Mathematics teaching during the early years in Hong Kong: A reflection of constructivism with Chinese characteristics?

Mathematics teaching during the early years in Hong Kong: A reflection of constructivism with Chinese characteristics?

• Ng, Sharon S. N. Hong Kong Institute of Education
• Rao, Nirmala University of Hong Kong

Early Years: An International Journal of Research and Development, 28(2), 159-172, 2008

Routledge

2008

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics

Constructivism (Learning) Ideology Foreign Countries Mathematics Instruction Elementary School Teachers Interviews Teacher Attitudes Teaching Methods Cultural Influences Beliefs Professional Development Educational Change Academic Achievement Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre-primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child-centered, play-based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed.
[Copyright of Early Years: An International Journal of Research and Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09575140802020917]

• English

Journal Articles

• 09575146

• 10.1080/09575140802020917

https://bibliography.lib.eduhk.hk/bibs/4903600f

2010-09-24