The education department’s top-down introduction of a new curriculum, TOC(Target Oriented Curriculum), in Hong Kong in 1996 was preceded by an assessment reform, TTRA(Targets and Target related Assessment). TTRA was strongly opposed by teachers who formed negative attitudes towards TOC without much appropriate knowledge on TOC. This Study attempts to find out if there is a relationship between knowledge of TOC and attitudes towards TOC. Over 500 questionnaires were distributed to pre-service teachers at HKIEd in June of 1999. Results showed overwhelmingly that knowledge on TOC does correlates positively with attitudes towards TOC. The data should be useful to teachers, educators, curriculum planners and TOC teacher education section of the education department for the smooth implementation and dissemination of TOC in Hong Kong.

The paper presents some major concerns in the field of statistics education and highlights the importance of active investigation and hands-on experience in data　handling. This emphasis, contrasted with the precedence teachers usually give to　instructions of graph-construction and computation procedures, is considered as crucial in rendering one’s statistical ability. With the changes in the data handling dimension brought about by the new 2001 secondary mathematics syllabus, we anticipate a better position to enhance the teaching and learning of statistics. While information technology is gaining much attention nowadays, this paper also reports the development of a web-based teaching resource package, called Stat.Net, which is designed for use in statistics classrooms. Despite certain features of this resource package, as discussed in this paper, which are deemed supportive of students’ active statistical investigations, the discussion also reveals some important issues pertinent to the use of information technology in conjunction with new mathematics syllabus.

本文旨在剖析香港數學教師的專業化情況。全文分成三個主要部份：首先由數學教師的知識基的探討出發，揭示研究數學教師專業化的理論依據和障礙；其次是現況檢視；最後是困難和前瞻。