Background and aims: Mathematics is one of the critical elements of STEM education. However, the importance of mathematics has not been fully emphasized in the practice of STEM education (Martín‐Páez et al., 2019). Promoting STEM education in mathematics education is one of the focal points of the Hong Kong school curriculum (CDC, 2017). In this study, we introduced an innovative STEM learning activity in the classroom based on the topic of 3D shapes in the primary mathematics curriculum. The aim was to provide an example of a school-based mathematics curriculum integrated with STEM education and offer teachers the design and development of STEM pedagogy.Methodology or process(es) undertaken: Focusing on the learning objective of recognizing the concept of 3D shape, we designed an interdisciplinary STEM learning activity in grade two in a Hong Kong primary school. Students learned the concept of a cylinder in the Funny Zoetrope Project. A curriculum consultant, a mathematics teacher and a visual art teacher collaborated to implement the whole teaching design within seven lessons (five mathematics lessons and two visual art lessons). A series of learning booklets were designed for teaching and learning. Regarding the process of preliminary preparation, teaching arrangement, course implementation, and after-class feedback, the STEM learning activity was incorporated into the school-based mathematics curriculum.Results and conclusions: The STEM learning activity based on the mathematical topic provides students with opportunities to see, know and understand the mathematical concept in STEM education. Students experience interdisciplinary learning during the process of making a zoetrope. They learn to integrate and apply knowledge and skills they have learned in mathematics and visual art. Some generic skills such as problem-solving, collaboration, communication, and self-assessment skills are also developed. Copyright © 2022 7th STEM in Education Conference.

The study focused on Hong Kong mathematics teachers’ personal experiences and challenges in online teaching during the COVID-19 pandemic crisis. A SWOC analysis is adopted. Results showed that they tried to offer e-learning as an alternative mode of teaching to maintain the education service within the pandemic. Hong Kong teachers tended to focus on external factors rather than internal factors in the initial period of online teaching. They agreed that there was a paradigm shift in the role of teaching during the crisis. They were commonly building a sufficient level in using technology, but this was not equivalent to be competent in achieving instructional goals. Mathematics teachers’ professional knowledge is influenced by their personal online teaching experiences. Their attitudes and beliefs are crucial factors in the role and effectiveness of using online teaching. Copyright © 2021 left to authors.

自2009年開始香港教育當局推行新的中學學制，學校課程的核心科目和內容，以及相應的升學考試都發生了改變。在十年的發展歷程中，伴隨著數位學習、STEM教育等議題在學校大力推行，香港的數學教育出現了不少的新變化，同時也面對世界其他地區推行素養為本的教育改革影響。本文透過回顧新學制推行以來香港數學教育的發展變化，評析數學課程實施中出現的問題和挑戰。本文發現香港數學新課程面對的問題是新舊並存，主要體現在照顧學習差異、延伸數學課程的學習、數學與STEM教育、中小學課程銜接、新式教學方法和策略、共通能力和數學素養的關係等方面。更新的課程內容已成既定事實，教師和教師教育者更需要以學養教師的心態反思經驗，發展自身的專業性，為下一輪課程改革做好準備。Since 2009, the Hong Kong Education Bureau has introduced a new academic structure for secondary education. The core subjects and contents in the school curriculum have been changed, and so did the public entrance examination. Within this decade, with the promotion of hot topics such as e-Learning and STEM education, the mathematics education in Hong Kong has undergone many changes, and in the meanwhile facing the influence of competency-based education reforms around the world. This paper aims to review the recent development of mathematics curriculum since the implementation of the new academic system in Hong Kong. The review finds that the old and new problems coexisted in the implementation of the new mathematics curriculum, which are mainly reflected in individual learning differences, the extended mathematics courses, the role of mathematics in STEM education, the transition from primary to secondary curriculum, the emerging teaching methods/strategies, and the relationship between generic skills and mathematical competency. The updated curriculum has become a fact. These require teachers and teacher educators to reflect on the past experiences, and with the attitude of a scholar-teacher, to develop their professionalism and prepare for the next round of curriculum reform. Copyright © 2021 高等教育文化事業有限公司.

This study examined pre-service primary teachers' (PSPTs) mathematics performance on a set of question items measuring at the sixth grade level in Hong Kong. These items covered the five learning strands of the local primary mathematics curriculum – number, algebra, measures, shape and space, and data handling. The participants of the study were 152 PSPTs who had chosen mathematics as a major in an undergraduate teacher education program. Their strengths and weaknesses in particular mathematics topics were identified. Across all four years of the teacher education program, only 6% of the participants were able to provide fully correct mathematical responses to all five items. Further, it is surprising that merely 14% of graduating cohorts achieved a full mark for the mathematical word problem that required them to show their working steps. These findings suggest that issues relating to the preparation of mathematics specialists should be further considered in primary mathematics education. Copyright ©Routledge.

學校數學課程需要隨時代發展而持續變革。香港課程發展議會在深入總結、反思已有課程改革成果基礎上,根據時代發展需要,於2017年頒佈了《數學教育學習領域課程指引(小一至中六)》,提出了STEM教育、電子學習、跨課程語文學習、培養共通能力和價值觀及態度等四個數學課程持續更新的方向。基於對上述四個方面的評介,提出立足數學課程把握課程改革熱點、立足整體視野處理課程改革議題等深化數學課程改革的啟示。

課程評價是課程改革的一個重要方面,也是課程理念能否真正落地的保障.通過對香港小學數學課程相關的文件進行分析發現,其評價以學與教改善為目標,通過多種方式對數學課程教與學的內容進行全方位評估.在此基礎上對內地小學數學課程評價的改革提出了啟示和建議.

The success of East Asian school education in general, and in mathematics education in particular, has been an ongoing subject of research over the last few decades in the “West”, suggesting that no conclusive factor(s) underlying performance appears to have been identified yet. The phenomenon of the “paradox of the Chinese learner” remains, while OECD data indicates an absence of correlation between affective factors and performance. This paper reports on a research study that has been designed to explore the possible involvement — and significance — in student learning of the conative domain, since most if not all prior studies had focused only on the cognitive and affective domains. To this end, a validated questionnaire was administered to 1,505 students from primary and secondary schools in Hong Kong. The “What I Find Important (in My Mathematics Learning)” questionnaire collects data regarding student valuing in three ways: a 5-point Likert scale (64 items), semantic differential items (10 items), and an open-ended, scenario-stimulated response section (4 items). Principal component analysis and content analysis of collected questionnaire data suggest that Hong Kong students highly valued 11 attributes, namely word-problem skills, activities, practice, exploration, ICT, connections, process, feedback, explanation, control, and certainty. These values are interpreted from a sociocultural lens, with some of these associated with Confucian Heritage Culture values, but at the same time having interacted with cognitive and affective factors potentially to optimize student performance. Copyright © 2018 HKERA International Conference.