Nov 2015
Mathematics helps students acquire the ability to communicate, explore, conjecture, reason logically, make choice and solve problems using a variety of methods
Mathematics is a powerful means of communication. It enables information to be presented in many ways like figures, tables, charts, graphs and symbols, which can be processed to generate further information
Mathematics is a creative activity through which
students can demonstrate their imagination, initiative and flexibility of mind
Mathematics helps students laid a strong foundation for lifelong learning and acquired new knowledge in this
rapidly changing world
1. Ongoing renewal of the school curriculum: Focusing, deepening and sustaining
Key emphases: STEM education, e-learning and others, e.g.
generic skills, values education, Language across the Curriculum (LaC) and information literacy
2. Mathematics Education KLA
In response to needs of society, development of technology, views of stakeholders and results of TIMSS
Holistic review of Mathematics curriculum (P1-S6) to strengthening vertical continuity and coherence within and across KLAs
3. STEM education
Nurturing diversified talents for enhancing international competitiveness of Hong Kong
Enhancing students’ ability to integrate and apply knowledge and skills
The Learning to Learn curriculum reform 2001
◦ Lifelong learning and whole-person development
Ongoing renewal of the school curriculum (also known as “Learning to Learn 2.0”)
◦ To maintain Hong Kong’s competitive edge
◦ To prepare our students for the various local and global changes
globalisation and an increasingly interconnected and interdependent world
the changing face of learning and teaching brought by advances in technology
The Learning to Learn curriculum reform 2001
◦ Lifelong learning and whole-person development
Ongoing renewal of the school curriculum (also known as “Learning to Learn 2.0”)
◦ To maintain Hong Kong’s competitive edge
◦ To prepare our students for the various local and global changes
◦ To sustain and deepen the accomplishments achieved
◦ To identify new focuses in the curriculum
e.g. STEM education and e-learning
Basic Education Curriculum Guide (Primary 1-6) was updated in mid-2014
Secondary Education Curriculum Guide is being updated and will be available for schools’ reference in 2016
For details on the Ongoing Renewal of the School Curriculum:
http://www.edb.gov.hk/tc/curriculum- development/renewal/index.html
Strengthening students’ ability to integrate and apply knowledge and skills - STEM education
Holistic review of Mathematics curriculum (P1- S6), enhancing vertical and horizontal
continuity, strengthening the learning and teaching of Data Handling
Elements of the Ongoing Curriculum Renewal of School Curriculum – refined generic skills, values and attitudes, Language across the
Curriculum (LaC), information literacy
Promoting e-learning, strengthening information literacy
Focusing
STEM education
e-Learning
Deepening
Language across
the Curriculum Sustaining
generic skills
Values education
Key emphases in Mathematics
In response to
the changing needs of society and the rapid development of technology
◦ awareness of the importance of innovation, use of tablet computers in Wi-Fi classrooms
views of stakeholders collected through different means
◦ progression across key stages
◦ support to other subjects
In response to
the results of international assessment (e.g.
TIMSS)
◦ e.g. interpreting and applying mathematical outcomes in context, enhancing data handling strand
key emphases of the ongoing curriculum renewal
◦ STEM education, e-Learning and information literacy, Language across the Curriculum
recommendations are revisited and updated
extended to include the three-year senior secondary Mathematics education
Questionnaire survey
Mathematics Education Key Learning Area Curriculum Guide (P1 - S3) (2002)
Mathematics Education Key Learning Area Curriculum Guide (P1 - S6) (2016)
The overall curriculum aims of the Mathematics Education Key Learning Area are to develop in students:
• the ability to think critically and creatively, to conceptualise, inquire and reason mathematically, and to use mathematics to formulate and solve problems in daily life as well as in mathematical contexts and other disciplines;
• the ability to communicate with others, express their views clearly and logically in mathematical language;
• the ability to manipulate numbers, symbols and other mathematical objects;
• number sense, symbol sense, spatial sense, measurement sense and the capacity to appreciate structures and patterns; and
• a positive attitude towards mathematics learning and an appreciation of the aesthetic nature and cultural aspect of mathematics.
(to be kept unchanged)
• The framework and content undergo multi-stage review
• Recommendations of the NAS Medium-term Review (June 2015) (Senior secondary):
- kept unchanged for the time being
- continues to be reviewed with the finalised decision to be announced by July 2017
Major updates (P1-S3) to be announced by late 2016
Holistic Review (P1-S6) Issues to be addressed
• vertical continuity/
progression across key stages
• support to other KLAs and subjects
• STEM education
• The learning and teaching of Data Handling
• other key emphases
STEM
Integration and Application
e-Learning
&
Information literacy
Language across the Curriculum
Resources and
Partnership
Equipping students to meet the changes and challenges in our society and around the world with rapid economic, scientific and
technological developments
Promoted through Science, Technology and Mathematics Education
As stated in the 2015 Policy Address, EDB will
◦ renew and enrich the curricula and learning activities of Science, Technology and Mathematics,
◦ enhance the training of teachers,
thereby allowing students to fully unleash their potential in innovation
Aim
◦ to strengthen the Science, Technology and Mathematics Education to nurture diversified talents in the science and technology fields for enhancing the international competitiveness of Hong Kong
Objectives:
To develop among students a solid knowledge base and to enhance their interests in Science, Technology and Mathematics for further studies
and careers in meeting the changes and challenges in the contemporary world
To strengthen students’ ability to integrate and apply knowledge and skills, and to nurture
students’ creativity, collaboration and problem solving skills, as well as to foster their innovation and entrepreneurial spirit as required in the 21st century
Objectives:
To strengthen the professional capacity of and collaboration among teachers in schools and the partnerships with community stakeholders
To nurture talents and develop experts in STEM areas so as to contribute to the development of Hong Kong and our nation
Approach One
Learning activities based on topics of a KLA
Approach Two
Projects integrating relevant learning
elements of
different KLAs
General Studies energy
Speed
MathematicsDesign and build models
Generic Skills:
Communication Skills
Problem-solving Skills
Collaboration Skills
Food and nutrition
General Studies
Food hygiene and preservation
Estimate and measure
Mathematics
Collect and organise
data
Construct and discuss
graphs
Design a healthy diet menu for a school lunch box supplier
Generic Skills:
Communication Skills
Problem-solving Skills
Collaboration Skills
Design a healthy diet menu for a school lunch box supplier
Enhance learning and teaching effectiveness and develop students’ necessary qualities
for the 21st century
◦ effective use of the IT environment (e.g. Wi-Fi infrastructure) to allow flexible use of e-
resources, IT tools and mobile devices;
◦ effective use of mathematics application software (e.g. graphing tools, virtual 3-D manipulatives
and dynamic geometry software) for multiple representations of abstract concepts;
Enhance learning and teaching effectiveness and develop students’ necessary qualities
for the 21st century
◦ encouraging students to apply IT skills for inquiry and investigation (e.g. computation or graphing tools), presentation, critical thinking, information evaluation and knowledge management;
◦ effective use of e-learning resources to develop students’ creativity, collaboration and problem- solving skills as well as self-learning skills
Students discuss and suggest sections
formed by different ways of cutting
through observing
models of 3-D shapes
Students use dynamic geometry software to verify their answers
Upper Primary
Other key emphases of ongoing curriculum renewal
◦ Generic skills
◦ Values Education
◦ Language across the Curriculum
◦ Information literacy
Generic skills
Basic Skills Thinking Skills Personal and Social Skills Communication
Skills Critical Thinking
Skills Self-management
Skills Mathematical
Skills* Creativity Self-learning
Skills*
IT Skills Problem-solving
Skills Collaboration
Skills
* Numeracy Skills and Study Skills were used respectively in Learning to Learn: Life-long Learning and Whole-person Development (2001)
Values Education
seven priority values and attitudes
◦ reflect both Chinese and Western cultures/values
◦ address students’ and societal needs
◦ of vital importance for students’ whole-person development
perseverance, respect for others, responsibility, national identity,
commitment, integrity, and care for others
Values Education
seven priority values and attitudes
Others: taking up challenges, open- mindedness, cautiousness
Open-ended questions;
short research project on history of math;
problem-based learning.
Language across the Curriculum (LaC)
Literacy refers to the ability to read and write effectively
new literacy skills are needed to process and create multimodal texts (messages
conveyed through different forms, e.g. text, diagrams, tables, etc.)
Language across the Curriculum (LaC)
Reading in Mathematics helps
◦ enhance students’ interest in learning Math
◦ develop skills of literacy
The understanding on daily-life
applications and cultural aspects of
mathematics that acquired through reading
◦ provides students with a more comprehensive conception of mathematics
Information literacy
effective and ethical use of information, e.g.
◦ identify the need for information;
◦ locate, evaluate, extract, organise and present information;
◦ create new ideas;
◦ cope with the dynamics in our information world;
and
◦ use information ethically and refrain from
immoral practices such as cyber bullying and infringing intellectual property rights.
Information literacy
Mathematics provides authentic contexts for students to apply the skills
Learning and teaching of topics on data
handling and STEM-related project involve data collection, organisation, analysis,
interpretation and reporting, which are essential skills related to information literacy
Holistic
Curriculum Development Planning, Implementation and
Evaluation
Collaboration among teachers School-based factors e.g. vision and mission, students’
abilities, teachers’ expertise Curriculum
Emphases for Mathematics
Education Curriculum
documents BECG and
SECG Mathematics Education KLA
curriculum documents for
primary and secondary levels
Resources &
Support L&T resources
Community resources Research &
Development projects Professional development of
school leaders and teachers A School-based Mathematics
Curriculum with Vertical Continuity and Lateral Coherence
Assessment for different purposes
◦ Assessment for learning
◦ Assessment as learning
Basic Competency Assessment (BCA)
Learning Progression Framework (LPF)
◦ provides a common scale and language for
teachers to describe students’ performance and progress in Mathematics learning
Student Assessment Repository (STAR)
Assessment for different purposes
◦ Assessment for learning
◦ Assessment as learning
Basic Competency Assessment (BCA)
Learning Progression Framework (LPF)
Student Assessment Repository (STAR)
◦ an online assessment bank to enhance teachers’
assessment literacy and improve students’
learning by means of technology
Traditional L&T resources
L&T resources on the web
• One-stop Portal for Learning and Teaching Resources (www.hkedcity.net/edbosp)
• Mathematics Education KLA (www.edb.gov.hk/cd/maths)
Examples for key emphases
School-based Curriculum Development Section
Regional Education Offices
Tertiary institutions and professional organisations
STEM education
Other government departments
Support the ongoing curriculum renewal
◦ Curriculum planning and learning and teaching strategies for promoting STEM
◦ Effective use of e-resources
◦ Generic skills
◦ Values education
◦ Catering for learner diversity
4. Enhance professional development
of schools and teachers
2. Enrich learning activities for
students 1. Renew
curricula
3. Provide learning and
teaching resources
5. Strengthen partnerships
with community key players
6. Conduct reviews and disseminate
good practices
Enrich learning activities for students
◦ learning activities with themes on application of mathematics, e.g. using appropriate strategies to investigate and using suitable graphs to present temperature change in a day
Enhance professional development of schools and teachers
◦ Curriculum planning
◦ Learning and teaching
Q1. What are the implications of curriculum updating in school-based curriculum development?
Focusing on STEM education and e-learning in holistic curriculum planning for, deepening Language across the Curriculum and sustaining the achievements of the curriculum reform
Enriching learning and teaching activities, such as project learning, mathematical modeling, problem-based learning and reading
Q2. How can schools allocate time for promotion of STEM education?
Effective use of lesson time with infusion of STEM-related learning and teaching activities
Appropriate use of school-based flexible time of central time allocation / outside classroom learning for STEM-related projects and competitions Q3. What are the resources available for schools?
Resources from EDB, e.g. PDPs, resources at One-stop Portal
Community resources provided by other government /non-government organisations
Other resources, e.g. QEF project, PDS of EDF
• Holistic curriculum review for enhancing the progression across key stages and supports to other KLAs and subjects, and enhancing the learning and teaching of Data Handling
• Promoting STEM education
• Recommending the approaches of strengthening the ability to integrate and apply knowledge and skills within and across KLAs
• Updating other key emphases of ongoing
curriculum renewal, such as e-learning, generic skills, values education, LaC and information
literacy
