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( Yiu Chi Lai ),( Tak Wah Wong ) 한국수학교육학회 2012 수학교육 학술지 Vol.2012 No.2
Learning and assessment have been treated traditionally as two separate issues, where the latter is conducted after the former to evaluate what learners have imbibed, enabling instructors to rank their abilities accurately. However, assessment should be designed to support learning and be embedded in the learning process. Feedback, questioning and dialogue, and sharing successful criteria are also considered characteristics of Assessment for Learning (AfL). Meanwhile, Web 2.0 tools such as wikis can facilitate different forms of feedback, self- and peer assessment, and multidimensional assessment methods advocated in AfL. In summary, exploring how to integrate AfL strategies in wiki-based learning activities is worthwhile for us because AfL is one of the focuses of the curriculum reform. In this paper, we will discuss a case study on teaching “Shape and Space” in a primary school. This case indicated that the teacher can monitor the learning process and use assessment to uncover students` learning. The wiki platform also allows the teachers to provide timely feedback to facilitate students` learning.
( Yiu Chi Lai ),( Tak Wah Wong ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.1
Learning and assessment have been treated traditionally as two separate issues, where the latter is conducted after the former to evaluate what learners have imbibed, enabling instructors to rank their abilities accurately. However, assessment should be designed to support learning and be embedded in the learning process. Feedback, questioning and dialogue, and sharing successful criteria are also considered characteristics of Assessment for Learning (AfL). Meanwhile, Web 2.0 tools such as wikis can facilitate different forms of feedback, self- and peer assessment, and multidimensional assessment methods advocated in AfL. In summary, exploring how to integrate AfL strategies in wiki-based learning activities is worthwhile for us because AfL is one of the focuses of the curriculum reform. In this paper, we will discuss a case study on teaching “Shape and Space” in a primary school. This case indicated that the teacher can monitor the learning process and use assessment to uncover students` learning. The wiki platform also allows the teachers to provide timely feedback to facilitate students` learning.
Roles of Teachers in Learning Study : A Case Study in Teaching Fractions
( Tak Wah Wong ),( Yiu Chi Lai ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.1
This paper aims to explore whether Learning Study improves teachers` subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.
Roles of Teachers in Learning Study: A Case Study in Teaching Fractions
Tak Wah Wong,Yiu Chi Lai 한국수학교육학회 2013 수학교육연구 Vol.17 No.1
This paper aims to explore whether Learning Study improves teachers‘ subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.
A Case Study of School-based Curriculum Developmenton Significant Figures
( Wong Tak Wah ),( Lai Yiu Chi ) 한국수학교육학회 2014 수학교육 학술지 Vol.2014 No.1
This paper describes the rationales, models and process of developing a school-based mathematics curriculum. To do that, this study focuses on an example case conducted in a Hong Kong secondary school regarding significant figures in the Form 2 mathematics curriculum. With realistic examples about the analysis of objectives, content, teaching approaches and assessments of the selected mathematics topic, teachers strongly recognized the importance of these four basic elements in the curriculum.
( Tak Wah Wong ),( Yiu Chi Lai ) 한국수학교육학회 2012 수학교육 학술지 Vol.2012 No.1
This study investigated the impact of the entry level of mathematics subject knowledge on student teachers` mathematics pedagogical content knowledge development and mathematics teaching effectiveness in their teaching practice. The sample consisted of twenty-four student mathematics teachers; twelve have A-Level mathematics pass and other twelve with only O-level mathematics pass. They were all studying in a 4-year Bachelor of Education (Honours/Primary) programmes; they are either taking mathematics as their major subject or minor subject. Through the investigation, the study revealed that student teachers` entry level of mathematics subject knowledge has neither effects on their mathematics pedagogical content knowledge development and mathematics teaching performance. These findings lead the society to consider whether student teachers` with O-level mathematics pass are already eligible to be trained as professional primary mathematics teachers. As a consequence, how to develop student-teachers` mathematics pedagogical content knowledge and whether we need to restructure our Bachelor of Education (Primary) programmes` curriculum become major issues in our primary mathematics teacher professionalism.
( Tak Wah Wong ),( Yiu Chi Lai ) 한국수학교육학회 2012 수학교육연구 Vol.16 No.1
This study investigated the impact of entry level of mathematics subject knowledge on student teachers` mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/ Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers` entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers` mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes` curriculum in teacher professionalism.