Teaching mathematics in Hong Kong: A comparison between the pre-primary and early primary years

Teaching mathematics in Hong Kong: A comparison between the pre-primary and early primary years

• Ng, Sui Ngan Sharon The Hong Kong Institute of Education
• Rao, Nirmala

Hong Kong Journal of Early Childhood, 4(1), 30-36, 2005

The Hong Kong Institute of Education

2005

• M Teachers & Education for Teachers
  • MC Teachers' Certification, Employment & Salary

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Primary Education

This study considered commonalities and distinctions in early mathematics teaching by comparing six kindergarten and three Primary 1 teachers. Three consecutive lessons on the teaching of addition were videotaped resulting in a total of 27 lessons, with an equal number from lower kindergarten, upper kindergarten and Primary 1 classrooms. Observations focused on the physical environment and teacher behaviours. Time spent in different modes of instruction and types of activities deployed were determined. Notwithstanding differences in the difficulty of the mathematics curriculum, findings indicated that there were few differences across the two pre-primary years. However, pre-primary and primary lessons varied markedly in three domains: physical environment, scheduling of mathematics instruction and approaches to teaching. Compared to primary schools, pre-primary schools were more child-centered in terms of use of the physical set-up, scheduling and teaching approaches. Reasons for these discrepancies are discussed.
[Copyright © 2005 The Hong Kong Institute of Education.]

• English

Journal Articles

• 1682878X

https://bibliography.lib.eduhk.hk/en/bibs/a52a3603

2015-03-26