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- Publisher Website: 10.1163/22125868-12340106
- Scopus: eid_2-s2.0-85067396194
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Article: From The Confucian Tradition To The Digital Era: The Case Of Mathematics Teaching In Hong Kong
Title | From The Confucian Tradition To The Digital Era: The Case Of Mathematics Teaching In Hong Kong |
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Authors | |
Keywords | international assessment Confucian heritage culture cultural conception of learning and teaching curriculum reforms digital technology in teaching |
Issue Date | 2019 |
Publisher | Brill. The Journal's web site is located at http://www.brill.nl/international-journal-chinese-education |
Citation | International Journal of Chinese Education, 2019, v. 8 n. 1, p. 73-94 How to Cite? |
Abstract | Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS, Mullis, et al., 2012) and the Programme for International Student Assessment (PISA, OECD, 2014); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition. |
Persistent Identifier | http://hdl.handle.net/10722/260616 |
ISSN | 2023 SCImago Journal Rankings: 0.470 |
DC Field | Value | Language |
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dc.contributor.author | Mok, IAC | - |
dc.date.accessioned | 2018-09-14T08:44:33Z | - |
dc.date.available | 2018-09-14T08:44:33Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | International Journal of Chinese Education, 2019, v. 8 n. 1, p. 73-94 | - |
dc.identifier.issn | 2212-585X | - |
dc.identifier.uri | http://hdl.handle.net/10722/260616 | - |
dc.description.abstract | Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS, Mullis, et al., 2012) and the Programme for International Student Assessment (PISA, OECD, 2014); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition. | - |
dc.language | eng | - |
dc.publisher | Brill. The Journal's web site is located at http://www.brill.nl/international-journal-chinese-education | - |
dc.relation.ispartof | International Journal of Chinese Education | - |
dc.subject | international assessment | - |
dc.subject | Confucian heritage culture | - |
dc.subject | cultural conception of learning and teaching | - |
dc.subject | curriculum reforms | - |
dc.subject | digital technology in teaching | - |
dc.title | From The Confucian Tradition To The Digital Era: The Case Of Mathematics Teaching In Hong Kong | - |
dc.type | Article | - |
dc.identifier.email | Mok, IAC: iacmok@hku.hk | - |
dc.identifier.authority | Mok, IAC=rp00939 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1163/22125868-12340106 | - |
dc.identifier.scopus | eid_2-s2.0-85067396194 | - |
dc.identifier.hkuros | 291469 | - |
dc.identifier.volume | 8 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 73 | - |
dc.identifier.epage | 94 | - |
dc.publisher.place | Netherlands | - |
dc.identifier.issnl | 2212-585X | - |