Research Findings: This study employed data from the TIMSS 2015 survey to investigate whether parental educational involvement behaviour in early childhood and parental attitudes towards education can enhance children's mathematics achievement in the 4th grade via influencing children's learning interests. Samples from Singapore (N=6237) and Hong Kong (N=3316), which share similar cultural backgrounds, and students demonstrating outstanding mathematical performance were selected to examine whether a hypothesized model fit the data. The overall model fit was found good. As hypothesized, after controlling for gender, immigration status, and family learning resources variables, both parental involvement in learning activities and parental attitudes towards education had positive significant effects on children's mathematics achievement in the 4th grade. However, a variation was also discovered in terms of the influences of parental attitudes in the two samples. Practice or Policy: The current findings shed light on the importance of parents' attitudes on education and their involvement in their children's mathematics activities during early childhood. The importance of family education should be communicated thoroughly to the public, and the government should provide more support for parents to involve more in early learning activities at home.
[Copyright of Early Education and Development is the property of Routledge.]

Values, as a culturally specific notion, have a vital role to play in classroom mathematics learning. In this chapter, we argue that valuing, especially from the student's perspective, serves as a lens for us to better understand how they perform in mathematics learning. To develop such a lens, we investigated the componential structure of Hong Kong mathematics students by utilising a values questionnaire as a lens to better understand what the students find important in mathematics learning. A principal component analysis has been used in this study with the objective to interrogate the data. The analysis of the data led to the identification of nine components valued by Hong Kong students in their mathematics learning. We discuss the findings in terms of the Hong Kong culture and context and the value categories and we suggest implications for future research studies. Copyright © 2018 Springer Nature Switzerland AG.

數學是一門具有抽象性的學科,數學知識表徵是教材編寫的關鍵,教材對知識進行合理表徵,有利於抽象的數學知識直觀形象化。香港地區在教材編寫方面吸收了英國教材編寫的經驗,但我國對香港地區的教材研究相對較弱。因此,本研究選取西師版教材與香港版教材,比較分析兩版教材在數學知識表徵上的異同,汲取香港教材在教材知識表徵方面編寫的經驗與長處,為修訂與改進本國教材以及教師對教材知識表徵的處理提供有價值的參考意義,優化教師的教學方式,促進數學教師的發展。本文採用了文獻研究法、文本分析法、案例分析法和比較研究法等研究方法。基於數學表徵的含義,建立教材知識表徵的比較框架,對西師版教材與香港版教材的數學知識表徵形式、多元性以及關聯性進行靜態比較,再以大陸教師與香港教師的課堂錄像轉譯成文本形式,統計分析兩位教師在代數課和幾何課中對教材知識表徵的使用情況,對教材知識表徵進行了動態比較,最後根據研究結果對我國教材的編寫提出了參考建議。本研究得到了如下的結論:(1)教材知識表徵形式方面,兩版教材都是以文字表徵為主,但香港版教材比西師版教材更加注重圖像表徵。(2)教材知識表徵多元性方面,香港版教材比西師版教材更加注重多元性。(3)教材知識表徵關聯性方面,兩版教材都比較注重知識表徵形式的關聯性,並都以並列關係和承接關係為主,但香港版教材並列關係所佔比例大,而西師版教材承接所佔關係比例大。(4)教師對教材知識表徵使用情況方面,大陸教師和香港教師對教材知識表徵進行完全使用的情況較多,香港教師在對教材知識表徵進行改編使用的部分比大陸教師多,在教材知識表徵的創新使用相對比大陸教師少。根據上述研究結論,為我國教材的編寫提出了以下參考建議:第一,注重加強教材的多元表徵,促進學生對知識的內化;第二,注重教材知識表徵形式間的聯繫,促進多元表徵形式的轉換;第三,注重教材知識表徵形式的課堂處理,促進數學知識的建構。

我國香港地區和大陸有著相同的文化底蘊,在數學教育理念方面有很多相似之處。21世紀以來,香港在借鑒國外教育經驗和本地教育實際的情況基礎上進行了多次課程改革。在最新公布的TIMSS排名中,香港的學生在數學上取得了不錯的成績。函數是高中數學課程中重點內容,函數思想貫穿著整個高中數學的學習。三角函數是高中數學初等函數中的一個重要部分,學習三角函數可以加深學生對函數內容的進一步理解,同時也可以培養學生的邏輯思維能力和數學建模的思想,提高運用所學知識解決實際問題的能力。本文將運用課程難度模型對大陸普通高中人教A版教材與香港高中數學牛津版教材的三角函數部分的課程難度進行比較研究。研究的主要內容和結果:1.運用史寧中教授的課程內容難度模型對三角函數部分的課程難度進行了比較研究,得出:在課程時間上,人教A版的三角函數課程學習時間是32課時,牛津版的三角函數課程時間是25課時;在課程廣度上,人教A版的三角函數課程廣度比牛津版的三角函數課程廣度要更大;在課程深度上,人教A版的三角函數課程深度稍大於牛津版的三角函數課程深度。2.運用了鮑建生教授建立的數學題綜合難度模型對人教A版和牛津版教材三角函數部分的習題進行了比較研究,從探究、背景、運算、推理和知識含量五個因素上對習題進行了分析。人教A版教材在“探究”“背景”“運算”三個因素上高於牛津版教材,在“推理”“知識含量”因素上牛津版教材略高於人教A版。兩個版本的綜合難度模型的雷達圖大致的形狀基本上相似,在“運算”水平上人教A版的加權平均明顯要高於牛津版的,說明人教A版的教材習題計算量相對而言比較大;在“推理”水平上,牛津版教材相比人教A版更高,說明牛津版教材在習題設置上會更注重學生的推理過程。

Limited research has examined STEM education in early childhood, or addressed how STEM is integrated into the curriculum in the kindergarten level. Teachers‟ conceptions of STEM appear to differ from the pedagogical theory. They may be aware of the basic subject concepts, but they lack the effective teaching approaches required to integrate the subject concepts into playful learning processes. Thus, it is important to investigate how teachers can design STEM activities that involve digital toys, in addition to the subject concepts, pedagogical approaches, and factors that affect teachers‟ pedagogical designs. The aims of this study were to 1) investigate the different types of STEM activities in a kindergarten in Hong Kong; 2) understand the perspectives of school management teams and teachers on implementing STEM activities, and 3) provide recommendations for STEM activities appropriate to kindergartens. Copyright © 2019 The Author(s). All Rights Reserved.

Mathematics has be stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementary and secondary school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards. Copyright © 2013 Korean Society of Mathematical Education.

中國內地自2001年推出基礎教育新數學課程後，於2012年頒佈了新的修訂版。數學教育的目標從“雙基”擴展至“四基”，亦即由“基礎知識”“基本技能”增加了“基本活動經驗”及“基本思想”。這一改變符合國際數學課程的大趨勢，也是課程研究中“兩個p”的兼容性的問題。其中一個p表示學習結果（product），包括知識內容的學習；而另一個p表示學習過程（process），包括內在能力的培養。故此，探討兩個p之間的關係是值得我們深入探究的。這個課題並不局限中國內地，也不局限於數學科。本文以定性的內容分析法分析了香港三套常用的小學數學教材，以立體圖形這一課為例，解釋了它們在各環節的側重點和教學脈絡，最後給出了教學上的啟示。 Copyright © 2014 首都師範大學出版社.

數學核心素養是指人在面對複雜的情景和實際問題時，能夠以積極主動的態度，靈活地運用數學知識和思維方法，有效地運用輔助功具，進行推理、交流、分析和判斷，從而解決問題。在數學學科的教學中，教師可以利用現實情境的教學原則作為指導教學的參考，使用探究式教學、自主學習模式等方式，運用跨學科或跨課程的學習作為補充，善用信息資訊科技手段，最終達到數學教育核心素養的實現。 Copyright © 2018 廣東高等教育出版社.