The WIFI Study: Students’ Valuing of Mathematics Learning in Hong Kong and Japan

2017 ◽  
pp. 333-354 ◽  
Author(s):  
Wee Tiong Seah ◽  
Takuya Baba ◽  
Qiaoping Zhang
Keyword(s):  
Hong Kong ◽  
Mathematics Learning

Do children with mathematics learning disability in Hong Kong perceive word problems differently?

2020 ◽  
Vol 68 ◽  
pp. 101352
Author(s):  
Eason Sai-Kit Yip ◽  
Terry Tin-Yau Wong ◽  
Sing-Hang Cheung ◽  
Kelvin King-Wun Chan
Keyword(s):  
Hong Kong ◽  
Learning Disability ◽  
Word Problems ◽  
Mathematics Learning

Students’ Conception of Mathematics Learning: A Hong Kong Study

1999 ◽  
Vol 14 (2) ◽  
pp. 27-48 ◽  
Author(s):  
Chi-Chung Lam ◽  
Ngai-Ying Wong ◽  
Ka-Ming Patrick Wong
Keyword(s):  
Hong Kong ◽  
Mathematics Learning

Valuing from Student’s Perspectives as a Lens to Understand Mathematics Learning: The Case of Hong Kong

2018 ◽  
pp. 43-53
Author(s):  
Tasos Barkatsas ◽  
Huk Yuen Law ◽  
Ngai Ying Wong ◽  
Wee Tiong Seah
Keyword(s):  
Hong Kong ◽  
Mathematics Learning

From the Confucian Tradition to the Digital Era: The Case of Mathematics Teaching in Hong Kong

2019 ◽  
Vol 8 (1) ◽  
pp. 73-94
Author(s):  
Ida Ah Chee Mok
Keyword(s):  
Hong Kong ◽  
Mathematics Teaching ◽  
Classroom Practice ◽  
Cultural Context ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
International Studies ◽  
Confucian Tradition ◽  
International Student Assessment ◽  
Learning Tasks

Abstract Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS) (Mullis, et al., 2012) and the Programme for International Student Assessment (PISA) (Organization for Economic Co-operation and Development (OECD), 2010); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition.

What Primary Students in the Chinese Mainland, Hong Kong and Taiwan Value in Mathematics Learning: A Comparative Analysis

2015 ◽  
Vol 14 (5) ◽  
pp. 907-924 ◽  
Author(s):  
Qiaoping Zhang ◽  
Tasos Barkatsas ◽  
Huk-Yuen Law ◽  
Yuh-Chyn Leu ◽  
Wee Tiong Seah ◽  
...  
Keyword(s):  
Hong Kong ◽  
Comparative Analysis ◽  
Mathematics Learning ◽  
Chinese Mainland ◽  
Primary Students ◽  
The Chinese Mainland
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