Using an in-depth case study approach, this study explored the mathematics educational values held by two in-service teachers at the primary and secondary levels in Hong Kong through lesson observations and deep structured interviews. The findings revealed that the primary teacher emphasized fun, flexibility, critical thinking, and coherence, while the secondary teacher prioritized achievement, control, higher-order thinking, and progression. Using Seah and Bishop's five complementary pairs framework, the primary teacher aligned with an activist, relational, relevance, and accessibility perspective, contrasting sharply with the secondary teacher. This reflected a shift in values in response to students’ educational stages, revealing the challenges of balancing social expectations and nurturing future science, technology, engineering, and mathematics talent. We discussed the implications for local education reforms, including modernizing assessment methods and curricula, reshaping the social climate, and updating professional development to address these tensions. Copyright © 2024 The Author(s).

This empirical study aims to enhance group cohesion, a critical factor for collaborative learning success and immersion in inquiry-based coding activities in a metaverse platform – Learningverse. The study involved two classes of Grade 5 students engaging in a two-hour coding activity, which required them to assemble robotics using VEXcode GO and a Code Base in groups. An inquiry-based learning consisting of ‘engage, explore, create, explain, evaluate’ was adopted in the instructional design. Class A (23 students) as the control group conducted the activity in a traditional classroom setting; while, Class B (28 students) conducted the activity across the metaverse platform and physical classroom settings in an immersive, seamless learning environment. Data collection involved log data in the metaverse, questionnaire on immersion, pre-and post-domain and interviews. The findings show that students in the experimental group showed a higher degree of group cohesion and immersion than those in the control group; and students in the experimental group outperformed those in the control group in conceptual understanding. The study sheds light on the potential of the metaverse in enhancing group cohesion and immersion which, in turn, helps improve group learning performance in an immersive seamless learning environment. Copyright © 2024 The Education University of Hong Kong.

This study trialed a pedagogy of “To Play and Learn, To Inquire, To STEM and Code”. Supplementary with seven hands-on activity worksheets and 19 coding product templates and samples, the pedagogy was designed to expose students to the construction of electric circuits with Micro:bit in STEM classrooms for developing knowledge of electric circuits and problem-solving skills. The pedagogy was implemented as a 280-minute teaching in eight lessons for 23 selected Grade 5 classes, which involved 369 students from nine primary schools at Hong Kong. The results of pre-post-test validate the success of the pedagogy in students' statistically significant growth in all three topic-specific knowledge points. The results of questionnaire survey demonstrate the impact of the pedagogy on students' statistically significant growth in their awareness of and their confidence in applying the target problem-solving skills. The results of focus group interviews confirm that students were satisfied with the experiences and outcomes of the pedagogy in developing topic-specific knowledge and problem-solving skills. This study reveals that the pedagogy is well received by students; noticeably effective to enhance students' knowledge of electric circuits; and potential to promote their development of problem-solving skills. Future directions to extend the pedagogy for senior primary curriculum are discussed. Copyright © 2022 Asia-Pacific Society for Computers in Education.

Assessment is an important aspect of mathematics teaching and learning. This paper aims to explore Hong Kong mathematics teachers’ views on online assessment during the COVID-19 pandemic. The data analysed is part of a larger project comprising an online survey and semi-structured interviews. This paper presents data from the survey responses of ninety-two teachers and from interviews of three teachers. Thematic data analysis is conducted, focusing on teachers’ views on assessment during online learning. Findings show that the forms of assessment that Hong Kong mathematics teachers conducted during the pandemic were similar to those from before the pandemic. They view online assessment mainly as assessment for and of online learning. This paper also discusses suggestions for online mathematics assessment. Copyright © 2022 left to the authors.

Felix Klein's notion of double discontinuity between university mathematics and secondary school mathematics has persisted in mathematics teacher education. Situating this study in Hong Kong, we investigated three prospective secondary teachers' experiences in higher education and secondary mathematics classrooms, including their figured worlds, identities, and mathematical knowledge constructed through those experiences. Our analysis revealed their contrasting experiences in these two contexts, adding to our understanding of the phenomenon of double discontinuity in terms of not only how it is relevant to Hong Kong but also how it may manifest in the specific cultural context. Moreover, we found coherency and continuity during the prospective teachers' secondary-tertiary transition; their learning experiences in both environments served as critical resources upon which they reflected to envision their future mathematics teaching. We conclude with implications and suggestions for mathematics teacher education to support prospective teachers' (and their future students') transitions between high school and university mathematics. Copyright © 2022 Springer.

This study investigated the status of equity in mathematics education in Hong Kong based on data from TIMSS 2011 to 2019 and the changes in education equity across the three cycles. The effects of various student-, family-, and school-level variables on students’ mathematics achievement were examined and compared using multilevel modeling. Results showed that there were significant variances between schools in mathematics achievement in Hong Kong, especially for eighth grade students. Overall, boys performed better in mathematics than girls in these three TIMSS cycles in Hong Kong, except for eighth grade boys in the cycles of 2011 and 2019. The family and school socio-economic status (SES) related to the possession of traditional materials (e.g., desks and books) and parents’ highest education level had positive and significant effects on students’ mathematics achievement, and the effects of the predictors increased from the 2011 cycle to the 2019 cycle. SES related to the possession of home digital devices (e.g., computers and internet connection) also had positive but much less substantial effects. School location and resource availability did not have significant effects. In general, the mean levels of SES and school resource availability in Hong Kong is improving. However, the effects of some important student- and school-level factors on mathematics achievement increased. Suggestions for improving education equity in Hong Kong are discussed. Copyright © 2022 Springer.

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.