An outline is given of the context in which The International School Effectiveness Research Project (ISERP) was designed and it is argued that the deficiencies of existing studies and the increased internationalization of education makes the more rigorous approach of ISERP essential. A number of methodological lessons from the study are given, concerning the need for cohort studies, for observational data, for social outcomes data, for mixed methods, and for multiple indicators. The substantive lessons of the study for a strong technology of education, for a taken for granted in educational discussions within cultures, for societal support of education within cultures, and for a radical intellectual orientation are given.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13803610600874026]

The study compared preferred homework styles of Chinese students-who were characterized by (a) high vs low self-perceived homework achievement and attitude; (b) high vs low teacher-rated homework completion and quality; and (c) high vs low academic achievement in mathematics-and examined gender differences of homework styles in these students. The participants were 329 5th graders (172 boys and 157 girls) and 244 7th graders (130 boys and 114 girls). More distinguishing homework style elements were found with the self-perceived homework achievement and attitude levels than in the teacher-rated achievement levels. Neither gender differences nor gender-achievement interaction effects were indicated. As expected, the motivational elements distinguished the high/low levels of all types of achievement and attitude towards homework. While high teacher-rated achievement was more closely associated with high scores of the teacher-motivated element, the self-perception of work accomplishment at home was more positive in those students who were highly motivated by parents as well as teachers. A number of environmental and organisational elements also distinguished the high from low achievers. The importance of the teacher and parent role in student achievement was discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/713663718]

Differential gender performance in standardized mathematics assessment has long been a heated topic. Gender gaps of varied magnitude have been identified on large-scale assessments in the United States. To continue the investigation, this study examined male and female performance on the Programme for International Student Assessment (PISA) 2003 mathematics along four in-depth dimensions (strand, content topics, competency cluster, and item format). Furthermore, to identify the shared and unique patterns of gender differences, students from Hong Kong were brought into the comparison. Males in both counties demonstrated superior performance, particularly on complex multiple choice items. Females scored higher on probability, algebra, and reproduction items. Hong Kong students showed a larger gender gap than U.S. students. However, the within-country gender differences were considered small compared with the significant between-country performance differences. (Some PISA participants are not countries, but education systems representative of countries (e.g., Hong Kong). However, for purpose of simplicity, instead of using "countries/systems" every time, the generic term "countries" was used to refer to countries or systems.) Hong Kong students predominantly outperformed U.S. students, including items that measure complex mathematical reasoning, an area well documented to favor U.S. students.
[Copyright of International Journal of Testing is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15305050902733547]

This is an education TV series for the Junior Secondary Mathematics students and teachers. It aims to supplement learning activities in the Mathematics classroom and is designed to combine entertainment and instruction with two categories: the curriculum-based and the enrichment-based categories. Teacher's notes and information are also provided.

The paper looks critically at how the secondary Mathematics curriculum of Hong Kong does not change with the changing world. The author also comments on the mixed ability schooling and the pedagogy of Mathematics teaching.

The author points out that universal education was put in place to meet the change of increasing easy access to the informative age. The impact of universal education is specally marked in the subject of Mathematics. The author claims that there have been many attempts made to instigate innovation in Mathematics curriculum, but they did not seem to attain pleasing results. Therefore, it is time to ripe for a change.

The authors point out that memorizing the multiplication table is a difficult task to almost all primary pupils, and usually a painstaking one. In such a context, instead of attempting to discuss the development of the concept of multiplication, this article is to address the problem of memorizing the multiplication table. The authors suggest that the memorization sequence should be reconsidered. Mathematics learning involves the learning patterns, and that the use of patterns to assist children to remember the multiplication table. For the multiplication of seven where the pattern is not obvious, they also suggest the use of games and activities to change the tedious task of rote-memory into fun so that children are willing to repeat and recite many times without feelings of boredom and pain.

This paper reviews the past years of Mathematics curriculum reform and tries to look ahead in the future Mathematics curriculum reform. It starts from the space race between US and USSR in the 1950s and 1960s and looks closely at what has been accomplished since then.