It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students’ values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students’ value structure, namely achievement, relevance, practice, communication, information and communications technology as well as feedback. However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found. Copyright © 2015 Springer Science + Business Media B.V.

Mathematical disagreements occur when students challenge each other’s ideas related to a mathematical concept. In this research, we examined Hong Kong and U.S. elementary teachers’ perceptions of mathematical disagreements and their resolutions using a video-stimulated survey. Participants were directed to give particular attention to the mathematics embedded within the disagreement and approaches for resolving the disagreement. Results revealed incomplete knowledge structures for the SELECTed mathematical topic for both Hong Kong and U.S. participants. Differences existed between the two groups regarding the resolution of the disagreement, as Hong Kong participants focused on the content within the resolution process while U.S. participants focused on the form of the resolution process. Both groups found value in mathematical disagreements but for different reasons. Hong Kong participants indicated that the mathematical disagreements supported them in identifying students’ misunderstandings. In contrast, U.S. participants reported that mathematical disagreements helped to identify areas in which students lacked prerequisite knowledge. Implications for future work are provided. Copyright © 2016 International Journal of Education in Mathematics, Science and Technology.

This study involved 34 female adolescent students attending mathematics classes in a girls' hostel in Hong Kong. The subjects' ages ranged from 12 to 18 years. All students exhibited varying degrees of emotional and behavioural problems, and all experienced learning difficulties in mathematics. The study aimed to discover whether the use of a simple token reward system would increase the students' work output, participation rate, accuracy, and neatness of bookwork during mathematics lessons, and whether the system would also have a positive influence on the girls' attitude toward mathematics. The four-week intervention programme involved the provision of token rewards during lesson time to every girl who showed any improvement in any of the four aspects of learning. Baseline measures were taken over a two-week period before the intervention commenced, and regular measurements were taken during and immediately after the programme. The same measures were taken again four weeks after the reinforcement programme had ended to check for maintenance. The results showed that the use of tokens did lead to significant improvements (in most cases p <.01 or better) in work output, participation rate, accuracy and neatness while the programme was in operation. Performance declined, however, in all but neatness once the tokens were no longer in use. The decline in scores did not regress to the baseline level, but most differences were no longer statistically significant. Very minor attitudinal changes in a positive direction were noted; but only in one case did these reach statistical significance.
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

By considering the example of proving the triangle postulate, this study aimed to explore Hong Kong preservice and novice teachers' knowledge competencies and their beliefs about preformal and formal proofs. The findings revealed that such teachers are not proficient in using preformal proofs and do not realize that preformal proofs are a useful tool for connecting abstract geometrical concepts with concrete meanings. We conclude by providing strategies for teachers to use preformal proofs effectively in their teaching of geometric propositions. Copyright © 2017 Mathematics Education Research Group of Australasia, Inc

With the economic and technological developments of Asian countries in the last two decades, nurturing individuals' capabilities for logical thinking and problem solving have become one of the major foci of secondary education. Being a core subject for developing the fundamental ability of high school students towards systematic and organized ways of thinking, mathematics is no longer a requirement only for students who are going to study science or engineering majors in university but has become a common core subject for whole-person education. In this chapter, we shall investigate the recent development of high school mathematics curricula in Hong Kong, South Korea and Singapore, in coping with the change. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

This study investigates how teacher background, subject knowledge and pedagogic efficacy affect Grade 4 children's (aged 9-10) mathematical achievement in 10 primary schools in Hong Kong. Mathematics teachers were selected for their strong commitment to teaching mathematics and their pupils' consistently high international mathematics performance. Teacher measures (i.e. level of mathematics education, teaching experience, mathematics subject knowledge, performance in mathematical operations and pedagogic efficacy) were checked for factor consistency and assessed against age-appropriate pupil mathematical achievement. The results showed that teachers were secure in their subject knowledge, and that such knowledge was related to their performance of mathematical operations, but it was high levels of pedagogic efficacy and the ability to perform age-appropriate mathematics operations (rather than subject knowledge) that positively affected their pupils' achievement. These findings contradict ongoing international calls for the enhancement of primary school teachers' mathematical subject knowledge, as they show pedagogic efficacy to be more strongly associated with pupil achievement.
[Copyright of International Journal of Educational Research is the property of Elsevier Ltd.]

What is learning and how could the learning in mathematics be enhanced has fallen into debate for many years. Singapore rank number one in both TIMSS and PISA in 2015. What are the insights we could earned from such competition? Regarding to the facts that Singapore is one of the first countries in implementing the metacognition into their mathematics curriculum in 1990s (Chan & Leung, 2013), metacognition may possible be the answer we are searching for. There is no doubt that textbooks take a very important role in this. White & Mesa (2014) indicated that lecturer rely highly on textbook in their teaching especially the tasks assigned. However, researches with textbooks related to mathematical content and researches on their potential in developing metacognitive knowledge are limited (Mesa, 2004; Mesa, 2010). Especially, comparisons between metacognitive strategies among textbooks in different countries are very limited. Thus the following questions are proposed to be investigated. 1. Does mathematics textbook emphasis enough metacognitive strategies in enhancing students' metacognition? 2. Does the pattern of using metacognitive strategies in mathematics textbooks different among countries/cities? The assessment is divided as seven categories: think aloud, questioning, self-questioning, error detection, group activity, alternative strategies and reflection. It is identical to those suggested by Chan and Leung (2013). Result shows that think aloud is the most popular strategy used in textbooks among Singapore, British and Hong Kong. However, other strategies weight about only 20% in total. It is suggested that more metacognitive ingredients could be added in textbooks in enhancing students' metacognition.

以古德萊德對課程理解框架為參考，此研究從理解和實施的課程層面，調查和比較了北京、臺灣、香港三地數學教師的教科書使用情況，包括教師的備課(教科書內容的理解與評價)和課堂教學(教科書內容的選取、調適和運用)兩部分，並據此分析了三地數學教師與教科書之間的關係。研究發現，從教師對教科書的滿意度和忠誠度的角度來看，三地數學教師明顯呈現不同的教科書使用風格。研究結論對於課程實施和教師專業發展實踐都具有重要的參考意義。
[Copyright © 2017 湖南師範大學.]

中國香港是東西方文化的交融之地。在教育研究的諸多方面，它既有自己的獨特之處，也相容華人世界的共性。透過對中國香港過往30年間數學教育研究成果的系統闡述，從學習、教學法、課程、評估、教師教育等研究領域做出回顧與分析。從分析可見，中國香港數學教育研究已初具規模，在國際學術界亦受到一定的認可，但同時也面臨著一些挑戰，包括學術氛圍的改變等。這些不僅是中國香港教育研究經驗的總結，也能對當前中國內地數學教育現狀和未來的發展提供一些參考和借鑒。
[Copyright © 2017 天津師範大學;中國教育學會.]

比較臺灣、內地和香港三地2000年前後進行的建構主義數學新課程改革的期望課程和實施課程，發現有很多因素限制建構主義課程的實施，如政治因素、考試文化、社會參與、教科書編寫和教師培訓等，而系統的課程評價模式的引入、師範教育的改革以及鼓勵更廣泛的社會參與等是促進課程改革成功的有效策略。
[Copyright © 2011 北京教育科學研究院; 北京廣播電視大學.]