Stanley Cheng

educational and developmental psychologist, cognitive psych researcher, interested in specific learning difficulties and ADHD

[Early Childhood Education Department (ECE), EdUHK @ECE_EdUHK]

Our InSuDoc 2025 Event Highlights video is now available! Enjoy these memorable moments from our annual international summer school! See you at InSuDoc 2026!
YouTube: https://t.co/f3pRkh8bjO
News Highlights: https://t.co/fKd5iWVN2R
#ECE #EdUHK #InSuDOc2025

[Sarah Powell @sarahpowellphd]

Module 7 of the NCII Math Course was a fun module to create! It's all about fractions and how to help students understand the length, area, and set models of fractions. This course is FREE and asynchronous. https://t.co/WskeLqZlc0

[Dr Flavia H. Santos @flavinska72]

Hello #MCLS2025 !🇭🇰

Thanks to @Jenny_YC_Chan,@Dr_A_Bautista, Kerry Lee & S.K. Cheung, @ECE_EdUHK supporting team, scientific committee, @mathcogsociety & @MCLStrainee board members for the outstanding Asia chapter!

Also, @FEHD_EdUHK & @foundry10Ed funders.
Till #MCLS2026!🇮🇹

[Early Childhood Education Department (ECE), EdUHK @ECE_EdUHK]

✨ Relive the magic of #MCLS2025 Hong Kong 🇭🇰 hosted by our ECE Department at EdUHK!✨Watch our Event Highlights video and relive:
✅ 26 symposia
✅ 50 lightning talks
✅ 90 posters
Next stop: Padua, Italy for #MCLS2026! 🇮🇹
👉 Watch: https://t.co/tr3s1YabZd #ECE #EdUHK

[Stanley Cheng @scheng_psych]

Completed a poster presentation on developing a rating scale to identify maths learning difficulties @ECE_EdUHK on the first day of #mcls2025. Thanks for all the audiences' interests and comments!

[Alfredo BAUTISTA @Dr_A_Bautista]

Having a great time at #MCLS2025 - So nice to welcome so many great researchers at #EdUHK

[Stanley Cheng @scheng_psych]

Seeking your views on behavioural signs that are commonly observed in primary school students who struggle in learning maths

To participate, please scan the QR Code below or access https://t.co/hpoGkGZSnc

*Please feel free to share with others who may be interested*

[Jenny Yun-Chen Chan (詹昀蓁) @Jenny_YC_Chan]

The call for submission is officially out!!! Please consider submitting and come to Hong Kong 🇭🇰
we @ECE_EdUHK are so excited to see you all 🙌🫶🥰

[Centre for Independent Studies @CISOZ]

It was a pleasure hosting The Honourable @JasonClareMP, Minister for Education, to discuss how we can best set Australian students up for future success. Our conversation focused on the need for early maths screening to identify students at risk of falling behind and to ensure they receive the support they need to thrive in school.

[Saskia Kohnen (she/her/hers) @SaskiaKohnen]

What can you do if your child hates reading? @Adv_Literacy's Gen McArthur: https://t.co/TDChEsh0ZW via @ConversationEDU Literacy Clinic: @AusLiteracy

[Early Childhood Education Department (ECE), EdUHK @ECE_EdUHK]

Have you heard? We will host the 8th Annual Meeting of The Mathematical Cognition and Learning Society #MCLS2025 from June 9-11, 2025 in Hong Kong! 🇭🇰 Please mark your calendars & spread the word! 🐒 #ECE #EdUHK @mathcogsociety @MCLStrainee @jnc_mcls @Jenny_YC_Chan @Dr_A_Bautista

[Centre for Independent Studies @CISOZ]

School maths failure can improve with better instruction methods

Australian students are struggling with maths proficiency, and lagging behind other countries, while efforts to improve Australian maths education have had limited success.

A new CIS paper argues that this lack of success is largely due to there not being enough focus on teacher effectiveness.

In The Science of Mathematics and How to Apply It, Dr Siobhan Merlo outlines why we need to ensure that the best teachers are teaching in the most effective ways. This includes using the science of maths.

“The science of maths, based on the science of learning framework, offers evidence on the best instructional methods for improving student outcomes,” Merlo says. “It helps educators evaluate different teaching approaches in maths.”

“Understanding students' cognitive limits is crucial. Learning suffers when students are distracted, anxious, overwhelmed, not responsive, lack practice, find the material too unfamiliar, or don't get timely and specific feedback.”

She says there are two types of knowledge: Biologically Primary Knowledge (BPK), which is naturally acquired, and Biologically Secondary Knowledge (BSK), which is learned through instruction, like maths. “For example, having a basic sense of 'more' or 'less', known as number sense, is BPK, while learning to count is BSK and requires explicit teaching.”

Myths exist about these types of knowledge, Merlo says.

“BPK, like critical thinking skills, develops relatively naturally. The acquisition of BSK, on the other hand, needs clear teaching, effort, and persistence. For ill-equipped students, attempts to make BSK engaging with rich real-world tasks can overload memories, increase anxiety, reduce learning, and lower engagement.”

“Teaching methods should match the learner's skill level. Explicit-direct instruction is best for learning new skills and building fluency, while less guided approaches work better for generalising and adapting skills.

“Effective instructional formats and methods should include scaffolding with feedback followed by a sufficient number of conventional problems to build fluency.

“Teaching formats should be well-organized and integrated, targeted and signalled to indicate conceptual relationships, and use complementary modalities,” Merlo says.

[Stanley Cheng @scheng_psych]

A high quality and comprehensive course teaching educators how to teach literacy in line with Victoria's new initiative.

[Australian Centre for the Advancement of Literacy @Adv_Literacy]

If you're ready to upskill in early reading instruction, assessment, and intervention, go to this link for more info on course costs, entry reqs, & how to apply: https://t.co/CXVuu3gzmr 🧵3/3

[Iroise Dumontheil @idumontheil]

I will regularly be reposting this! Interested in obtaining a dual @KU_Leuven @UniMelb PhD studentship on children's metacognition, maths and brain function with @Bert_De_Smedt @elienbellon @Jacob_M_Paul? @Psychunimelb @CogNeuroHub @UniMelbMDHS
https://t.co/cy2dSoEJTB

[Stanley Cheng @scheng_psych]

@kelly_sc_ I am doing a PhD under Prof Rebecca Bull Macquarie Uni, we try to explore developing a teacher rating scale and short screener for yr 1-2 students specific for the Australian context. MLD has a strong heterogeneity, so it isn't easy. Happy to be in touch to share more!🙂

[Stanley Cheng @scheng_psych]

Congratulations to Oakleigh PS! @BenCarrollMP 's announcement affirms the school's decision of adopting systematic synthetic phonics approach years ago, while withstanding all criticism!

[Stanley Cheng @scheng_psych]

Not all phonics instructions are the same. Systematic Synthetic Phonics is the most effective one. This easy-to-read article explains what they are.

[Saskia Kohnen (she/her/hers) @SaskiaKohnen]

What is phonics and why is it used to teach reading? https://t.co/qUnoBLxizT Our piece in @ConversationEDU with Rauno Parrila & @annecastles at @Adv_Literacy @AusLiteracy

[Stanley Cheng @scheng_psych]

Please continue to carry on this great reform - teaching based on high quality research evidence!

[Ben Carroll @BenCarrollMP]

Our ambition is to ensure every child from any background can read fluently.

Studies show children learning by the phonics method are two years ahead of their peers.

We’ll put high quality phonics at heart of teaching children to read.

#EducationState

https://t.co/rWVLAgraei

[Ben Carroll @BenCarrollMP]

Our ambition is to ensure every child from any background can read fluently.

Studies show children learning by the phonics method are two years ahead of their peers.

We’ll put high quality phonics at heart of teaching children to read.

#EducationState

https://t.co/rWVLAgraei

[Stanley Cheng @scheng_psych]

@BenCarrollMP Teaching based on high quality research evidence should be a no-brainer. I'm very pleased to see your determination! Please make sure the policy can be effectively transferred into practice and benefits our students! Writing and numeracy are waiting for you to address too!