This study investigates the relationship between subject matter knowledge (SMK) for mathematics teaching and self-reported non-cognitive factors among 201 prospective mathematics teachers (PMTs) in Hong Kong. Participants completed a survey adopted from Fennema and Sherman [19] were assessed their confidence in learning mathematics (CLM), attitude towards success in mathematics (ASM), mathematics anxiety (MA), effectance motivation in learning mathematics (EMM), while 73 of them were assessed in a written test on their knowledge. The regression analysis suggests that CLM is the main predictor of the performance in SMK compared to MA and EMM. Findings also show that there were statistically significant effects of both gender and program of studies on their performance on MA, EMM and CLM. The results suggest a further investigation of the relationship between beliefs and SMK among PMTs in other contexts. Implications for the current teacher education system in Hong Kong are also discussed.
[Copyright © 2015 Pushpa Publishing House.]

This study examines the differences and similarities of mathematics teachers’ subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees’ mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp. 3–18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.
[Copyright © 2010 Korean Society of Mathematical Education.]

Empirical Research Background: This study investigates the performance of Hong Kong pre-school children aged from 3 to 5 in the area of number and addition. This is the first stage data reporting. Empirical Research Aims: It aims to establish a scale on number and addition competency for young children aged from 3 to 6, and to validate the number and addition competency of children in relation with the literature and the official curriculum guide. Empirical Research Sample: Ten children aged 3, 4, and 5 were sampled from 10 pre-schools in Hong Kong, with a total of 300 children. Empirical Research Method: Measurement scale and behavioural checklist on number and addition concepts were established for teachers. Empirical Research RASCH: Quantitative data analysis derived from the Rasch model for measurement for dichotomous data were used. Empirical Research Results: The Wright Map showed a general progression of the position of items along the measurement continuum and a gradual increase in the mean difficulty at each of the age levels from 3-year-olds to 5-year-olds. Irregularities showed that children master some concepts earlier than expected. Misfit items showed that there is an absence of curriculum among schools, or among levels. Empirical Research Conclusions: Abilities of children increase in accordance with age, and children master some concepts earlier. There are unlikely a share curriculum among schools.

Curriculum initiatives in both primary and secondary mathematics are nderway in Hong Kong. New visions of learning and teaching expected to be found in the new curricula would make new demands on teachers: to help students to investigate, to explore, to discover mathematics, to solve mathematical problems, to learn and to appreciate mathematical structures, to enjoy mathematics, and to prepare themselves for a rapidly changing technological world. Are the teachers of mathematics sufficiently prepared for the new curriculum ? Because teaching and learning is so complex, there can be many factors which influence students' achievement and attitude in mathematics. However, it cannot be denied that a teacher's classroom practices and his/her abilities in implementing the curriculum could be one of the many factors affecting students' chance of acquiring the relevant knowledge, skills and attitude. To enable an informed planning of the Refresher Training Course (Secondary) (RTC(S)) with particular reference to the teaching methodologies part offered to course participants taking mathematics as an elective, the general and specific teaching strategies acquired by some of the inservice teachers of secondary mathematics were studied. A questionnaire of two parts was constructed. The first part was intended to elicit the general practices by teachers, and the second part teacher activities relating to the specific strategies in the teaching of mathematical skills, concepts and principles. An unstructured group interview was conducted after each part of the questionnaire was completed, results collected, processed, and distributed. The first part of the questionnaire consists of open ended questions.The teachers were asked to state the most and least frequently used teaching strategies during their last two weeks of mathematics teaching. Only three teachers claimed to use the discovery teaching often and the rest teachers simply used exposition as the only means in order to cover

Many school subjects in Hong Kong now have a component of school-based assessment (SBA) to enable a better judgment of students' performance. However, how SBA could be used at classroom level is often a concern to many teachers. Using three core school subjects, namely, Chinese Language, English Language, and Maths as the context, this paper discusses how school-based assessment could be implemented successfully in the classroom.

The Hong Kong Institute of Education (HKIEd) is the main provider of teacher education programmes in Hong Kong; the courses offered range from sub-degree, degree, to post- graduate levels. This study reported on a study which aimed to find out the beliefs about mathematics teaching held by a group of mathematics student teachers taking a Certificate in Education programme. The study made use of the Beliefs About Teaching Mathematics (BTM) Questionnaire developed by Van Zoest et al. (1994). The questionnaire was administered to a group of student teachers enrolled in the Mathematics Teaching Methodology Module of the HKIEdÑof which the author was the lecturer in chargeÑat the start of the semester. The paper will report on the findings and discuss the implications for designing a mathematics methodology course.

本文將圍繞香港小六「圓」這一課題的教學，探究數學教師可碰到的數學問題及其解答，並透過相關的教學活動，討論一些有關本課題的教學心得。