Curriculum changes in Hong Kong primary mathematics: Implications for mathematics teacher education
AbstractThere have been rapid changes in the economic, social and technological situations of Hong Kong in the last two decades. Because of these, the education systems and policies have changed accordingly. Have these changes affected the primary mathematics education? The official curricula for primary mathematics at different time spans may give us some hints to the answers for this question. The present study is based on the comparison of three official curricula for primary mathematics set in 1973, 1983 and 1995 respectively and one officially drafted version of primary mathematics curriculum disclosed in 1997. It is found that the 1973 curriculum just served as guidelines for mathematical contents of the public examination for Primary Six students. There are five overall objectives clearly stated in the official curriculum of Primary Mathematics printed in 1983. Compared to the one in 1973, it is much more student-centered. This syllabus is now still the main one used by mathematics teachers and book publishers, though a new curriculum initiative named “Target Oriented Curriculum” has been introduced since 1993. This new initiative emphasizes clearly defined learning objectives and outcomes. In the drafted curriculum for 2001, the new topic of “Probability” and the uses of calculators and computers are introduced. This paper elaborates the changes and discusses their implications for pre-service and in-service mathematics teacher education.
Leung, E. C. K. (2000). Curriculum changes in Hong Kong primary mathematics: Implications for mathematics teacher education. Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM]. Hong Kong: Hong Kong Institute of Education.