在評估小組專題研習時，如何區分個別學生對作業所作的貢獻？本文將對這個過程中所產生的問題進行討論。朋輩評估是任何建議的評估形式所必備的要素，但是使用任何形式的 “加權因子”，都會違背了協作式分組活動的理念。本文描述一個將評估中的過程元素與成果元素分開的結構，同時提出一套適用於過程朋輩評估的通用準則。這個評估結構曾在香港大學向一群學生實施，並以問卷及深層訪問進行評鑑。本文討論這次評鑑的結果，特別指出使用評估準則時需要 “訂立基準”，文章也探討了這類評估所包含的 “內外有別” 的表現，提出這是一個很重要的文化因素，並會引發許多問題。
[Copyright © 2003 香港公開大學出版社.]

Mathematics is widely perceived as an abstract academic subject to teach or to learn. However, Information Technology can be used as a means to help explain or understand the abstract mathematical ideas in a variety of topics of mathematics. Undoubtedly, it can enhance students' understanding of the concepts concerned and hence improve the quality of teaching and learning. This paper reports the design and implementation of a Chinese-interfaced multimedia courseware for teaching Mensuration, Set Theory, Geometry and Probability in the Hong Kong Institute of Education. This courseware provides an interactive, flexible, user-friendly environment where instructors and pre-service student teachers can use it for teaching or self-learning a variety of topics in the aforementioned areas of mathematics. The difficulties encountered in out design and implementation will be discussed. In addition, the evaluation of evaluation of feedback from student teachers and some expert users on using the trial version of our courseware will be included. We hope our findings will prove useful to other instructors who are interested in developing interactive mathematics courseware in their own institutions.

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.]

This paper attempts to analyze the organization of the primary mathematics curriculum in Hong Kong. We follow the guidelines of Posner (1995) by answering five questions he posed on curriculum organization. The macro-level, micro-level, media employed, organization principles, and relative status of subject matter of the curriculum are discussed.
[Copyright © 2000 The Hong Kong Institute of Education.]

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.]

The use of history in mathematics classroom has enormous potential for enlivening both teaching and learning of mathematics. There is a need to promote how to incorporate history of mathematics into the primary mathematics curriculum. This paper discusses the rationales on how to integrate history of mathematics into the primary mathematics curriculum. We also report on how to locate useful and relevant resources in books, journals and the WWW concerning the use of history in mathematics education for primary school teachers in Hong Kong. We hope our findings will prove useful to other educators in the same research area.
[Copyright © 2000 The Hong Kong Institute of Education.]