在2012及2015年學生能力國際評估計劃（PISA）考試中，亞洲地區包括上海、香港、新加坡及台灣的學生（平均15歲）的數學能力名列首五名，美國、英格蘭等歐美國家則處於中游位置。從這項考試數據顯示，美、英兩地學生的數學能力不及亞洲地方。硏究顯示，不同地方學生的數學運用差異與身處的學習環境有一定關係；此外，他們如何學習數學、應用數學邏輯亦會影響評估表現（OECD, 2012）。課堂上，教科書是輔助老師教學的主要工具。Nciol & Crepo（2006）指出，教科書對學生數學學習表現有重要影響，亦在教師教授數學時扮演關鍵角色。Stein、Remillard與Smith（2007）研究進一步發現，教科書内容中的排序、組織、焦點會影響數學老師的教學及學生如何學習數學。 因此，本文對照香港、新加坡、美國及英格蘭的初中數學教科書，探討當中異同。透過20多篇探討四地初中數學教科書的文章，檢視學生數學成績差異與教科書編撰的關係。全文將從教科書的課程目的、課題內容、練習題目及使用等四方面分析問題。

本文旨在匯報在香港中學數學科創新教學法的探索性研究結果。“翻轉課堂”，即學生在家中觀看相關概念視頻資料後，然後在課堂上解題，可以讓學生提高學習解決問題的能力和相關知識；而創新教學法與“翻轉課堂”的方式恰恰相反，學生首先在課堂中盡力解決問題並分享結果，再通過家中觀看相關概念與步驟的視頻來鞏固概念和解題步驟。同時整個教，學過程利用移動裝置支援學生學習。這種創新教學方法名為“流動翻轉課堂”。中學一年級的兩個班級參與了本次兩個星期的研究，其中一個使用“翻轉課堂”而另一個使用“移動翻轉課堂”。研究結果表明儘管兩個班級學習成績均取得提高，但使用翻轉課堂的班級有更好的表現。但是，在解決問題技巧方面，學生使用新的教學方式展示出更好的結果。這表明新的教學方式有助於提升學生解決問題的能力。

The dominance of Asian communities in international league tables such as those produced by The Program for International Student Assessment, which monitors competence in literacy and numeracy, has resulted in a policy discourse from the English government of failing schools, deficit curricular and ineffective teachers. This in turn has led to a re-defining of the National Curriculum framework for pupils educated in England with greater focus given in the Early Years curriculum to Mathematical functions particularly those associated with skills in counting; understanding and using number; calculating simple addition and subtraction problems and the understanding of shape, space and measure. Drawing on research carried out in Hong Kong and England this article offers a cross-cultural comparison of the expectations of Early Years Teachers in terms of the capabilities of early learners in achieving elements of number competency. The study of teachers’ expectation is a neglected field in research when applied to compare intercultural achievement. In identifying divergent national expectations, the current panic over what constitutes an appropriate maths curriculum is critiqued and recommendations made for further exploration into teachers’ expectations as to the age and stage at which elements of the maths curriculum are introduced in English schools.
[Copyright © 2016 ASPE.]

The DG has prepared a questionnaire to collect data of teachers' practise in China, Taiwan, Hong Kong, and Korea. The results, together with the literature search in theory and practice in mathematics education was prepared into a booklet of 90 pages for discussion during the ICME-12. There were two sessions of discussion during the ICME-12 and the following is a report of work and discussion of the DG during the ICME-12.

The adoption of educational technology in teaching depends on how well a teacher accepts it. This paper draws on a technology acceptance survey of pre-service primary mathematics teachers in Hong Kong to study the factors influencing their technology acceptance. This work adopted a mixed method approach, in which quantitative data were collected through questionnaire survey from 234 pre-service teachers, where the data were analysed using structural equation modelling with a customised technology acceptance model. The qualitative data were also collected from 14 of these pre-service teachers through interviews, and analysed using the iterative coding process. The results show an overall positive attitude towards the use of educational technology, while perceived usefulness is more influential than perceived ease of use. Perceived ease of use is found to rely heavily on facilitating conditions rather than computer self-efficacy. We also found that subjective norms have an indirect influence on the usage and adoption in our context. Explanations for these findings are discussed, together with implications of the results. Our findings are intended to provide insights to policy makers about how to design teacher education programmes that address the demands of learning and teaching with educational technologies in Hong Kong and related contexts.
[Copyright © 2015 Australasian Journal of Educational Technology.]

The present research aims at exploring the effectiveness of spiral bianshi mathematics curriculum on the teaching of speed and circumference to Primary 6 students in Hong Kong. Cognitive and affective learning outcomes, together with students’ beliefs are investigated. Teaching materials of these two topics are designed basing on the framework of spiral bianshi mathematics curriculum and were implemented in three primary schools in Hong Kong. The effectiveness of the curriculum was investigated with a pre-test/post-test, experimental/control group design. Preliminary analyses of the cognitive learning outcomes revealed that the students using the bianshi curriculum and teaching materials performed better than their counterparts. The experimental group also showed more positive attitude in some of the affective variables, though such changes did not happen in all the affective components. The experimental group also showed more positive attitude in some of the affective components. Further statistical analyses could be performed to see why the improvement was not as prominent as expected. A possible further analysis could be, by separating those who had sizable improvement with those who had not, we may attempt to identify the characteristics of students, to see who benefit most (in the affective domain) from the bianshi curriculum. It is hoped that these qualitative data would help unveil the secret of the learning process that leads to the desirable learning results.
[Copyright © 2010 Anna Mei-Yan Chan, Ngai-Ying Wong & Chi-Chung Lam.]

Our research is to compare students’ ability of presenting counter examples between Korean students and Hong Kong students and prospective teachers’ ability of treating counter examples between Korean prospective teachers and Hong Kong prospective teachers. Our analysis suggests the methodological implication for mathematics education of two countries on how to improve teaching methodology dealing with counter examples in classrooms through investigating students’ and prospective teachers’ ability on applying counter-examples.
[Copyright © 2010 Issic K. C. Leung, Hee-Chan Lew & Tae Soen Cheon.]

Chinese pre-school children perform well in learning mathematics compared with English-speaking children. This study investigates the scenes behind Chinese pre-school Children's mathematics performance using teacher questionnaires and interviews. Results indicated that the Chinese number system appeared to afford advantages to Chinese children in learning individual mathematics concepts but this was not enough to explain why children perform well in other areas. Frequent practice and exposure to mathematics in pre-schools, together with parental support at home might explain why children performed well in mathematics learning. Study results also revealed that although the underpinning philosophy of pre-school curriculum planning in Hong Kong might be similar to some pre-schools in other parts of the world, such as the adoption of integrated curriculum and unstructured play, contradictory practice might also be incorporated. Mathematics teaching in Hong Kong pre-schools mirrors the Chinese cultural aspiration towards learning, and both teachers and parents play an active role in pursuing academic success for each child.
[Copyright © University of Exeter. Centre for Innovation in Mathematics Teaching].

The paper reports about a study on the knowledge of prospective mathematics teachers from China (Hong Kong and Mainland China) with regard to argumentation and proof as well as beliefs about using preformal and formal proofs in lessons based on a study design developed by Schwarz (2013). The study pointed out that the prospective teachers were generally strong in algebraic reflections and operations, but they lacked reflections on mathematical argumentation and proofs and their adequate teaching, for example, how to provide adequate feedback about proving approaches. Furthermore, differences concerning the acceptance of preformal proofs between prospective teachers from Hong Kong and Mainland China were found out in this study, which may be related to differences in the mathematics curriculum in these two regions. Implications for teaching proofs in geometry and algebra are discussed.
[Copyright © Association of Mathematics Educators].