This paper aims to unveil the reasons behind the changes in HK's Mathematics Curriculum in the last two decades. It attempts to find out what actually initiated new Mathematics Syllabuses in HK. Besides literature search on relevant documents, archives and government printings, personal interviews of renowned mathematics educators were also conducted. Seven major motive forces were identified. Their social, economical, political settings and their implications on mathematics education were also discussed.
[Copyright © 2000 The Hong Kong Institute of Education.]

The use of history in mathematics classroom has enormous potential for enlivening both teaching and learning of mathematics. There is a need to promote how to incorporate history of mathematics into the primary mathematics curriculum. This paper discusses the rationales on how to integrate history of mathematics into the primary mathematics curriculum. We also report on how to locate useful and relevant resources in books, journals and the WWW concerning the use of history in mathematics education for primary school teachers in Hong Kong. We hope our findings will prove useful to other educators in the same research area.
[Copyright © 2000 The Hong Kong Institute of Education.]

在近半世紀香港小學數學課程發展的漫漫長路中，我們看到一條現代化、本土化、普及化、規範化與專業化的路。雖然本文未能詳細描述我們過去數年研究香港戰後小學數學課程發展所得的內容及啟示，但我們仍嘗試深入探討幾個重要的課程實施原則：細水長流的課程改革過程；現代化、本土化必須因應時勢；規範化及普及化的小心配合；改革者的良性互動和專業成長。
[Copyright © 2007 香港中文大學香港教育研究所.]

促進學習的評估(Assessment for Learning下稱 AIL)是指以提升學生學習為首要目的的評核方法。如何將促進學習的評估策略融入教學中，以改善學生的學習，為近年所備受關注的。由優質教育基金資助的「寓學習於評估：香港學校的實踐」計劃 (Assessment for Learning Hong Kong Schools)目的是推展及落實AfL理念於學界中。計劃通過為教師提供專業發展培，好讓本港教師能切實地施行AfL於教學中。本文將集中探討促進學習的評估如何在數學科教學中實踐出來 。
[Copyright © 2014 Education Bureau, HKSARG.]

This study aimed to identify clusters of primary students based on their mathematics achievement, and their perceived usefulness of and expectation of feedback from teachers, and second, to examine profiles of self-regulated learning of the students in these clusters. The sample consisted of 4,570 students at Primary 3 to Primary 5 in Hong Kong. Two-step cluster analysis identified three clusters of students in each year level, namely, low achievers with negative feedback attitudes, high achievers with moderately positive feedback attitudes, and moderate achievers with strong positive feedback attitudes. Further, the clusters of moderate and high achievers shared similar mathematics self-efficacy, but moderate achievers had higher achievement goals and stronger self-regulated learning practices than either high or low achievers. Further, low achievers had the lowest, and moderate achievers the highest, self-regulated learning in mathematics. These results were consistent across year levels.
[Copyright © 2014 National Academy for Educational Research.]