Quality Textbooks and Other Learning and Teaching Resources

Learning and teaching resources provide students with a basis for enriching their learning experiences. The effective use of learning and teaching resources helps students extend and construct knowledge and consolidate what they have learned, and is therefore an important factor for the successful implementation of the school Mathematics curriculum. Schools need to select, adapt and, where appropriate, develop relevant resources to support student learning.

Among the variety of learning and teaching resources, textbooks are usually regarded as the most common type. However, textbooks are not the curriculum but tools to facilitate the learning and teaching of the curriculum. Before teaching, teachers are encouraged to refer to this guide and its supplement for learning content, curriculum planning, and learning and teaching of the primary, junior secondary and senior secondary Mathematics curriculum¹².

Other than textbooks, teachers should develop or select relevant learning and teaching resources to help students achieve the target learning objectives.

6.1.1 Textbooks

Nowadays students learn in a dynamic learning environment and from a variety of learning resources, resulting in broadened learning experiences. However, textbooks still play an important role in mathematics education in such an environment, and have great influence on the learning and teaching that takes place in the mathematics classroom. Textbooks are also materials for students’

self-directed learning, preparation and revision. Therefore, well-written Mathematics textbooks should align with the aims of the Mathematics Education curriculum and facilitate effective learning.

12 Before the implementation of the revised Mathematics curriculum (P1 – S6), teachers may refer to the Mathematics Curriculum Guide (P1-P6) (2000), Syllabuses for Secondary Schools–Mathematics (Secondary 1 - 5) (1999) and Mathematics Curriculum and Assessment Guide (Secondary 4-6) (with updates in November 2015).

A set of guiding principles for quality textbooks has been developed by the EDB to provide criteria for schools and teachers in choosing quality textbooks for their students. It is accessible at http://www.edb.gov.hk/en/curriculum-development/resou rce-support/textbook-info/GuidingPrinciples/index.html.

Schools can make reference to the Recommended Textbook List (RTL) and the Recommended e-Textbook List (eRTL) at www.edb.gov.hk/rtl and www.edb.gov.hk/ertl respectively when selecting textbooks. All textbooks placed on the RTL or eRTL are written in line with the curriculum documents issued by the CDC and deemed acceptable in terms of the content, learning and teaching, structure and organisation, and language used.

In the selection of Mathematics textbooks, schools and teachers have to consider:

 Whether the sequencing of topics is compactable with the school Mathematics curriculum and meets students’ abilities for effective development of mathematical concept, generic skills, values and attitudes;

 Whether different learning activities are included for students to investigate, discuss, make conjectures, and test hypotheses;

 Whether the examples and illustrations of mathematical concepts and skills meet the needs and abilities of students;

 Whether the learning activities provided by the textbooks allow teachers to engage students in applying their mathematical knowledge to solve problems, including real-life problems; and

 Whether peer and self-assessments are incorporated in learning activities to help students assess their own learning and reflect on what and how they have learned for further improvement.

In choosing Mathematics textbooks for use by students, schools should set up mathematics textbook selection committees to evaluate the relevance and suitability of the textbook in meeting the educational needs and abilities of their students. The extent to which teachers can exercise professionalism in adapting the contents to meet the learning and teaching objectives should also be taken into consideration.

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6.1.2 Learning and Teaching Resources Other than Textbooks

Textbook is only one of the many learning and teaching resources. Other resources for the learning and teaching of mathematics may include:

 physical models and teaching aids (such as counters, blocks and geometric models);

 audio-visual materials (such as ETV programmes);

 printed resources (such as library books, magazines, journals, and reference materials developed by the EDB);

 e-resources (such as commonly used application software for desktop computers or mobile computing devices and resources available on the school e-platform), including Internet resources (such as web-based graphing tools and short videos on mathematical topics); and

 community resources (such as statistical reports and graphs in the newspaper and resources provided by professional bodies).

Using textbooks as the only resource is not sufficient to achieve the aims and objectives of the Mathematics Education curriculum. Adaptation of textbooks and other learning and teaching resources may be necessary to meet the needs and abilities of different students. When new mathematical concepts are to be constructed, manipulative materials can be provided and suitable apps can be used to help students visualise abstract concepts. When mathematical skills are to be sharpened or facts to be memorised, consolidation activities are needed. When independent work is assigned, activity cards, projects and application software can be used. Providing quality learning and teaching resources to support the implementation of the Mathematics curriculum is therefore basic to effective teaching. At the same time, teachers could develop their learning and teaching resources to suit their students.

A list of examples of websites and application software for the learning and teaching of mathematics is provided in Appendix 4 of this Guide for teachers’

reference.

6.1.3 Resources in Support of Curriculum Development

Education Bureau Resources

The EDB has developed a variety of resource materials for primary and secondary teachers to support the implementation of the Mathematics Education curriculum and enhance the effectiveness of the learning, teaching and assessment of mathematics. Some of the resource materials are listed below as examples:

 EDB One-stop Portal for Learning and Teaching Resources (http://www.hkedcity.net/edbosp/)

It provides learning and teaching materials for the learning units of different key stages.

 Learning and teaching resource packages, such as Addenda Series for Primary Mathematics

 Printed materials, such as Mathematics Cabinet Series and School Mathematics Newsletter

 Website of the Mathematics Education KLA

(http://www.edb.gov.hk/tc/curriculum-development/kla/ma/res/index.html)

 The Assessment Tasks Reference (www.hkedcity.net/edbatr)

It provides assessment tasks on various topics

 Web-based Learning and Teaching Support (WLTS) (http://wlts.edb.hkedcity.net/)

 Educational Television (ETV) programmes (https://www.hkedcity.net/etv/en/?currId=71)

For more details of the EDB resources, please refer to Appendix 5 of this Guide or visit the homepage of the Mathematics Education KLA at:

http://www.edb.gov.hk/cd/maths/

Collaborative Projects

To facilitate the implementation of the primary and secondary Mathematics curricula and support teachers further, the EDB has engaged in a series of collaborative research and development (“Seed”) projects with schools since September 2001. These projects are geared towards promoting the learning

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capabilities of students, generating good practices, suggesting useful teaching methodologies and developing a critical mass in order to achieve the aims of the school Mathematics curriculum.

Since 2001, more than 30 “Seed” projects have been initiated by the Mathematics Education Section and more than a hundred primary and secondary schools have participated in them. The key concerns of these projects include:

 curriculum planning and learning and teaching strategies;

 development of critical thinking and creativity through learning activities;

 assessment for learning; and

 focal points of ongoing curriculum renewal, e.g. STEM education.

Based on the experience gained in these projects, learning and teaching packages are produced and disseminated to schools and mathematics teachers in the professional development programmes. For the list of “Seed” projects conducted, please refer to Appendix 6 of this Guide or visit: https://cd.edb.gov.hk/seed/chi/seed.

asp.

Community Resources

Authentic materials such as advertisement leaflets, statistical reports presented on the Internet and graphs printed in the newspaper could provide up-to-date information that could easily arouse students’ interest in learning. Different organisations in the community also organise seminars and forums to familiarise teachers with the current development in mathematics education. Some of the community resources are listed in Appendix 5 of this Guide for teachers’ reference.