015. Hong Kong. ]10. Wong, I.N., Jiang, C. L., Cheung, K. C., Sun, X. H. (06/2015). Primary mathematics education in Macao: Fifteen years of experiences after the 1999 handover from Portugal TO Mainland China. In Sun, X., Kaur, B., & Novotná, J. (Eds.) Proceedings of the 23rd ICMI Study ‘Primary Mathematics Study on Whole Numbers’. China, Macao: University of Macao, retrieved on February 20, 2016, from http://www.umac.mo/fed/ICMI23/proceedings.html.11. Sun, X.H. (2013). The structures, goals and pedagogies of “variation problems”in the topic of addition and subtraction of 0-9 in Chinese textbooks and reference books ,paper presented in Eighth Congress of European Research in Mathematics Education (CERME 8) Antalya,Turkey,06/02/2013 - 10/02/201312. Sun, X.H. (2013). The fundamental idea of mathematical tasks design in China: the origin and development, paper presented in ICMI STUDY 22：Task design in mathematics education, University of Oxford,22/07/2013 - 26/07/201313. Sun, X.H., Neto, T.B., & Ordóñez, L. E. (2013). Different features of task design associated with goals and pedagogies in Chinese and Portuguese textbooks: The case of addition and subtraction. In C. Margolinas (Ed.), Task Design in Mathematics Education.. Proceedings of ICMI Study 22 (pp. 409-418). Oxford, United Kingdom. Retrieved February 10 from https://hal.archives-ouvertes.fr/hal-00834054v3.14. Bartolini Bussi, G., Sun, X.H. & Alessandro (2013) A dialogue between cultures about task design for primary school, In C. Margolinas (Ed.), Task Design in Mathematics Education.. Proceedings of ICMI Study 22 (pp. 409-418). Oxford, United Kingdom. Retrieved February 10 from https://hal.archives-ouvertes.fr/hal-00834054v3.15. Sun,　X.H. (2012)　Exploring Proof Space: Assessment of Prospective Teachers’ Multiple Proof Construction of a Trapezoid Area Formula. Paper presented at the The Chinese American Educational Research and Development Association (CAERDA) 2012: International Conference: Educational Research, Policy, and Practice for the Globalizing World. Vancouver, British Columbia, Canada 12/04/2012 - 13/04/201216. Sun, X. H. & Sun, Y. (2012)．The systematic model LǛ (率) of JIU ZHANG SUAN SHU and its educational implication in fractional computation, Paper presented at the 12th international congress on Mathematics education Seoul, Korea 08/07/2012 - 15/07/2012.17. Sun X. H. & Shi, L. (2011).Uncovering Chinese Pedagogy：A framework of “Variation Problems” for Understanding Mathematics Textbook. Paper presented at the 2011 International Conference on School Mathematics Textbooks (ICSMT 2011). Shanghai：11/10/2011 - 14/10/2011.18. Sun X. H. (2010) Algorithm and Principles of Division of Fractions in Chinese Ancient Literature”. Paper presented at the 12th International Conference on the History of Science in China”, Beijing: the Chinese Society for the History of Science and Technology (CSHST).19. Sun X. H. (2010) Enhancing Prospective Teachers’ Learning through Public Lessons in Macao” Shanghai: Paper presented at the conference “International Seminar on Mathematics Education”, Shanghai: ECNU, May 24 to 26, 2010.20. Sun X. H. (2009b). "Problem Variations” in the Chinese text: Comparing the problem variations in examples of the division of fraction in American and Chinese textbooks. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 193-200. Thessaloniki, Greece: PME. [indexed in Web of Science]21. Sun X. H. (2009c) Enhancement theory construction: An experiment of “spiral variation curriculum design” about division of fraction. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 497-498. Thessaloniki, Greece: PME. [indexed in Web of Science] 22. Sun X. H. (2009a) Curriculum development based on Mathematics history: an experiment of novel curriculum design around the division of fractions. Paper presented at the conference “Numeracy: Historical, philosophical and educational perspectives. Academic conference”, Oxford: University of Oxford.23. Sun, X. H. & Chan, K. (2009). Regenerate the proving experience: An attempt for improvement original theorem proof construction of student teachers by using spiral variation curriculum. Paper presented at the International Commission on Mathematical Instruction, ICMI STUDY 19, Proof and proving in Mathematics education, Taipei.24. Sun, X. H. (2009)　An experiment for the enhancement of a trapezoid area formula proof constructions of student teachers by ‘ONE PROBLEM MULTIPLE SOLUTIONS’, Paper presented at the International Commission on Mathematical Instruction, ICMI STUDY 19, Proof and Proving in Mathematics Education, 2009, Taipei. 25. Sun, X. H., Wong, N. (2006). The “soil” of extended problems: The cultural background of the Chinese Mathematics teaching practice. In Novotna, J., Moraova, H., Kratka, M. & Stehlikova, N. (Eds.), Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 339. Prague: PME. 26. Sun, X. H. (2007) Learning study: multiple chances for teacher learning .The World Association of Lesson Studies International Conference 2007 Abstract Code: 079 http://www.worldals.org/ 27. Sun,　X. H. (2006). Plenary lecture：Mathematics perspective guided by Variation (Bianshi). The 2006 Chinese national Congress on Mathematics Education at Wuyi shan, Fujian province, China. [孙旭花（2006） 变式的角度 数学的眼光 2006年全国高师数学教育研究会的大会报告，武夷山：福建。]28. Sun, X. H. & Wong, N. (2005). The origin of Bianshi problems: a cultural background perspective on the Chinese Mathematics teaching practice. Paper presented at the Third East Asia Regional Conference on Mathematicsematical Education. August 7-12, 2005. China: Shanghai, Nanjing and Hangzhou.29. Sun, X. H. (2004). A Culture-Bound Look on Mathematics Beliefs: Differences between China and U.S.A Students. ICME-10: 10th International Congress for Mathematics Education. Copenhagen, Denmark.30. Neto, T.，& Sun, X. H. (2012) Design and analysis of mathematical tasks using the ONTO ONTO-SEMIOTIC APPROACH. Paper presented at the 12th international congress on Mathematics education Seoul, South Korea 08/07/2012 - 15/07/2012.31. Fan, L., Sun, X. H., & Yan, J. (2012) ．The characteristics of Chinese task design based on “TWO BASICS” and changes after the ten-year curriculum reform. Paper presented at the 12th international congress on Mathematics education Seoul, South Korea 08/07/2012 - 15/07/2012.32. Sun, X. H. (2008) what is difference between Spiral curriculum design and general curriculum in HK: The case of division by fraction? Paper presented at Mao: University of Macau. [孙旭花，（2008）。螺旋变式课程和香港常用课程哪里不同：以分数除法为例，「2008年华人社会的课程与教学改进学术研讨会」155页，澳门：澳门大学，2008。]33. Sun, X. H. & Wong N. (2005). Towards a theory of Variation (bianshi) problem in problem-solving In Wen YG (Ed.), Paper presented at the new development of mathematics education in HK 2005. Hong Kong: Hong Kong Association for Mathematics Education, page: 173-182[孙旭花、黄毅英（2005）。[变式题的问题解决过程理论建构。载文耀光、史创立、潘建强（编）。《数学教育研究及教学最新进展──数学教育会议2005文集》173-182。香港：香港数学教育学会。]Other publication1. Sun, X. H. (2013).The basic ideas and significance : Spiral variation curriculum design, Macau mathematics education journal [ 螺旋变式课程之基本设计思想及其教学启示,<澳门数学教育>，38 – 52]2. Xu, M., Leung, G., Leung, H., & Sun, X. H. (2012). Mathematical beauty,mathematical eye, and mathematics interest.Teacher Magazine, [许明仔、梁国汶、梁黄杰 孙旭花 数学美 ，数学眼光，数学兴趣 《教师杂志》3. Sun, X. H. &　Zheng, G.(2012).Focus on student’s learning chance: Example and exercise design, Teacher Magazine,孙旭花 郑国斌 关注学生思考的机会：例题与练习设计的考量.《教师杂志》．4. Sun, X. H. &　Hu, L.(2011). “Different- structure- with-same-lesson” public class: a teacher developmental platform between pre-sevice and in-serice teacher professional development, Teacher Magazine, Vol.4.孙旭花.胡龙成（2011）〈澳门职前与在职数学教师专业发展的尝试----- “同课异构＂公开课：设置一个教师专业发展的平台〉，《教师杂志》，35。页49-52，30/12/2012。It was translated into Portugal by DSEJ .5. Sun, X. H. & Zeng (2008). An approach to Mathematics interest development by using the notion of“One problem multiple change”, Teacher Magazine, Vol.12, page 54-58. [孙旭花，曾震宇（2008）一题多解，培养学习数学兴趣的良方《教师杂志》第十二期， 54-58页。]6. Sun, X. H. (2000).why does mathematics education need website and what kinds of content should be? Mathematics in the middle school (in Chinese) vol.6 ISSN1002-7572[孙旭花 《谈中学数学资源网站的建立》刊于2000年6期 《中学数学》。]7. Sun, X. H. (1997). Two examples of mathematics Journal in American mathematics classroom. Mathematics Teacher (in Chinese) .vol.1 page39—42. [孙旭花，美国数学教育中的数学日记操作两例。刊于《 数学教师》，1期，39—42页。]8. Sun, X. H. (2008) An instructional issue: nearsighted wear presbyopic glasses ,Dagong Journal[《教学难题﹕近视眼戴老花镜》2008年1月19日大公报]9. Sun, X. H. (2007). Comparisons as the condition of discernment, Dagong Journal [《比较」是鉴别的条件》2007年10月-4日大公报