The examination-oriented education, de-emphasis of hands-on practical work in science lessons and the lack of interdisciplinary curricula are some of the major constraints or obstacles for STEM education in China as reflected from their deficiency or ineffectiveness in nurturing gifted students or talents. In this presentation, we will report two different innovative ways to employ technology and field-based learning for effective STEM education as based on our prize-winning educational device (called mobile logger for science and environmental studies with a corresponding software/app called SESlogger). In the first case, a cartoon video was specifically developed for teaching the primary school students on how to use the device and then students were arranged to practice it for field-based learning in a Guangdong school campus. In the second case, the mobile logger was used to collect on-site environmental data for hiking through all the ten sections of the MacLehose Trail with a total distance of 100km and then the best section of the Trail was designed as a kind of technology-enhanced field trip for trial run by some university students in Hong Kong. To evaluate the educational effectiveness, students' attitudes and views towards the STEM lessons and activities have been collected using questionnaire survey (together with the pre-test and post-test scores on the students' cognitive understanding and level of practical performance) or interviews. For these two cases, we will also present the findings on students' learning difficulties and field-based implementation problems or issues together with reflections from the researchers themselves. Copyright © 2020 International Conference on Learning and Teaching.

In Hong Kong, STEM education has become timely only since 2016 when the government launched the related policy initiatives which impacted the education practices substantially. Particularly, learning in STEM domains has often consisted of memorization of facts devoid of deep connection, separated from life and often failing to integrate the STEM disciplines. Hence, STEM learning is urged to take place in an environment with more attention to different modes of communicating and meaning making. Individuals are required to make meaning and find ways to create personal connections to deeply internalize this knowledge. The investigations, sense-making, creativity, representation and communication of STEM-related ideas are all conducted and connected with human implications of meaningfulness. In this connection, this paper will report the study based on constructivist narrative approach (as cross-case studies) of 3 pre-service teachers majoring in STEM-based programme at teacher training institutes in Hong Kong and 3 in-service STEM teachers. The empirical study will purpose to address three research questions within STEM professional teacher identity perspective: (1) What STEM teacher should be look like and mean to them? (2) What are the factors which construct the STEM teacher identity? (3) What are the needs for professional training of STEM teachers and implications for teacher education? Empirical findings from this study will inform the implications on the context of STEM teacher identity, career and life planning education with STEM-related career aspirations and the professionalism growth of STEM teacher in Hong Kong. Copyright © 2020 International Conference on Learning and Teaching.

數學繪本包含故事情節和數學知識，有助於將數學概念與生活情境融合起來。本研究旨在探索利用數學繪本進行課堂教學對低年級小學生數學學習的影響。研究對象是73名香港某官立小學一年級學生。透過問卷調查、課堂觀察以及學生訪談，研究發現數學繪本教學能提高一年級學生對數學概念的掌握程度，提升學生課堂專注力，還能夠提升學生的數學學習興趣，讓學生對數學課堂有所期待。研究也指出，實施有效的繪本教學需要考慮繪本內容的選擇、教師對繪本內容的剪裁和設計。 Copyright © 2021 國立臺灣師範大學數學系、台灣數學教育學會.

The topic of similarity plays an essential role in developing students’ deductive reasoning. However, knowing how to teach similarity and understanding how to incorporate deductive reasoning and proof along with plane geometry remain a challenge to both school curriculum creators and teachers. This study identified the problems and characteristics regarding how similarity is treated in secondary mathematics textbooks in Hong Kong in the past half century. The content analysis method was used to analyze six secondary mathematics textbook series published in different periods. From the epistemological perspective of the textbook contents, our analysis shows the historical context and learning trajectories of how similarity was treated in school curriculum. The natural axiomatic geometry paradigm is not emphasized too much at different stages and most of the textbooks did not provide formal proofs of similarity. The intuitive idea was gradually con-solidated into a formal definition of similarity. Furthermore, the way that rigorous geometric de-duction can be performed from intuitive concepts and experimental geometry to the idea of proofs and formal proofs is also discussed. Copyright © 2021 by the authors.

Teachers and students have experienced an unusual year in 2020 because of the COVID-19 pandemic. To minimize the risk of the epidemic spreading, face-to-face lecturing hours have been reduced, resulting in a substantial need for online instruction. Our project thus aims to develop open access flipped learning resources (e.g. dynamic courseware and instructional videos) for secondary school mathematics teachers and students in Hong Kong. The overarching goal of this study is to make theoretically and empirically supported suggestions for developing the resources. Experiential learning theory was used as the theoretical foundation for developing the resources. A three-cycle recursive instructional design approach involving 34 mathematics educators was used to develop and improve materials that better meet the needs of frontline teachers. Both the qualitative (semi-structured interviews and written feedback) and quantitative (evaluative survey) data collection methods were conducted. The findings of this study reveal the concerns of and requests from our teacher participants, such as providing more detailed guidelines, advanced questions, and interactive quizzes. The findings also reflect the substantial need for open access flipped learning resources in secondary schools. Based on the lessons learned, suggestions are made to inform future development of resources (e.g. inviting retired teachers for assistance). Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Although mathematical modeling plays an important role in many curricula worldwide, significant discrepancies persist in the importance of mathematical modeling in ordinary mathematics classrooms and teacher education. This paper compares pre-service mathematics teachers' professional mathematical modeling competencies in three different regions—Germany, Mainland China, and Hong Kong—where educational and cultural traditions differ, including the role of mathematical modeling. In total, 232 pre-service mathematics teachers from the three regions completed a modeling task covering mathematics content knowledge (MCK) of modeling and mathematical pedagogical content knowledge (MPCK) of modeling. The results show that pre-service teachers from Germany demonstrated the strongest MCK and MPCK of mathematical modeling; by contrast, pre-service mathematics teachers from Mainland China and Hong Kong demonstrated relatively weaker MCK and MPCK of mathematical modeling. MCK and MPCK of mathematical modeling were also found to be unevenly developed at different competence levels for the three regions. These differences may be attributed to the history of mathematical modeling in mathematics curricula, teacher education, and teaching culture in these three regions. Copyright © 2021 The Author(s).

This special issue on early STEM education collects ten articles that present a series of studies covering topics about curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education for enhancing young children’s STEM learning experiences. These collected studies have presented empirical evidence obtained from diverse cultural contexts, including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. With varying designs and diversified approaches, these studies jointly present a vivid picture of the STEM world and may therefore provide some contributions to theoretical developments and practical improvements. Copyright © 2020 Taylor & Francis Group, LLC.

自2009年開始香港教育當局推行新的中學學制，學校課程的核心科目和內容，以及相應的升學考試都發生了改變。在十年的發展歷程中，伴隨著數位學習、STEM教育等議題在學校大力推行，香港的數學教育出現了不少的新變化，同時也面對世界其他地區推行素養為本的教育改革影響。本文透過回顧新學制推行以來香港數學教育的發展變化，評析數學課程實施中出現的問題和挑戰。本文發現香港數學新課程面對的問題是新舊並存，主要體現在照顧學習差異、延伸數學課程的學習、數學與STEM教育、中小學課程銜接、新式教學方法和策略、共通能力和數學素養的關係等方面。更新的課程內容已成既定事實，教師和教師教育者更需要以學養教師的心態反思經驗，發展自身的專業性，為下一輪課程改革做好準備。Since 2009, the Hong Kong Education Bureau has introduced a new academic structure for secondary education. The core subjects and contents in the school curriculum have been changed, and so did the public entrance examination. Within this decade, with the promotion of hot topics such as e-Learning and STEM education, the mathematics education in Hong Kong has undergone many changes, and in the meanwhile facing the influence of competency-based education reforms around the world. This paper aims to review the recent development of mathematics curriculum since the implementation of the new academic system in Hong Kong. The review finds that the old and new problems coexisted in the implementation of the new mathematics curriculum, which are mainly reflected in individual learning differences, the extended mathematics courses, the role of mathematics in STEM education, the transition from primary to secondary curriculum, the emerging teaching methods/strategies, and the relationship between generic skills and mathematical competency. The updated curriculum has become a fact. These require teachers and teacher educators to reflect on the past experiences, and with the attitude of a scholar-teacher, to develop their professionalism and prepare for the next round of curriculum reform. Copyright © 2021 高等教育文化事業有限公司.