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Article: A comparative study of teachers’ mathematics beliefs in the context of curriculum reform in Hong Kong and Chongqing

TitleA comparative study of teachers’ mathematics beliefs in the context of curriculum reform in Hong Kong and Chongqing
Authors
KeywordsTeachers’ mathematics beliefs
Curriculum reform
Constructivism
China
Issue Date2013
PublisherAssociation of Mathematics Educators. The Journal's web site is located at http://math.coe.uga.edu/tme/tmeonline.html
Citation
The Mathematics Educator, 2013, v. 15 n. 1, p. 46-65 How to Cite?
AbstractThis study investigated and compared the mathematics beliefs of junior secondary mathematics teachers and the level of consistency between their beliefs and the constructivist principles underlying the reform-oriented curriculum in Hong Kong and Chongqing. The questionnaire survey involved 113 Hong Kong and 114 Chongqing teachers. At both places, the teachers’ mathematics beliefs were generally informal (reform-oriented), which indicated a relatively high level of consistency. Unexpectedly, the Chongqing teachers’ mathematics beliefs were significantly more informal than Hong Kong’s and also at a significantly higher level of consistency. It seems that the mathematics curriculum reform in Hong Kong and Chongqing are likely to succeed, with better chances in Chongqing.
Persistent Identifierhttp://hdl.handle.net/10722/220224
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChen, Q-
dc.contributor.authorLeung, FKS-
dc.date.accessioned2015-10-16T06:33:03Z-
dc.date.available2015-10-16T06:33:03Z-
dc.date.issued2013-
dc.identifier.citationThe Mathematics Educator, 2013, v. 15 n. 1, p. 46-65-
dc.identifier.issn0218-9100-
dc.identifier.urihttp://hdl.handle.net/10722/220224-
dc.description.abstractThis study investigated and compared the mathematics beliefs of junior secondary mathematics teachers and the level of consistency between their beliefs and the constructivist principles underlying the reform-oriented curriculum in Hong Kong and Chongqing. The questionnaire survey involved 113 Hong Kong and 114 Chongqing teachers. At both places, the teachers’ mathematics beliefs were generally informal (reform-oriented), which indicated a relatively high level of consistency. Unexpectedly, the Chongqing teachers’ mathematics beliefs were significantly more informal than Hong Kong’s and also at a significantly higher level of consistency. It seems that the mathematics curriculum reform in Hong Kong and Chongqing are likely to succeed, with better chances in Chongqing.-
dc.languageeng-
dc.publisherAssociation of Mathematics Educators. The Journal's web site is located at http://math.coe.uga.edu/tme/tmeonline.html-
dc.relation.ispartofThe Mathematics Educator-
dc.subjectTeachers’ mathematics beliefs-
dc.subjectCurriculum reform-
dc.subjectConstructivism-
dc.subjectChina-
dc.titleA comparative study of teachers’ mathematics beliefs in the context of curriculum reform in Hong Kong and Chongqing-
dc.typeArticle-
dc.identifier.emailLeung, FKS: frederickleung@hku.hk-
dc.identifier.authorityLeung, FKS=rp00924-
dc.identifier.hkuros255600-
dc.identifier.volume15-
dc.identifier.issue1-
dc.identifier.spage46-
dc.identifier.epage65-
dc.publisher.placeSingapore-

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