Learning and Teaching Resources
Chapter 6 Learning and Teaching Resources
6.3 Resource Management in Schools
Proper use of resource materials in teaching mathematics can enhance students’
learning effectiveness and make learning and teaching process more interesting.
However, it is important that available resources for the learning and teaching of mathematics are well managed. Below are some suggestions on resources management:
Schools should make good and flexible use of grants to build up a suitable stock of both electronic and non-electronic resource materials for the learning and teaching of mathematics.
An up-to-date list of resources, with resources grouped under proper categories, is suggested to be uploaded to the school intranet for teachers’ easy reference. Teachers are encouraged to make flexible use of different kinds of learning and teaching materials.
If space is available, new resources and learning packages should be displayed for teachers’ information and perusal.
Small workshops or experience-sharing sessions can be conducted to provide teachers with a better understanding of the resources available.
The stock of library books suitable for teachers and students on the academic and recreational aspects of mathematics could be increased. It is also advisable to compile or update the list of available mathematics journals and reference books in the school library for teachers’ perusal.
Regarding e-resources, teachers are encouraged to
- check that webpages or on-line tools are still readily available on the Internet;
- compare software of similar functions and choose an appropriate one for their students;
- choose appropriate e-platforms to facilitate sharing and communication among students and teachers, such as sharing learning and teaching resources with appropriate measures to protect intellectual property rights;
and
- form communities of practice among teachers within and outside schools to investigate, reflect on and share experiences in the use of different types of e-resources.
School may refer to Chapter 7 of the Basic Education Curriculum Guide – To Sustain, Deepen and Focus on Learning to Learn (Primary 1 – 6) (2014) and Booklet 10 of the Secondary Education Curriculum Guide (2017) for more ideas on learning and teaching resources.)
Examples
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This Curriculum Guide includes a number of examples, which illustrate how the spirit of the Mathematics curriculum can be realised through activities, how the focal points of the ongoing curriculum renewal can be promoted, how generic skills can be fostered and how learner diversity can be catered for. The table below shows the main concerns of the examples.
Title Key Stage and
Strand Main Concerns Major Generic Skills Fostered*
Page
1. Hand in Hand KS1 Number
Interface Communication
Critical thinking
Problem solving
p.112
2. Sharing Game KS1 Number
Diversified Learning activities
Communication
Problem solving
p.117
3. Making Your Own Measuring Cup
KS1 Measures
Project learning Collaboration
Critical thinking
Problem solving
p.122
4. Discovering Symmetry
KS1
Shape and Space
Learner diversity Communication
Creativity
Critical thinking
p.126
5. Finding Area KS2 Measures
Diversified Learning activities
Communication
Creativity
Problem solving
p.130
6. Rubber Band Powered Car
KS2 Measures
STEM education Collaboration
Creativity
Problem solving
p.133
7. Cross Sections of 3-D Shapes
KS2
Shape and Space
e-Learning Information technology
Self-learning
p.138
8. Knowing Your Community
KS2
Shape and Space, Data Handling
Project learning Collaboration
Creativity
Critical thinking
Problem solving p.141
Title Key Stage and
Strand Main Concerns Major Generic Skills Fostered*
Page
9. Extra-Curricular Activities
KS2
Data Handling
Project learning Collaboration
Communication
Critical thinking
p.145
10. Four Seasons KS2
Data Handling
STEM education Creativity
Critical thinking
Information technology
p.148
11. Investigating Errors of Measurements by GPS Tracking Apps
KS3
Number and Algebra
STEM education Communication
Critical thinking
Information technology
Problem solving
p.153
12. Design a Healthy Diet Menu
KS3
Number and Algebra, Data Handling
STEM education Collaboration
Creativity
Problem solving
p.156
13. Mathematics Magic KS3
Number and Algebra
Project learning Collaboration
Communication
Critical thinking
Problem solving
p.158
14. Open-ended Geometric Problem
KS3 Measures, Shape and Space
Diversified modes of assessment
Communication
Critical thinking
Problem solving
p.162
15. Slopes of
Perpendicular Lines KS3 Measures, Shape and Space
e-Learning Information technology
Problem solving
Self-learning
p.164
16. Volume of Frustums KS3 Measures, Shape and Space
History of mathematics
Communication
Creativity
Problem solving
p.167
111
Title Key Stage and
Strand Main Concerns Major Generic Skills Fostered*
Page
17. Surface Areas of Prisms
KS3 Measures, Shape and Space
Learner diversity Communication
Critical thinking
Problem solving
p.172
18. Flipping Measure Spoons
KS3 Measures, Shape and Space
STEM education Critical thinking
Self-learning
p.178
19. Translations of Functions
KS4
Number and Algebra
e-learning Creativity
Information technology
p.182
20. Modelling the Spread of a Disease
KS4
Number and Algebra
STEM education Critical thinking
Problem solving
p.189
21. Return and Risk KS4
Data Handling
Entrepreneurial spirit Critical thinking
Problem solving
p.195
22. Mathematics Reading Scheme
KS1-4 Language across the Curriculum
N.A. p.202
*Note: “Mathematical Skills” is not included in the list as all examples involve development and applications of Mathematics Skills in different aspects.
Example 1
Example 1 Hand in Hand
Key Stage: 1
Strand: Number
Learning Unit: Numbers to 20
Objective: To understand odd and even numbers Prerequisite Knowledge: Understand numbers 1-10 Resources Required: (i) Beads
(ii) Worksheets
Description of the Activity:
Activity 1
1. The teacher chooses a group of not more than 10 (e.g. 7) students. Every student in the group tries to find a partner and stands hand in hand with him/her. Students record the results on the worksheet “Hand in Hand”, e.g.
No. of Students
Draw lines joining hands to indicate how the classmates stand hand in hand
Does everyone get a partner? ( or )
7
2. Repeat Step 1 with different numbers of students in a group and record the results on the worksheet.
Questions for discussion:
1. Every two students in a group will hold hands together. Will everyone get a partner?
2. If there are 7 students in a group, how many students could be added so that each student gets a partner? At least how many students should be added?
3. In what situation can each student get a partner? In what situation is a student left without a partner?
4. The teacher chooses a group of not more than 10 students to enter the “three-legged
Example 1
113
race” competition. The rules of the competition require teams of 2 students. How many students can be chosen? (Students can provide more than one answer.)
Activity 2
1. The teacher gives each student 10 beads. When the teacher says a number (e.g. 5), each student takes out the corresponding number of beads and arranges them in pairs.
2. Students record the results in Part A of the worksheet “Odd and Even Numbers”.
3. Students observe and compare the results, and divide the numbers into two types.
Then the teacher introduces the concept of “odd numbers” and “even numbers”.
Questions for discussion:
1. Observe the arrangements of beads, what are the similarities and differences?
2. Based on the above observation, how many types of numbers can 1 to 10 be divided into?
3. Which numbers are of the same type? What is the common characteristic of these numbers?
Activity 3
1. Students generalise a conclusion based on the discussion in Activity 2, and complete Part B of the worksheet “Odd and Even Numbers”.
2. Students observe the results in Part B of the worksheet. Then they discuss and find out the relationship between odd numbers and even numbers.
Questions for discussion:
1. Which numbers are odd numbers? Which numbers are even numbers?
2. What is the relationship between the order of appearing of odd numbers and even numbers?
3. You have odd number of beads. If you want to make it even, how many more beads should be added? What is the least number of beads that should be added? How many beads should be taken away? What is the least number of beads that should be taken away?
4. You have even number of beads. If you want to make it odd, how many more beads should be added? What is the least number of beads that should be added? How many beads should be taken away? What is the least number of beads that should be taken away?
This example mainly involves the following generic skills:
Example 1
1. Communication Skills
Comprehend and act appropriately on spoken instructions, for example, by following the teacher’s instructions to draw and record the findings on the worksheet
Present results of tasks with drawings and symbols
Discuss with others in accomplishing tasks, for example, by finding out the differences between odd and even numbers
2. Critical Thinking Skills
Reason inductively when exploring the characteristics of numbers
Draw logical conclusions based on adequate data and evidence
3. Problem Solving Skills
Adopt various ways of solving problems, for example, by finding ways to make an odd number even or make an even number odd
Example 1
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