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Holistic Reform of the Mathematics Curriculum - the Hong Kong Exoperience
Wong, Ngai Ying,Lam, Chi Chung,Leung, Frederick Koon-Shing,Mok, Ida Ah-Chee,Wong, Ka Ming Patrick 한국수학교육학회 1999 수학교육연구 Vol.3 No.2
The Hong Kong mathematics curriculum has launched its reform in recent years. It was the first time that a holistic review of syllabi from Primary 1 through Secondary 7 was made. The curriculum development agency also decided to base the reform on sound pedagogical foundations. That was assisted with academic research where the views of various stakeholders were investigated in detail. Surveys were conducted with students, parents, teachers, employers, university professors, and curriculum designers and they give a full picture of mathematics teaching and learning in Hong Kong. The rich data collected should shed light on the development of mathematics curriculum in other regions with similar socio-cultural and educational settings.
Changing Students` Conceptions of Mathematics through the Introduction of Variation
( Ngai Ying Wong ),( Chit Kwong Kong ),( Chi Chung Lam ),( Ka Ming Patrick Wong ) 한국수학교육학회 2010 수학교육연구 Vol.14 No.4
Some 400 Secondary One (i.e. seventh-grade) students from 10 schools were provided with non-routine mathematical problems in their normal mathematics classes as exercises for one academic year. Their attitudes toward mathematics, their conceptions of mathematics and their problem-solving performance were measured both in the beginning and at the end of the year. Hierarchical regression analyses revealed that the introduction of an appropriate dose of non-routine problems would generate some effects on the students` conceptions of mathematics. A medium dose of non-routine problems (as reported by the teachers) would result in a change of the students` conception of mathematics to perceiving mathematics as less of "a subject of calculables." On the other hand, a high dose would lead students to perceive mathematics as more useful and more as a discipline involving thinking. However, with a low dose of non-routine problems, students found mathematics more "friendly" (free from fear). It is therefore proposed that the use of non-routine mathematical problems to an appropriate extent can induce changes in students` "lived space" of mathematics learning and broaden their conceptions of mathematics and mathematics learning.
Teacher`s Gender-Related Beliefs about Mathematics
( Qiao Ping Zhang ),( Ngai Ying Wong ),( Chi Chung Lam ) 한국수학교육학회 2013 수학교육연구 Vol.17 No.3
Mathematics has been stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementary and secondary school mathematics. The re-search found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students` behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study exam-ines teachers` beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher`s gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with av-erage academic standards.
( Leung K C Issic ),( Lin Ding ),( Allen Yuk Lun Leung ),( Ngai Ying Wong ) 한국수학교육학회 2014 수학교육연구 Vol.18 No.3
Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers` lack of relevant subject content knowledge. However, recent research findings have revealed that teachers` knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers` knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive rea-soning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.
( Leung K C Issic ),( Ding Lin ),( Leung Allen Yuk Lun ),( Wong Ngai Ying ) 한국수학교육학회 2014 수학교육 학술지 Vol.2014 No.1
Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (Curriculum and Assessment Guide S4-6, 2007, page 15). Ironically, students` performance in their routine assessment on geometric reasoning, such as proving geometric propositions, and justifying geometric properties, is far below teachers` expectation. One might argue that it is due to teachers` lack of relevant subject content knowledge. However, recent research findings reveal that teachers` knowledge for teaching (e.g. Ball et al 2009) in deductive reasoning skills also plays a crucial role on students` learning. Prior to a comprehensive investigation on teachers` competency, in an analogue approach of case study, we aim at investigating teachers` knowledge competencyon how to teach their students to argue mathematically that, as an example, two given triangles are congruent. In which skilful reasoning of deduction is essential. Initial findings show that both subject and pedagogical content knowledge are essential for an effective teaching on this challenge topic. We conclude our study by suggesting a way that teachers can further improve their teaching effectiveness.