Work

我主要做（数学）教育，擅长Bayesian approach和IRT建模；我更相信社会学的世界观，但是有的时候我需要心理学视角让问题变得简单一些。¹¹ 就这一点，大家可以读一下 Healy, K. (2017). Fuck Nuance. Sociological Theory, 35(2), 118–127. https://doi.org/10.1177/0735275117709046

Pipeline

Published

• Zhang, C. (2026). From global to nearby: Rethinking critical mathematics education through a self-study in China. Educational Studies in Mathematics. doi:10.1007/s10649-026-10566-6
• Zhang, C., & Goodland, J. (2026). Book review: Greer, B., Kollosche, D., & Skovsmose, O. (2024). Breaking images: Iconoclastic analyses of mathematics and its education. Educational Studies in Mathematics. doi:10.1007/s10649-026-10482-9

Ongoing

• Zhang, C., & Pampaka, M. (minor revision invited). A reusable Bayesian IRT workflow for instrument validation: A tutorial with a small-sample case study in teacher belief measurement. Behavior Research Methods. PsyArXiv · Code
• Pampaka, M., Zhang, C., Black, L., Choudry, S., & Harris, D. (major revision). From gender gaps to gendered participation: Four decades of research in mathematics education (1985–2025). In A. Coles et al. (Eds.), Research in Mathematics Education in the UK: Findings from the First Forty Years of the British Society for Research into Learning Mathematics.
• Zhang, C., & Pampaka, M. (under review). Belief-driven or structure-determined? A Bayesian multilevel analysis of connectionist teaching practices among mathematics teachers in China. Code
• Zhang, C. (under review). Practice effects confound the emotion-performance link in self-regulated learning: A reanalysis of Lin et al. (2026). SSRN · Code
• Choudry, S., & Zhang, C. (under review). Conceptualising and operationalising mathematics cultural capital: A tool for oppression or liberation: A critical literature review.