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RISS 인기검색어
- 검색키워드
- 저자 : ( Ka Ming Patrick Wong ) (검색결과 2 건)
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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.
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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.
ScienceON
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