在近半世紀香港小學數學課程發展的漫漫長路中，我們看到一條現代化、本土化、普及化、規範化與專業化的路。雖然本文未能詳細描述我們過去數年研究香港戰後小學數學課程發展所得的內容及啟示，但我們仍嘗試深入探討幾個重要的課程實施原則：細水長流的課程改革過程；現代化、本土化必須因應時勢；規範化及普及化的小心配合；改革者的良性互動和專業成長。
[Copyright © 2007 香港中文大學香港教育研究所.]

The Chinese number system is believed to aid Chinese children in learning mathematics, which may help to explain the differences in mathematics performance between English-speaking and Chinese-speaking children. This chapter discusses Hong Kong Chinese preschool children’s mathematics learning and pre-primary and primary transition from the perspective of language and culture. Hong Kong preschool children have been found to perform better in mathematics compared with their English-speaking peers. Although the Chinese number naming system helps to explain the children’s better performance in learning individual mathematics concepts, this is insufficient in itself to account for the children’s performance. Other factors, such as classroom instruction and cultural beliefs about mathematics learning, may also have an important influence on children’s mathematics performance. Further studies involving teachers have shown that there is top-down pressure for Hong Kong preschools to adopt an academically focused curriculum. The Chinese cultural aspiration for academic success and the quest for a smooth pre-primary and primary transition have led to the use of the traditional drill-and-practice approach for teaching particular advanced mathematics concepts in Hong Kong preschools. The implications of this for early childhood mathematics teaching are discussed.
[Copyright © 2015 Springer Science+Business Media Singapore].

Background: A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling (HLM), latent growth modelling (LGM), and multidimensional scaling applied to longitudinal profile analysis (LPAMS). Aims: This study aimed at modelling the mathematics growth of students over a span of 6 years from Grade 3 to Grade 9. Sample: The sample comprised secondary longitudinal data collected in three waves from n = 866 Hong Kong students when they were in Grade 3, Grade 6, and Grade 9. Method: Mathematics achievement was measured thrice on a vertical scale linked with anchor items. Linear and nonlinear latent growth models were used to assess students' growth. Gender differences were also examined. Results: A nonlinear latent growth curve with a decelerated rate had a good fit to the data. Initial achievement and growth rate were negatively correlated. No gender difference was found. Conclusion: Mathematics growth from Grade 6 to Grade 9 was slower than that from Grade 3 to Grade 6. Students with lower initial achievement improved at a faster rate than those who started at a higher level. Gender did not affect growth rate.
[Copyright © 2014 The British Psychological Society.]

This study aimed to model mathematics growth of students from Primary 3 to Secondary 3 from two approaches, namely, growth in content domains, and in cognitive domains. The sample consisted of 866 Hong Kong students who were followed longitudinally from Primary 3 to Secondary 3. The data were originally collected by the Education Bureau of Hong Kong. Plausible values of achievements at Primary 3, Primary 6, and Secondary 3 in three cognitive domains (Knowing, Applying, and Reasoning) were obtained using between-item multidimensional Rasch partial credit modelling. A modified autoregressive cross-lagged design was used to predict later achievement in the cognitive domains by prior achievements in these domains. Analysis was repeated for growth in content domains (Number, Shape and Space, Measures, Data Handling, and Algebra). Analysis showed that students' later mathematics achievement was strongly predicted by their previous achievement in the Knowing and the Number domains.
[Copyright © 2014 Education Bureau, HKSARG.]

促進學習的評估(Assessment for Learning下稱 AIL)是指以提升學生學習為首要目的的評核方法。如何將促進學習的評估策略融入教學中，以改善學生的學習，為近年所備受關注的。由優質教育基金資助的「寓學習於評估：香港學校的實踐」計劃 (Assessment for Learning Hong Kong Schools)目的是推展及落實AfL理念於學界中。計劃通過為教師提供專業發展培，好讓本港教師能切實地施行AfL於教學中。本文將集中探討促進學習的評估如何在數學科教學中實踐出來 。
[Copyright © 2014 Education Bureau, HKSARG.]

This study aimed to identify clusters of primary students based on their mathematics achievement, and their perceived usefulness of and expectation of feedback from teachers, and second, to examine profiles of self-regulated learning of the students in these clusters. The sample consisted of 4,570 students at Primary 3 to Primary 5 in Hong Kong. Two-step cluster analysis identified three clusters of students in each year level, namely, low achievers with negative feedback attitudes, high achievers with moderately positive feedback attitudes, and moderate achievers with strong positive feedback attitudes. Further, the clusters of moderate and high achievers shared similar mathematics self-efficacy, but moderate achievers had higher achievement goals and stronger self-regulated learning practices than either high or low achievers. Further, low achievers had the lowest, and moderate achievers the highest, self-regulated learning in mathematics. These results were consistent across year levels.
[Copyright © 2014 National Academy for Educational Research.]