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。
[Copyright © 2003 香港公開大學出版社.]

由於互聯網在近年的驚人發展，很多教育工作者對它寄予厚望，從關於互聯網的教育研究項目及發表的論文數量，便可了解到互聯網對教育工作者的魔力。而互聯網中的一個公認的優點，是它對資源分享，給予極大方便，所以很多人都預言它將是一個很大的教學資源中心。在香港使用互聯網已日趨普及，不過互聯網在現職的中學教師眼中，是否真的是一個不可或缺的輔助工具？又或對日常的工作，例如教授數學，是否真有幫助呢？此外有什麼方法，才可令互聯網能發揮它的渾然既有功能，這一切都是我們所關心的問題。這個研究的目的旨在初步探討香港的中學數學教師對互聯網的看法及使用情況，從而提出增加互聯網在中學數學教學上的效能。

Constructivist theory of learning is employed in delivering mathematics methodology modules in the Two-year Full-time Certificate in Education (Secondary) Programme in the Hong Kong Institute of Education, where I am working. This paper aims to determine second year student mathematics teachers’ teaching strategies which they acquired after attending a Methods I module in their first year of study, and changes in their practices after attending a second methodology module (Methods II) in their second year. In their first year of study, Chinese student mathematics teachers had been taught in Methods I the various teaching models, for example, specific methods in concept and skill teaching, and the general discovery and expository strategies. Discussion and application of the models were further enhanced in the Methods II module in the second year of study. On the basis of these teaching models, a questionnaire of 64 items of specific teacher activities was designed. It was administered to the class of students at the start of the first semester in their second year of study. Students were asked to indicate the frequency of using each stated teacher activity on a 5-point frequency scale (from “almost never” to “almost always”). Methods II was then offered to these students. At the end of the module, the same questionnaire was administered again. A focus group meeting was also held at the same time. Results showed that student teachers very often tested their pupils’ prior knowledge at the start of the lesson, and they became more aware of building mathematics learning on pupils’ prior experience. Exposition of mathematics content was still preferred; some time was set aside during the lesson to offer guidance to their pupils. Nevertheless, they provided little opportunities for pupils to express themselves and to explore mathematics (e.g., in small-group discussion, in playing mathematical games, and in computer-assisted learning). In the focus group meeting, student teachers

Mathematics is widely perceived as an abstract academic subject to teach or to learn. However, Information Technology can be used as a means to help explain or understand the abstract mathematical ideas in a variety of topics of mathematics. Undoubtedly, it can enhance students' understanding of the concepts concerned and hence improve the quality of teaching and learning. This paper reports the design and implementation of a Chinese-interfaced multimedia courseware for teaching Mensuration, Set Theory, Geometry and Probability in the Hong Kong Institute of Education. This courseware provides an interactive, flexible, user-friendly environment where instructors and pre-service student teachers can use it for teaching or self-learning a variety of topics in the aforementioned areas of mathematics. The difficulties encountered in out design and implementation will be discussed. In addition, the evaluation of evaluation of feedback from student teachers and some expert users on using the trial version of our courseware will be included. We hope our findings will prove useful to other instructors who are interested in developing interactive mathematics courseware in their own institutions.

One key element in changing societies is the advent and the use of computers. Computers are ubiquitous nowadays. There is no exception for education. The explorations of using computer packages like Mathematica, Maple V, and Cabri-Geometre in mathematics education have been reported in various Mathematics Education Journals. The applications of software to teach primary and secondary mathematics are also found in conferences. These developments indicate that it is time for us to investigate the potential of applying computer technology in mathematics education and the implications for our aims of mathematics education. Two of our speakers, Mr. Kong and Mr. Leung, will choose Exel as a software for exploration in this conference. The reasons for choosing Excel have twofold: 1. Almost all schools in Hong Kong have licensed Excel copies; and 2. Excel has both computational and graphical capabilities which formulate great potential for teaching crucial mathematical notions and can serve as tools for mathematical exploration. Kong and Eeung will demonstrate how Excel can be used for the teaching of the statistical notions of central tendency and deviation and as the exploration tool for solving arithmetic problems. Dr. Man will discuss how Maple V, one of the modern symbolic computer softwares, can be used in teaching primary mathematics topics, such as finding prime numbers, greatest common divisors, least common multiples, etc. He will also demonstrate how to use Maple' s worksheet structure to prepare notes or examples for discussion purposes in class. Besides, if time is permitted, he will also try to demonstrate how one can make use of Maple' s graphical abilities in teaching some chosen topics in the current primary mathematics curriculum. After the exploration of using computer packages in teaching and learning mathematics, Mr. Ng will discuss the implications of the use of computers for the mathematics education: Is it possible for computers to reproduce the achievements

This paper analyzes the aims of Hong Kong primary mathematics curricula in years 1973, 1983, 1995 and 2001(Proposed). The aims, goals, objectives and assumptions of primary mathematics curricula are studied using George J. Posner's framework. A comparison of progressive educational aims is also made. Literature search on relevant documents of curriculum changes and personal interviews were also conducted. The implications of this research for mathematics education are also discussed. The findings of this study would be valuable to curriculum planners, mathematics educators and primary school teachers in Hong Kong.
[Copyright © 2000 The Hong Kong Institute of Education.]

This paper attempts to analyze the organization of the primary mathematics curriculum in Hong Kong. We follow the guidelines of Posner (1995) by answering five questions he posed on curriculum organization. The macro-level, micro-level, media employed, organization principles, and relative status of subject matter of the curriculum are discussed.
[Copyright © 2000 The Hong Kong Institute of Education.]

There have been rapid changes in the economic, social and technological situations of Hong Kong in the last two decades. Because of these, the education systems and policies have changed accordingly. Have these changes affected the primary mathematics education? The official curricula for primary mathematics at different time spans may give us some hints to the answers for this question. The present study is based on the comparison of three official curricula for primary mathematics set in 1973, 1983 and 1995 respectively and one officially drafted version of primary mathematics curriculum disclosed in 1997. It is found that the 1973 curriculum just served as guidelines for mathematical contents of the public examination for Primary Six students. There are five overall objectives clearly stated in the official curriculum of Primary Mathematics printed in 1983. Compared to the one in 1973, it is much more student-centered. This syllabus is now still the main one used by mathematics teachers and book publishers, though a new curriculum initiative named "Target Oriented Curriculum" has been introduced since 1993. This new initiative emphasizes clearly defined learning objectives and outcomes. In the drafted curriculum for 2001, the new topic of "Probability" and the uses of calculators and computers are introduced. This paper elaborates the changes and discusses their implications for pre-service and in-service mathematics teacher education.
[Copyright © 2000 The Hong Kong Institute of Education.]