This paper attempts to facilitate the enhancement of students' problem-solving ability by use of day-to-day Mathematical problems. The author uses examples and shows that day-to-day Mathematical problems, if presented well, can serve the same purpose as non-routine or contestant questions.

The major concern of this paper is about the justifications of secondary Mathematics education. The author reviews the three main aims of Mathematics education: Mastery of Mathematics as tools; Mastery of Mathematics for the intrinsically valuable goals; and Appreciation of Mathematics. The author concludes that, under the assumption of CAM (Computers can do all the Mathematics that can be done by human beings), only the kind of Mathematics education which aims at Appreciation of Mathematics is justified.

In this article, the authors review the guides published by the Curriculum Development Council in 1992. There are four documents which provide guidance to schools on the curriculum for each formal schooling: Kindergarten, Primary, Secondary, and Sixth Form. Critical comments on each of these documents are given by the authors.

This paper aims to promote teachers' participation in all curriculum development processes commonly believed to be a powerful collaborative approach which can improve the school curriculum. The author points out that its success lies on three interacting elements: the skill and knowledge enhancement of teachers, a genuinely open system for participation, and a facilitating human environment.

The author reports that the Curriculum Development Institute (CDI) was established in April 1992 as a new Division of the Education Department. It was characterized by its special contractual staffing arrangement which hopefully could produce a desired working culture expected of a professional agency. The CDI was still in its formative stage, and the author believed that the organizational structure of CDI could be further streamlined to develop a greater degree of autonomy and professionalism and that, to succeed, quality and innovation needed to be initiated and owned by every member of the institute.

This paper records that there are 168 articles published in the Curriculum Forum from 1991-1997, that this collection has been indexed and classified according to a group of descriptors or keywords, that a wide range of topics has been covered and analyzed, and that the Curriculum Forum provides valuable information about Hong Kong subject teaching in general and curriculum design development and implementation in particular.