Mathematical modeling is considered a bridge to STEM education and has been incorporated into K–12 mathematics curriculums in various countries. However, it has a relatively short history in Hong Kong schools. The lack of high-quality, relevant exemplars of mathematical modeling activities is a challenge to teacher practice in this area. Hence, this study aims to establish a design framework for mathematical modeling activities suitable for teachers and students in Hong Kong. We explore the design and content of the official mathematical modeling exemplars published by the Hong Kong Education Bureau using a document analysis approach. The findings provide the basis for developing a framework to be used in the future design of mathematical modeling activities. Four exemplars were found and analyzed in terms of their structural components, level of learning experience in mathematical modeling, and design characteristics. Based on our findings, we discussed various strategies to enhance the design of a mathematical modeling activity, including setting diversified learning objectives, cross-subject collaboration when formulating the problem context and instructions, designing more activities suitable for average and underperforming students, emphasizing the evaluation of modeling outcomes, and providing relevant supporting materials. Our study thus lays the groundwork for advancing the teaching and learning of mathematical modeling in school contexts. Copyright © 2022 by the authors.

Teachers and students have experienced an unusual year in 2020 because of the COVID-19 pandemic. To minimize the risk of the epidemic spreading, face-to-face lecturing hours have been reduced, resulting in a substantial need for online instruction. Our project thus aims to develop open access flipped learning resources (e.g. dynamic courseware and instructional videos) for secondary school mathematics teachers and students in Hong Kong. The overarching goal of this study is to make theoretically and empirically supported suggestions for developing the resources. Experiential learning theory was used as the theoretical foundation for developing the resources. A three-cycle recursive instructional design approach involving 34 mathematics educators was used to develop and improve materials that better meet the needs of frontline teachers. Both the qualitative (semi-structured interviews and written feedback) and quantitative (evaluative survey) data collection methods were conducted. The findings of this study reveal the concerns of and requests from our teacher participants, such as providing more detailed guidelines, advanced questions, and interactive quizzes. The findings also reflect the substantial need for open access flipped learning resources in secondary schools. Based on the lessons learned, suggestions are made to inform future development of resources (e.g. inviting retired teachers for assistance). Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

This study evaluates the impact of applying a flipped classroom model to an advanced psychology course at The Education University of Hong Kong. The study implemented mixed-method design, including pre-post surveys and focus group interviews. Overall findings indicated that students were satisfied with the flipped classroom approach but yielded no statistically significant differences in students’ learning preferences and capabilities. The authors recommend that instructors or course redesign teams be aware of the need to align learning and teaching activities as well as levels of assessment when implementing a flipped course format. Copyright © 2020 Miami University.

The purposes of this study were to examine the Hong Kong 5th and 6th graders' performance on the number sense three-tier test, the differences between 5th and 6th graders, and possible misconceptions. The number sense three-tier test included a content-tier which assesses content knowledge of number sense; a reason-tier, which assesses a reason selected for the first-tier response; and the confidence-tier, which assesses how confident the students are in their answers to the first two-tiers. A total of 125 fifth graders and 942 sixth graders from Hong Kong joined the test. A quantitative method was used to analyze the data and the data was collected through the on-line test. Data showed that the correct percentage (confidence index) on the first two-tiers (content-tier and reason-tier) for fifth and sixth graders are 56.6% (4.49) and 54.0% (4.27), respectively. The fifth and sixth graders all performed the best on “Being able to recognize the number size” and the worst on “Being able to judge the reasonableness of a computational result”. Results showed that part of students performed poor on number sense but with extreme high confidence indicating that they have significant misconceptions and some students may lack number sense. The finding of this study also confirmed that a number sense three-tier test can be used to mitigate the weakness of a two-tier test. Educational implications of the findings will be discussed.

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].

This study examines the differences and similarities of mathematics teachers’ subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees’ mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp. 3–18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.
[Copyright © 2010 Korean Society of Mathematical Education.]