معرفی
Liping Ding is an Associate Professor in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), with research focusing on mathematics education and teacher professional development. Her work bridges educational practices between Western contexts and Shanghai's renowned mathematics education system.
Dr. Ding's research interests center on teacher professional development through lesson study, inquiry-based learning approaches in mathematics education, and the application of variation theory in classroom instruction. Her work examines how teachers develop expertise through collaborative learning models, with particular attention to critical thinking development and emotional dimensions of mathematics learning. She investigates the roles of facilitators in professional learning contexts and comparative differences in teacher collaboration across cultural settings.
Her publication record from 2009-2025 demonstrates consistent scholarly activity with a trajectory showing increasing international collaboration. Her work spans multiple publication types including journal articles, book chapters, and conference proceedings, with a clear focus on practical applications for mathematics teaching. Recent publications emphasize the integration of critical thinking frameworks with inquiry-based approaches and the emotional aspects of mathematics learning.
Dr. Ding has established significant research partnerships with scholars from multiple countries, including Svein Arne Sikko (Norway), Keith Jones (UK), Charlotte Krog Skott (Denmark), and various Chinese researchers, reflecting her comparative research orientation. Her work frequently appears in proceedings from the European Society for Research in Mathematics Education and other prominent mathematics education venues.
Her research demonstrates a commitment to improving mathematics teaching practices through evidence-based approaches that draw on both Western and Eastern educational traditions, with particular emphasis on how teachers learn from and with each other in professional settings.
