The purpose of this study is to make a comparison between training culture in the perspective of digital technology and the approach of middle and upper volleyball coaches in Hong Kong and Indonesia to get reflection or feedback, as well as recommendations from the research results obtained for improvement. The quality of coaches in both countries. Comparative study research method with a questionnaire instrument. Data analysis used t test, or different test. The sample used in this study is a purposive sample from the two countries with the subject being a volleyball coach who practices at high school or equivalent. Data analysis was carried out by comparing the average differences in respondents' answers regarding the use of digital technology and training culture and training style between the two countries. The higher the average, the better the culture and style of training in a country. Data normality analysis with Kolmogorov-Smirnov and Homogeneity with Lavene's Test. The research subjects were 85 high school volleyball extracurricular coaches in Indonesia, and 22 coaches from Hong Kong. The findings of the research results Sig.(2-tailed) value (0.038 < 0.05) there is a significant difference between the culture and coaching style of volleyball coaches in Indonesia and coaches in Hong Kong. There are significant differences between culture and coaching styles in the context of digital technology in volleyball practice in Indonesian and Hong Kong high schools. Copyright © 2023 Ismail Sahin.

Mathematical disagreements occur when students challenge each other’s ideas related to a mathematical concept. In this research, we examined Hong Kong and U.S. elementary teachers’ perceptions of mathematical disagreements and their resolutions using a video-stimulated survey. Participants were directed to give particular attention to the mathematics embedded within the disagreement and approaches for resolving the disagreement. Results revealed incomplete knowledge structures for the SELECTed mathematical topic for both Hong Kong and U.S. participants. Differences existed between the two groups regarding the resolution of the disagreement, as Hong Kong participants focused on the content within the resolution process while U.S. participants focused on the form of the resolution process. Both groups found value in mathematical disagreements but for different reasons. Hong Kong participants indicated that the mathematical disagreements supported them in identifying students’ misunderstandings. In contrast, U.S. participants reported that mathematical disagreements helped to identify areas in which students lacked prerequisite knowledge. Implications for future work are provided. Copyright © 2016 International Journal of Education in Mathematics, Science and Technology.