Introducing technology in algebra in Hong Kong: Addressing issues in learning

Introducing technology in algebra in Hong Kong: Addressing issues in learning

• Mok, Ida A. C. Dept. of Curriculum Studies, University of Hong Kong
• Johnson, David C. School of Education, King's College London, England
• Cheung, Joanne Y. H. Dept. of Curriculum Studies, University of Hong Kong
• Lee, Arthur M. S. St. Joseph College

International Journal of Mathematical Education in Science and Technology, 31(4), 553-567, 2000

Taylor & Francis

2000

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Algebra Information Technology Hong Kong China

• Hong Kong

• 1997.7 onwards

• Secondary Education

A review of recent studies in Hong Kong suggests that possible problems in secondary school algebra may be due to the procedural paradigm orientation in the curriculum and the conventional style of teaching in the classroom which do not provide sufficient opportunities for students to develop conceptual understanding. Based on the works of a number of projects in the West, it is hypothesized that the introduction of technology in lessons which embody a cognitive model in their design and delivery will provide a viable alternative for enhancing algebraic thinking. The key features of the cognitive model are concrete preparation, cognitive conflict, construction, metacognition and bridging, imbedded in a 'mediation' style of teaching. These features are exemplified by detailed accounts of classroom episodes from a Hong Kong lesson supported by the use of graphics calculators. Results indicate that while the approach places particular demands on teachers (a tension between a transmission style of teaching and mediating) there is real potential for supporting more dynamic student constructions.
[Copyright of International Journal of Mathematical Education in Science and Technology is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/002073900412660]

• English

Journal Articles

• 0020739X

• 10.1080/002073900412660

https://bibliography.lib.eduhk.hk/en/bibs/c06a82ef

2010-09-24