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。

Many students have difficulties in the learning of elementary statistics because they think the concepts are abstract. Besides traditional classroom instruction, teachers can use the World Wide Web (WWW) technology to enhance the teaching and learning of statistics. In this paper, the author wants to discuss how the WWW technology can:- serve as a teaching resource; elaborate on the statistical concepts; promote interactive learning; be available for individual learning; and prepare students for the world of learning and work in an information age.

To solve the problem faced by most of the students in Hong Kong who conduct recipe learning, we would like to enhance their understanding by web-based interactive multimedia learning tools. Nevertheless, we find that the existing packages are limited in functionality and user-friendliness. Worst of all, very few of them are Internet-based. Therefore, we develop our own Internet tools, including two-dimensional geometric and vector plotters, a time evolution three-dimensional plotter and an Internet mathematical equation editor. All these tools have the following features: they are &ser-friendly, interactive, dynamic, extendible and Internet based. Hence, they are very suitable to be utilized as teaching tools. A research has been conducted to test their effectiveness. The result shows that students welcome the use of Internet-based learning tools and achieve better understanding after using them. This is of course very rewarding and, thus, we are highly motivated to develop more tools of this kind to supplement the normal lecturing of d4fferent subjects. More detailed information can be found at http://vied.eee.hku.hk.