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。

本研究主要針對香港和新加坡之小學數學課程中後設認知﹝又名元認知﹞的培養進行探討。分別比較兩地之小學數學之「課程綱要」及教科書﹝分數範疇﹞中的後設認知培養，並加以評析。本文的撰寫探用文獻分析法與貝瑞岱的比較教育研究方法進行兩地比較。 從研究結果發現，香港有運用多種不同的教學策略以培養學生的後設認知能力，而且教科書中運用各種不同教學策略的題目數目較新加坡多，由此看來，香港具有發展培養後設認知能力的潛力。另外，從比較兩地小學數學課程的過程中，歸納培養學生的後設認知能力的優點與特色，列出值得香港觀摩與學習的地方，以作參考。

香港特別行政區政府成立之後，著意於資訊科技教育的發展，以改善香港的資訊教育及加強學生對資訊科技的認識。自一九九八年開始，特區政府將給與每所常規小學不少於十五部的電腦。對於現職教師來說，教學硬件具備了，但教學軟件卻未見配合。本文旨在介紹如何利用試算表發展一個互動之小學數學學習軟件，供小學數學教師參考。在發展教學軟件的第一個階段，要考慮選取一個既便宜而又實用的平台。由於現時大部份電腦都裝上了試算表。所以作者設計的教學程式選擇在試算表上開發。第二個階段，要探討那一個課題適宜用電腦輔助教學。由於利用試算表能迅速建立統計圖表，所以最適合小學數學中統計圖的教學。第三個階段，要配合統計圖的「內容教法認知」。由於訓練學生認識各種常見統計圖之功用是教學目標之一，所以本文會著重介紹設計之軟件如何輔助學生掌握以下之概念：(1) 縱軸刻度的比例會因應數據的大小而作出改變；(2) 棒形圖能反映絕對的概念而圓形圖則反映相對的概念；及 (3) 重疊式棒形圖與並行式棒形圖所針對的訊息有所不同。最後，作者會建議一些有趣的增潤活動，作為本文之總結。

在評估小組專題研習時，如何區分個別學生對作業所作的貢獻？本文將對這個過程中所產生的問題進行討論。朋輩評估是任何建議的評估形式所必備的要素，但是使用任何形式的 “加權因子”，都會違背了協作式分組活動的理念。本文描述一個將評估中的過程元素與成果元素分開的結構，同時提出一套適用於過程朋輩評估的通用準則。這個評估結構曾在香港大學向一群學生實施，並以問卷及深層訪問進行評鑑。本文討論這次評鑑的結果，特別指出使用評估準則時需要 “訂立基準”，文章也探討了這類評估所包含的 “內外有別” 的表現，提出這是一個很重要的文化因素，並會引發許多問題。
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