[quality\EQW_May
DRAFT
THE HONG KONG INSTITUTE OF EDUCATION
Department of Mathematics, May 2001
|Departmental Education Quality Work (EQW) Profile (Draft) |
|1. |Introduction |
| | |
|1.1 |This paper provides a summary profile of education quality work (EQW) carried out by the Department of Mathematics. |
| | |
|1.2 |EQW refers to those processes through which the quality of delivered instruction is assured and improved. The EQW framework is|
| |laid down by the University Grants Committee (UGC); it covers the following five domains: |
| | |
| |Domain 1: Design of curricula |
| |Domain 2: Design of teaching and learning processes |
| |Domain 3: Design of student assessment and use of assessment results |
| |Domain 4: Implementation quality |
| |Domain 5: Commitment of resources to EQW |
| | |
|1.3 |The Department has been developing and implementing EQW as defined by the UGC under the leadership of the Head of the |
| |Department (HoD) and the Deputy Head (DHoD). The mission of the Department is to provide quality mathematics teacher education|
| |to both preservice and in-service teachers. Not only are theory and practice linked in the teaching process, positive |
| |attitudes towards mathematics and life-long learning are also developed in the teachers. Staff members, at the same time, |
| |undertake applied research, professional development activities, and community services to enhance their teaching quality and |
| |to effect positive changes in mathematics education in Hong Kong. The mission statement can be found in Appendix A. |
| | |
|1.4 |The Department has set up different committees to implement the EQW with careful reference to the mission statements. (Please |
| |refer to the structure of the Department in Appendix B). |
| |The Curriculum Development Committee (CDC) is responsible for designing new curricula and revising existing ones. |
| |The Timetabling Committee selects and assigns the most appropriate staff members to teach particular groups of students and to|
| |supervise students in practical teaching. |
| |The Public Relations and Activities Committee organises extracurricular activities for development of students. |
| |The Research and Staff Development Committee provides information and assistance to staff on matters relating to research and |
| |development. By this process, staff members integrate research findings and teaching to ensure and improve student learning. |
| |The other committees (The Budget Committee, the Physical Resources Committee, and the Teaching Quality and Assessment |
| |Committee) devise mechanisms and support for assuring and improving teaching, learning, and assessment. |
| | |
| |Clerical and administrative support is provided by the Department’s General Office while technical support is the |
| |responsibility of the technician. A central filing system is developed and constantly reviewed so that staff members can |
| |easily access any relevant information from the documents relating teaching, learning, and assessment. |
| | |
|1.5 |The Departmental Meeting is the decision-making mechanism in the Department. It is held regularly and attended by all academic|
| |members with the Department’s General Office providing clerical and administrative support. The HoD is the chair of the |
| |meeting during which policies, regulations, and views about teaching, learning, and assessment and related matters are |
| |discussed and formulated. |
| | |
|1.6 |There are also module team meetings and informal meetings of staff members to discuss programme-related matters. These |
| |meetings can be held very easily since all staff members are located on the same floor of the same building. A free and open |
| |atmosphere has been fostered in the Department. |
| | |
|1.7 |Students are always welcomed to approach staff members for advice. Lecturers set aside five hours per week for student |
| |consultation. Students can also contact staff members via email and voice mail. In particular, students can approach the HoD |
| |and DHoD directly. They can also discuss student matters with the Teaching Quality and Assessments Committee. |
| | |
|1.8 |Students are free to use the Department’s resource room and computer room during office hours. Teaching aids and learning |
| |material are purchased so that students who have the need to use these materials, e.g., in their practical teaching, can |
| |borrow them for a period of time. |
| | |
|1.9 |The present paper will be structured in accordance with the domain classification mentioned in subsection 1.2 at the |
| |departmental level. Wherever a certain process addresses more than one EQW domain, cross-referencing will be used to minimize|
| |repetition. |
| | |
| | |
|2. |Design of Curricula |
| | |
| |New Programmes |
| | |
|2.1 |The Department’s CDC appoints module writers who are academic staff of the Department to develop the programme documents of |
| |the Department and the different module outlines for the programme with constant reference to the Department’s mission. The |
| |Department aims to foster proactive life-long learners who can integrate knowledge and practical experiences into their own |
| |teaching. (Please refer to Appendix A for the Department’s mission). |
| | |
|2.2 |Guidelines for preparing the Department’s programme documents and the module outlines are obtained from the programme |
| |development team formed under the School having custodianship of the programme. Specifically, the Department’s programme |
| |documents spell out the number of mathematics modules offered and the background of the mathematics programme. The module |
| |outlines, on the other hand, describe the modules stipulated in the programme documents. Each module outline consists of the |
| |module title, credit points, module synopsis, aims, objectives, content, teaching methods, assessment tasks, required texts, |
| |and recommended readings for the module . |
| | |
|2.3 |The CDC together with the module writers analyse the programme structure, its aims and objectives, and on the basis of student|
| |needs, identity and select appropriate module topics. They then consult members of the Department in formal meetings and |
| |informally among staff (through email and in person) the relevance and appropriateness of the modules. The consensual |
| |departmental programme documents and module outlines are then drafted by the module writers. The modules are sequenced by |
| |analysing prerequisite requirements. |
| | |
|2.4 |In preparing the programme documents and module outlines, the module writers consult international literature, e.g., the |
| |Standards of the National Council of Teachers of Mathematics, so that current trends of mathematics education are incorporated|
| |into the aims and objectives of the mathematics programme. |
| | |
|2.5 |The module writers also take into consideration the aims of current education reforms in Hong Kong. The development of generic|
| |skills (e.g., critical thinking, communication, problem solving, numeracy, information technology) and of the social, |
| |cultural, and aesthetic aspect of mathematics stressed in the forthcoming reform documents have been incorporated into modules|
| |where appropriate. |
| | |
|2.6 |The Research and Staff Development Committee organises seminars on curriculum issues for enhancing the knowledge of staff |
| |members. Members are also encouraged to participate in professional activities organized by different units in the Institute, |
| |for example, seminars and workshops organized by the Educational Technology Services Unit, the Centre for Teaching, Learning, |
| |and Supervision, the Office of Information Technology and Services, and the Centre for Research and International |
| |Collaboration. |
| | |
|2.7 |Local and overseas external consultants are invited by the Department to benchmark the newly developed documents against local|
| |and international standards. (Please refer to Appendix C for the process of curriculum design in the Department). |
| | |
|2.8 |The designed modules and documents for a programme is then rigorously examined by the following teams or panels in the |
| |following stated sequence: |
| | |
| |the Module Scrutiny Groups formed under the programme development team |
| |the Internal Validation Panel organized by the Institute |
| |the Institute’s Academic Validation and Monitoring Committee (AVMC) |
| |the Institute’s Academic Board, and |
| |the External Validation Panel organized by the Hong Kong Council of Academic Accreditation (HKCAA). |
| | |
| |The programme documents and module outlines are revised, where necessary, in each process. After the approval of the HKCAA, |
| |the new programme, and hence the mathematics modules, can be put into operation. They are also filed in the Department for |
| |staff members’ reference. |
| | |
| |Revision of Existing Modules |
| | |
|2.9 |At the end of an academic year, external examiners for each programme are invited by the Institute to advise on the teaching, |
| |learning, and assessment of the programme itself and on the delivery of individual modules. |
| | |
|2.10 |Students’ opinions on their own learning are obtained via |
| |the Institute’s formal module evaluations, |
| |formal staff-student consultative meetings organised by Programme Committees, and |
| |informally by contact with students in person or by some other means, e.g., by email. |
| | |
|2.11 |Improvements on learning and assessment are initiated during regular formal departmental meetings and frequent informal module|
| |team meetings held to discuss the various aspects of students’ learning and assessment. Individual module files consisting of |
| |module outlines, teaching and learning materials, assessment tasks, and samples of assessment items are prepared by the |
| |coordinator of the module. They are artifacts for constructive discussions. Student evaluation results can also be accessed |
| |and referred to in the discussion. |
| | |
|2.12 |The Department’s Teaching Quality and Assessment Committee reviews and proposes curriculum changes within the Department. It |
| |obtains information from module files, student evaluation, external examiners’ reports and plans improvement procedures for |
| |endorsement in Departmental meetings. |
| | |
|2.13 |Module writers design modules based on the recommendations from the various personnel and committees mentioned above. They are|
| |also responsible for revising module contents, objectives, teaching and learning activities, and assessment which are usually |
| |required at every stage of the curriculum development and revision process. |
| | |
|2.14 |The revised module outlines are then reviewed by the CDC before submission for approval by the AVMC and/or the Academic |
| |Planning and Development Committee (APDC) via the Programme Committees and the School Board. The AVMC will be involved when |
| |the revision is a major change, and it will refer the matter to the APDC when the revision has resource implications. |
| | |
|2.15 |The foregoing quality assurance as well as improvement processes are successful in designing new modules and in revising |
| |existing ones. |
| | |
| | |
|3. |Design of the Department’s Teaching and Learning Activities |
| | |
|3.1 |As mentioned in the previous sections, the CDC together with module writers develop teaching and learning activities by a |
| |suitable choice of contents in each module on the basis of |
| | |
| |students’ needs, |
| |the programme’s philosophy, |
| |the module objectives, |
| |the Department’s mission, and |
| |current trends in mathematics education |
| | |
| |Student learning is then verified by the design of relevant assessment tasks. |
| | |
|3.2 |The approval of newly designed teaching and learning activities in mathematics modules follows the procedures described in |
| |section 2. |
| | |
|3.3 |Revisions of teaching and learning activities may be required at every stage as part of the quality improvement process. |
| |Hence, module writers, besides designing new modules, are also responsible for module revisions. The revisions are then |
| |reviewed by the CDC. |
| | |
|3.4 |The approval of the revised modules then follows a similar procedure as described in section 2. |
| | |
|3.5 |There are frequent formal and informal discussions by module teams, especially at the beginning of a semester as well as |
| |towards the end of a semester with respect to teaching strategies and assessment activities. Changes can be initiated at this |
| |stage. For instance, since a three-hour block of mathematics learning imposes a heavy cognitive demand on students, the |
| |Department requests programme committees for appropriate scheduling according to the nature of the module to be taught. |
| | |
|3.6 |Staff members have to conduct and write a teaching reflection at the end of each semester based on the teaching evaluation |
| |results of the semester. An action plan is then formulated. This allows staff members to improve their teaching qualities. The|
| |self-reflection reports and action plans are sent to the General Office (MATH) for filing via the HoD. |
| | |
|3.7 |As mentioned in the previous sections, professional development activities, e.g., seminars on teaching and learning in |
| |mathematics education, are organised and supported by the Department to familiarise/update/share staff members’ knowledge |
| |about teaching and learning in mathematics education (a part of the responsibility of the Department’s Research and Staff |
| |Development Committee). Staff members are also encouraged to participate in workshops and seminars organized by the various |
| |units in the Institute. |
| | |
|3.8 |Staff members are also encouraged to participate in the Lecturer Attachment Scheme—an attachment to a school for a minimum of |
| |two weeks to update his/her knowledge of the local school situation—to inform teaching and learning back at the Institute. |
| | |
|3.9 |Consultancy work or community services are encouraged with a view to enhance, staff members’ professional knowledge and |
| |professional development. |
| | |
|3.10 |To widen students’ knowledge base, students are also invited to attend seminars organized by the Department. Some of these |
| |seminars are listed in Appendix D. |
| | |
|3.11 |A filing system has been developed to facilitate the retrieval of information about the above-mentioned teaching and learning |
| |related processes. The files, except those classified as confidential, are open to access by all the staff of the Department. |
| | |
|3.12 |The Department will continue to investigate and to design the kind of proper teaching and learning activities for students. |
| | |
|3.13 |The above quality assurance processes, proved to be successful in developing, reviewing, and revising teaching and learning |
| |activities, are also quality improvement processes. |
| | |
| | |
|4. |Design of Departmental Assessment |
| | |
|4.1 |The design and revision processes described in the previous sections apply also to this section. |
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|4.2 |Assessment is developed or revised in order to achieve the teaching and learning objectives of the modules. For example, |
| |changes in assessment are made in the mathematics modules for the four-year and two-year BEd(P) programmes in 2000-2001 with |
| |an aim to improve teaching and learning. |
| | |
|4.3 |Prompt feedback to students on their performance in the various assessment activities are demanded from members of the |
| |Department. Feedback to students focuses on a student’s strengths and weaknesses. The identification of a student’s capability|
| |facilitates a student’s further learning as well as a lecturer’s improvement on his/her own teaching. |
| | |
|4.4 |It is generally agreed that for mathematics, academic studies modules should be assessed by both assignment and examination, |
| |while curriculum and methods modules are assessed through presentation, self-reflection, and report writing. |
| | |
|4.5 |Generally, the Department’s assessment emphasises the acquisition of basic skills, a repertoire of knowledge about teaching, |
| |theory and practice, and problem solving abilities. This develops in students positive attitudes towards mathematics learning |
| |and prepares them for life-long learning. |
| | |
|4.6 |The Department’s general assessment regulations (including teaching performance) adopt the institute-wide and programme-wide |
| |policies which are distributed to students in the form of student handbooks. A system of double marking in module assessment, |
| |second marker for failures in modules, and second supervisor for failing students in teaching practice is developed in the |
| |Department accordingly. For example, a Guideline to Teaching Practice in mathematics has been developed for use by the |
| |Department by incorporating and extending the general supervision guidelines stipulated in existing programmes to the nature |
| |of the subject. |
| | |
|4.7 |Assessment results and special cases are filed in the General Office (MATH). The information is particularly useful in |
| |Examination Board Meetings at the end of the academic year and in Departmental Meetings when improvement measures on student |
| |learning are discussed. |
| | |
|4.8 |The Department will continue |
| |to investigate the number and modes of appropriate assessment activities for each module, |
| |to strike a balance between the basic skills and knowledge about mathematics and mathematics teaching, |
| |to pursue formative and summative assessments to improve learning in addition to assessing student performance, and |
| |to improve the ways of communicating with and of giving feedback to students regarding their performance in the various |
| |assessment activities. |
| | |
| |The improvement in student assessment can be facilitated by way of staff meetings, seminars and workshops organized by the |
| |Department, and informal module meetings. |
| | |
|4.9 |The processes just described have been found to be successful in improving the quality of student assessment and hence in the |
| |quality of student learning. |
| | |
| | |
|5. |Implementation Quality |
| | |
|5.1 |The processes described in the above three domains are also processes for quality assurance and improvement in this domain. |
| | |
|5.2 |Staff members can express their wish to teach a particular module, to teach a particular group of students, or to supervise a |
| |certain group of students. |
| | |
|5.3 |The Department’s Timetabling Committee plans staff’s teaching assignments and supervision duties in accordance with their |
| |expertise and preference. Reasonable group size for each programme is also planned according to the nature of the module. |
| | |
|5.4 |Module coordination meetings are conducted usually at the beginning and at the end of the module (and often when the module is|
| |in progress) to discuss teaching and assessment, to review module outlines based on information given by external examiners, |
| |students and teaching staff, and to propose future changes, if any. |
| | |
|5.5 |Students with concerns on the teaching of mathematics modules are encouraged to discuss these with the Chair of the Teaching |
| |Quality and Assessment Committee. |
| | |
|5.6 |To assist students in their personal growth, extracurricular activities are organized and reviewed by the Department’s Public |
| |Relations and Activities Committee, e.g., the publication of the Department’s journal, DATUM, the organization of the Hong |
| |Kong Mathematics Olympiad and the co-organisation of the Hong Kong Primary Mathematics Competition. |
| | |
|5.7 |Cases of student misconduct, on the other hand, are investigated by the Department and referred to the Institute for |
| |disciplinary action. Appropriate measures will be taken, and the class of students will be informed about the incident by |
| |email (identities of the students involved are withheld). One case of cheating occurred in a mathematics examination in May |
| |2001 and was handled accordingly. |
| | |
|5.8 |The Department’s Research and Staff Development Committee provides information and assistance to staff on research and |
| |professional development matters. It processes and makes recommendations on applications for research grants. Other |
| |professional activities such as conference attendance and higher studies are discussed and endorsed by the HoD. |
| | |
|5.9 |The Budget Committee of the Department manages and plans the departmental budget and arranges the ordering of mathematics |
| |books for the Institute library. Expenditure of the Department is discussed in the committee’s meeting. A proposal is charted |
| |out and then sent to the HoD for approval. |
| | |
|5.10 |The Department’s Physical Resources Committee determines the purchases of equipment and teaching resources. It also oversees |
| |the functioning of the Department’s computer room and resource room. Again, the purchase of resource materials has to be |
| |endorsed by the HoD according to Institute regulations. |
| | |
|5.11 |The General Office (MATH) assists in preparing handouts for students, in facilitating communication among staff and students, |
| |and in providing clerical and administrative work necessary for fostering and enhancing quality teaching and supervision. The |
| |HoD and the DHoD monitor and review the smooth running of the Department; proposals for positive changes are discussed in |
| |Departmental Meetings. |
| | |
|5.12 |The processes described above are also quality improvement processes. |
| | |
| | |
|6. |Resources Allocation to EQW |
| | |
|6.1 |As mentioned above, the calculation and allocation of workload for teaching and supervision is the responsibility of the |
| |Timetabling Committee. The committee plans and proposes different group sizes for different programmes and workload of |
| |individual staff on the basis of the calculation provided by the Institute’s Office of Planning and Academic Implementation. |
| | |
|6.2 |Financial considerations are decided by the Institute’s Finance Office (FO); the various Departmental committees mentioned |
| |earlier act according to rules and regulations laid down by the FO. |
| | |
|6.3 |Regular formal and frequent informal meetings are held to discuss and plan the rationale for the allocation of resources. |
| |Procedures for resources acquisition are formulated under the committees. There are various forms designed for use by staff |
| |members, for instance, application form for research and development, acquisition form for resources and equipment. |
| | |
|6.4 |Results of discussions in formal meetings are minuted and kept in the Department for easy access by staff members. |
| | |
|6.5 |A filing system has been developed by the General Office (MATH). It has been under constant review by the HoD and DHoD |
| | |
|6.6 |The assurance processes mentioned in this domain are also improvement processes. |
| | |
| | |
|7 |Conclusion |
| | |
|7.1 |Since the establishment of the Department in July 1997, quite a number of quality processes have been developed over the years|
| |and have been shown to be rather effective in facilitating improvements. However, to achieve the mission of the Department—to |
| |provide quality mathematics teacher education, the Department will continue to strive to attain and maintain the delivered |
| |quality. In addition, the Department will find new and effective ways to improve the student learning processes, to |
| |incorporate assessment as learning, and to maintain the open and cordial quality culture that is much treasured in the |
| |Department. |
APPENDIX A
Department of Mathematics
Mission Statement
■ Mission of the Department:
← Provide quality mathematics teacher education that links theory and practice, to both pre-service and in-service teachers
← Develop competent and confident teachers with positive attitudes towards mathematics, who are able to excite the learning interest of their pupils in the subject
← Promote life-long learning and continued professional development in teachers of mathematics
← Collaborate with schools and educational agencies to effect positive changes in mathematics education in Hong Kong
← Undertake applied research in innovative mathematics teacher education
APPENDIX B
Department of Mathematics
Departmental Structure
| | | |Head of Department | | | |
| | | |Dr. Lam Suk Wah, Louisa | | | |
| | | | | | | | |
| | | | | | | | |
| | | |Deputy Head of Department | | | |
| | | |Mr. Yeung Kim Wai, Thomas | | | |
|Time Tabling | | | | | |Physical Resources |
| | | | | | | | |
|Chairman: | | | | | | |Chairman: |
|Mr. Yeung Kim Wai, Thomas | | |Budget | | |Mr. Leung Chi Keung, Eddie |
|Members: | | | | | |Members: |
|Mr. Leung King Shun | | |Chairman: | | |Mr. Kwan Shi Pui |
|Dr. Man Yiu Kwong | | |Mr. Cheng Chun Chor, Litwin | | |Mr. Lo Yin Kue |
|Mr. Wong Tak Wah | | |Members: | | |Mr. Ng Yui Kin |
|Mr. Wu Keung Fai, Joseph | | |Mr. Fung Chi Yeung | | |Mr. Sze Chong Lap |
| | | |Mr. Yeung Kim Wai, Thomas | | | |
| | | | | | | | |
|Research & Staff Development | | | | | | |Teaching Quality & Assessments |
| | | | | | | | |
|Chairman: | | | | | | |Chairman: |
|Dr. Man Yiu Kwong | | | | | | |Mr. Fung Chi Yeung |
|Members: | | | | | | |Members: |
|Mr. Leung Hing Keung | | | | | | |Mr. Luk Hok Wing |
|Mr. Leung Chi Keung, Eddie | | | | | | |Mr. Ng Yui Kin |
|Dr. Fung Chun Ip | | | | | | |Mr. Sze Chong Lap |
| | | | | | | |Mrs. Yeung Leung Man Ling, |
| | | | | | | |Shirley |
|Curriculum Development | | | | | | | |
| | | | | | | | |
|Chairman: | | | | | | |Public Relations & Activities |
|Dr. Lam Suk Wah, Louisa | | | | | | | |
|Members: | | | | | | |Chairman: |
|Mr. Cheng Chun Chor, Litwin | | | | | | |Mr. Wong Tak Wah |
|Dr. Fung Chun Ip | | | | | | |Members: |
|Mr. Kwan Shi Pui | | | | | | |Mr. Leung Hing Keung |
|Mr. Luk Hok Wing | | | | | | |Mr. Lo Yin Kue |
| | | | | | | |Mr. Wu Keung Fai, Joseph |
| | | | | | | |Mr. Yeung Kim Wai, Thomas |
APPENDIX C
Department of Mathematics
The Process of Curriculum Design
Process of curriculum design
|Stage 1 |Analyse Curriculum Framework - its structure, |
| |aims and objectives |
Consider student needs
|Stage 2 |Identify Module Topics |
| |and |
| |Select Appropriate Topics |
| |by |
| |course development working groups |
Internal Consultation
|Stage 3 |Design Appropriate Contents |
|Stage 4 |Analyse pre-requisites |
| |and |
| |Arrange Appropriate Module Sequence |
|Stage 5 |External Consultants |
APPENDIX D
Department of Mathematics
Seminar 1998 – 2001
|Type of |Date |Speaker(s) |Title of Presentation |
|Seminar | | | |
|Seminar |21/10/1998 |Prof John Fauvel |“Is History of Mathematics useful for Mathematics |
| | |(Open University, UK) |Teachers?” |
|Seminar |15/12/1998 |Prof Celia Hoyles |“Windows on Mathematical Meanings: Insights from |
| | |(University of London) |Research with Information Technology” |
| | |Prof Richard Noss | |
| | |(University of London) | |
|SCAST Forum |3/2/1999 |Dr Man Yiu Kwong |“Development of Interactive Software for Learning and|
| | |(Dept of Maths, HKIEd) |Teaching of Mathematics” |
| | | | |
| | | |“Hong Kong Mathematics Olympiad” |
| | |Mr. Wong Tak Wah & | |
| | |Mr. Wu Keung Fai | |
| | |(Dept of Maths, HKIEd) | |
|Talks |3/3/1999 |Mr John, Lo Yin Kue |“Mathematics, Literature & Long Distance Running ” |
| | |(Dept of Maths, HKIEd) | |
| | | |“An Introduction to Computerized Adaptive Testing” |
| | |Mr Eddie Leung Chi Keung | |
| | |(Dept of Maths, HKIEd) |“Understanding and Misunderstanding Mathematics: An |
| | | |Excursion for Outsiders” |
| | |Mr Fung Chun Ip | |
| | |(Dept of Maths, HKIEd) | |
|Seminar |17/3/1999 |Mr Lit Chi Kai |“Using History of Mathematics in Junior Secondary |
| | |(HKUST) |Mathematics Classroom: A Curriculum Perspective” |
|Seminar |17/5/1999 |Dr Susan Leung |“Mathematical Problem Posing: Sharing Results on |
| | |(National Chiayi Teacher’s College, Taiwan) |making research into practice” |
|Type of Seminar |Date |Speaker(s) |Title of Presentation |
|Talk |19/1/2000 |Mr. Tsang Kin Wah |“Current Issues in Mathematics Education” |
| | |Mathematics and Computer Section | |
| | |Advisory Inspectorate Division | |
| | |Education Department | |
|Workshop |14/3/2000 |Mrs Barbara Pearl |“Math in Motion: In-School Workshop” |
| | |(Pro-Active Learning Ltd) | |
|Talks |29/3/2000 |Mr Litwin Cheng Chun Chor |“A Talk on Mathematical Ability” |
| | |(Dept of Maths, HKIEd) | |
| | | | |
| | |Mr Leung King Shun |“Some Interesting Origins of Mathematical Terms” |
| | |(Dept of Maths, HKIEd) | |
|Talk |15/4/2000 |Dr Man Yiu Kwong |“IT and Mathematics Education” |
| | |(Dept of Maths, HKIEd) |(Mathematics Trail 2000) |
|Talk |6/7/2000 |嚴偉樑博士 |“全動感數學教學” |
| | |(保良局甲子年中學) | |
|Plenary |13/7/2000 |Prof Tom Cooper |“From Arithmetic to Algebra: New |
|Lecture | |(Queensland University of Technology) |Direction for Mathematics Instruction” |
| | | | |
| | |Mr Kwan Siu Kam |“香港數學的全面檢討 – 回顧與展望” |
| | |(Education Department) | |
|Talk |26/10/2000 |Ms. Tang Mei Yue |“The New Secondary Mathematics Curriculum of Hong |
| | |Advisory Inspectorate Division |Kong” |
| | |Education Department | |
|Seminar |15/11/2000 |Professor Fong Yuen |“Generalizations of Pythagoras’ Theorem” |
| | |(National Cheng Kung University) | |
|Talk |9/12/2000 |Mr. S.C. Chan |“Production and Application of Teaching Aids for |
| | |School-based Curriculum (Secondary) Section |Mathematical Instruction” |
| | |CDC, Education Department | |
|Type of Seminar |Date |Speaker(s) |Title of Presentation |
|Talks |5/2/2001 |Mr. Lee Pak Leung |“Recent Development of Primary Mathematics Curriculum|
| | |Mathematics Section |in Hong Kong” |
| | |Education Department | |
|Talk |19/3/2001 |Miss Yeung Sim Kay |“樂在數學中 – 有效的數學課堂管理” |
| | |S.K.H. Kei Sum Primary School | |
|Seminar |23/3/2001 |Mr. S.C. Chan |“Application of IT: Design of Teaching Aids” |
| | |School-based Curriculum (Secondary) Section | |
| | |CDC, Education Department | |
|Seminar |25/5/2001 |Mr. Leung King Man |“IT in Mathematics Education” |
| | |IT in Curriculum/Strategies | |
| | |Curriculum Development Institute | |
| | |Education Department | |
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