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.]

Whether a person's mother tongue affects his learning of science concepts is a constant controversy among educators. In a bilingual society such as Hong Kong, terminologies commonly used in English and Chinese, such as energy and force, create frequent misconceptions and sometimes different types of misconceptions. The purpose of this study is to ascertain if there are different patterns of misconceptions in science concepts between Chinese speaking students and English speaking students. If so, how can we benefit from these patterns and help science teachers to be more effective. In May and June of 1988, 7.01 Form 1 and Form 4 Hong Kong science students completed a questionnaire on energy and force. Forty-one Form 4 students were interviewed using the Interview-about-Instances technique. Fifty percent of the student sample were English-speaking while the rest were Chinese-speaking. Results of this study were analysed using a list f common misconception frameworks. Amazing patterns of misconceptions were found in both language groups. Come patterns can be seen clearly to have derived from the language used. Different patterns of misconception between the two language groups were demonstrated remarkably. It was clear that everyday usage of the terms contributed to the differences. The history of the terms and the common usage of the related terms in their respective languages were also accountable to the patterns. Science teachers are strongly advised to be aware of the students' alternative frameworks in the learning of science concepts within the context of their mother tongue. Everyday meaning of terminologies used for important science concepts should be considered thoroughly in writing up lesson plans. Related terms and their meaning should also be checked before actually teaching the concept. List of common misconception patterns of students for each important science concept should also be discussed. As evident from the findings of this research, a person's language

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.]