Professional Documents
Culture Documents
DOI 10.1007/s11858-007-0033-4
ORIGINAL ARTICLE
by the UK Nuffield mathematics. While the activity approach was introduced in the 1970s, the Target Oriented
Curriculum was put forth in the early 1990s. The intention of the latter was to provide clear learning targets to
help teachers and schools develop more lively and effective
approaches to teaching, learning and assessment (Education Department 1994, p. 26). The five dimensions of
number, measure, algebra, shape and space, and data
handling were identified. These five strands were incorporated with process abilities of mathematical conceptualization, inquiry, reasoning, communication, application
and problem solving (Curriculum Development Council
1992, p. 12). The Target Oriented Curriculum brought
about heated debates and the mathematics curriculum
underwent a holistic review in the late 1990s. As a result,
the new elementary mathematics curriculum was published
in 1999. The government launched for the holistic educational reform at the turn of the millennium, in which
learning to learn and higher ordered thinking skills
were emphasized (Curriculum Development Council
2001). It does not change the contents of the elementary
and junior secondary mathematics curricula, while the
mathematics curriculum at the senior secondary level will
be restructured according to the new 6334 system
(Curriculum Development Council and the Hong Kong
Examinations and Assessment Authority 2006). New initiatives like projects, generic skills, standard-based
assessment, and school-based assessment are introduced
too.
Previously, most of the elementary school teachers are
non-degree holders. On the other hand, those who obtain a
first degree (in mathematics or related topics) are eligible
to teach (mainly secondary) school mathematics. The situation is greatly improved starting from the mid-1990s. At
present, around 90% of school teachers are degree holders
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Table 1 The participants of the
study
N.-Y. Wong
Teaching
Other qualification
experience
(years)
HK1
Male
17
HK2
HK3
10+
HK4
HK5
HK6
25
5
HK7
22
HK8
Male
15
HK9
15
B.Sc., PGDE
2 The participants
Our target informants are experienced elementary mathematics teachers because novice teachers may not have
formulated a stable conception of effective mathematics
learning and teaching. Twelve such teachers were invited
to participate in the face-to-face semi-structured interview.
Table 1 shows the brief descriptions of them. To prevent
their identity from disclosure, pseudonyms were used in
this chapter.
10+
12
3 Results
The interviews were then transcribed and analysed. The
results were then categorised into the teachers views about
mathematics, about mathematics learning and about the
teacher and teaching. The results are presented as follows.
3.1 Teachers view about mathematics
The participants expressed their opinions on what is
mathematics. It was generally agreed that mathematics is
practical, logical, useful and involves thinking. Mathematics
is language and a set of rules. In particular, much deliberations were made on the abstract nature of mathematics as
they unanimously took abstract thinking as the goal of
mathematics learning. They reflected that it is not just a
matter of how and when, but one should build a path
so that students can proceed from the concrete to the abstract.
3.1.1 What is mathematics?
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concerns] relationship between measurements, characteristics of shapes, and many others (HK1; HK12).
Mathematics is also seen as something universal, not
affected by the regions [countries] (HK4); it is something
abstract (HK1), that can use simple number or symbol to
represent our ideas (HK4). A teacher even viewed it as a
game: We can manipulate numbers like playing games
(HK3). In fact, David Hilbert once said that Mathematics
is a game played according to certain simple rules with
meaningless marks on paper (Rose 1988). Mathematics
is some rules discovered or created by human beings
(HK10) is yet another response. Another teacher saw the
artistic nature of mathematics. She said: [as] I also teach
art [in school] and learned design [myself]. They [art and
design] also involve a lot of mathematics (HK3).
When participants were confronted with the statement
Some people believe: A lot of things in mathematics must
simply be accepted as true and remembered and there
really isnt any explanation for them, most of them made
no comments on whether mathematics is really a set of
truths. However, a majority of them did not agree that just
remembering such facts is a good way of learning. Most of
the responses argued that the process of learning is of vital
importance. Inevitably, their arguments were very much in
line with their perceptions of mathematics and their perceptions of the value of learning mathematics. For instance,
mathematics facts should not be just remembered since
one of the goals of Mathematics is to train ones thinking (HK4). Also, We expect the student to get the
knowledge from the process of learning. They are not only
memorizing the thing, but also discovering some new thing
or think about the mathematics concept (HK8). Another
pointed out that This [the arrival of mathematics facts] is
only the final step but students may encounter many
problems in the process. So, I think we cannot just ask
them to memorize the result but we should let them
experience (HK2).
The above findings basically are in concordance with
those found in previous studies on student and teacher
conceptions of mathematics conducted in the Chinese
mainland and in Hong Kong. Previous research reviewed
that students associated mathematics with its terminologies
and content, and that mathematics was often perceived as a
set of rules. Wider aspects of mathematics such as visual
sense and decision making were only seen as tangential to
mathematics. In particular, mathematics is seen as a subject
of calculable. Students also recognized mathematics as
closely related to thinking. We obtained similar results
with teachers from Hong Kong though teachers conceptions were more refined (Wong 2000, 2002; Wong, Marton,
Wong, & Lam 2002). As found in the present study,
seemingly contradictory themes emerged: mathematics is
both abstract and practical; it is artistic and logical.
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N.-Y. Wong
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Others also said that there are fewer (or scarcely any) abstract mathematics in junior classes and there are more in
senior ones (HK7; HK3). Another held the view that I
think most of the things they learnt are concrete and involve daily examples (HK6). Yet some others even
mentioned that:
According to educational psychology, if one has not
reached certain stage, early learning may not be good
to him/her and she/he would only memorize [the facts
involved]. As they grow older, we start to teach some
abstract idea. In fact, even in the senior classes, not
all the students can understand (HK4; Betty).
Not only that, concrete objects are often deliberately used
to scale down abstract notions, if there are, in primary
mathematics: We make use of some concrete matter to
explain some abstract Mathematics; in a sense, not much
abstract notions would the student come across in primary
level (HK11; HK5).
Though many of the teachers interviewed held the view
that there is hardly anything abstract at junior levels and we
should not start the teaching of abstract thinking too early,
they saw the need of a gradual development of it:
I believe there are levels of abstract mind [thinking].
There may be some basic level of abstract mind at the
junior level. I think the level of abstract mind will rise
as the children grow (HK8).
When they are promoted to a higher form, they get
more experience, they will then develop a mathematical sense in their minds and they can then accept
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N.-Y. Wong
getting the correct answer, they do realize that understanding mathematics may mean the ability to solve
problems, the knowledge of underlying principles, the
clarification of concepts, and the flexible use of formulas
(Wong & Watkins 2001). Not only that, even if one is
confined to getting the correct answer, understanding is the
royal path. This is also realized by the students as
found in previous studies (Wong, Lam, Leung, Mok, &
Wong 1999). Probably this cannot be attained through
rote-learning and it was repeatedly found that CHC5 students have stronger preference and deeper approaches to
learning, which is the opposite to rote learning, than do
Western students (Wong 2004).
3.2.2 The role of memorization in mathematics learning
Probably to the astonishment of many, memorization was
not very highly regarded by the participants (e.g., HK3).
One of them even said that someone can also learn
Mathematics even they have poor memory (HK6). It is
less important in the learning of languages (HK7). Memorization does not help students learning if they dont
understand (HK3). In brief, memorization may have some
effect on mathematics learning, but it is not an important
component (HK4; HK12). One of the participants said that
I will not ask students to memorize anything (HK12),
while another pointed out that we simply dont have too
many things that need to be memorized in the curriculum
[only up to] 2030%, I guess (HK1). To these teachers,
rote memorization is just a better-than-nothing substitute when understanding is not readily at hand (HK2).
Smart students need only to memorize a few facts and
those who do not understand have to rote-memorize
everything. If there is something we really cannot
understand, we should memorize it first as to tackle the
examination (HK9). Here are two examples that help
explain their opinions:
4
Just like what the same participant mentioned: given the area (of a
rectangle, together with the width), one is able to find the height,
though the original formula is to find the area with the width and
height given.
5
CHC is Confucian Heritage Culture, and generally refers to regions
like the Chinese mainland China, Taiwan, Hong Kong, Japan, and
Korea.
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N.-Y. Wong
Another elaborated:
I think for those sell-and-buy practices, having
experience is better. For example, they can have the
experience of giving changes.... I think it is those
involving more calculations. Students gain experience after they practiced with the calculations (HK5).
On the other hand, some said that the use is more important
in upper grade levels:
Very important in the senior classes. In general, it is
especially important when talking about the concepts,
like 3D objects.... But the most important thing is
how to incorporate these teaching aids into the
teachers plan and teaching strategies (HK8; HK12).
Some other said that it really depends on topics:
Teaching aids have different significance in different
topics and concepts. They are very important in some
topics, but in some other topics, they are not useful at
all (HK1). For some topics like algebraic symbols, it is
not easy to have concrete representations (HK6). However, we got counter-arguments: just because these topics
are so abstract, we need to create manipulatives so that
students can comprehend better (HK7). Though many of
them agreed that activities are helpful, whether it is
indispensable is another matter: Some people say there
should be many activities and adequate teaching aid, but
I think its not a must (HK1). There are some others
who expressed the exogenous constraints like the extensive time in preparation and the limited time in each
class period.
As pointed out earlier, since teachers see learning
mathematics as a path that goes from the concrete to the
abstract, concrete objects or manipulatives can offer a lot
of learning opportunities, especially at the elementary
school level. With the curriculum reform that takes place in
recent years, hands-on experience is repeatedly stressed,
though the notion of activity approach was already
introduced into the Hong Kong mathematics curriculum
early in the 1960s (Tang, Wong, Fok, Ngan, & Wong
2006).
3.3 Teachers view about the teacher and teaching
The characteristics of an effective mathematics lesson and
of an effective mathematics teacher were expressed.
Though many of the participants realize that there is no
fixed rule for good practices, they pointed to some indicators like having the goal achieved, understanding the
students, enhancing student participation and provoking
thinking among the students. To achieve these, good
preparation, basic teaching skills and good relationship
with the students are prerequisite.
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N.-Y. Wong
(HK9). One should understand students learning differences and gear the teaching pace to them (HK5; HK4;
HK8). A good teacher-student relationship through which
one can understand well the characteristics of students is
extremely useful to gear ones teaching to their needs
(HK1). To this end, the teacher should be patient, willing
to listen to students learning difficulties and help solve
them (HK5; HK3). S/he should encourage the students,
especially those who lag behind (HK8).
As students participation and interest were seen to be so
important for an effective mathematics lesson, naturally,
cultivation of interest becomes a prominent element leading to an effective lesson. Teaching aids, games, real-life
examples, introducing them various activities and outside
readers (HK8) were various means suggested by some of
the participants. The connection with real-life situations
was seen as a major source of interest (HK5). The use of
cartoon is yet another means: For example I framed the
question with a cartoon character, Digimon [Digital Monsters], the kids like the questions more (HK6). Connecting to other concepts within the syllabus would arouse
students interest too: They would feel surprised and this
would initiate their thinking [too] (HK7). However, one
of the participants pointed out that teacher-student relationship is the key to all these: First, it is the students
impressions of the teacher [that counts]. This affects their
interests towards learning.... If students are interested in the
teacher, then no matter what teaching method the teacher
uses, students will all be interested to learn (HK12). This
echoes the findings of previous studies that most students
identify a mathematics class with the mathematics teacher
(Wong 1993). This will be discussed further in the next
section.
Whether a lesson could lead to students involvement in
thinking is another criterion of effective mathematics lessons. Inevitably, teachers skill in initiating that to happen
is also a major factor leading to such an effective lesson.
This is attained, as seen by a participant, by good questioning skills [One has to] ask questions, from which can
inspire students to further imagine.... [One should ask] how
can we make use of questions to guide students to think
something new, deeper, and those things they have never
thought about before (HK1).
The qualities of a good mathematics teacher as perceived by students were repeatedly investigated in previous
studies in Hong Kong. In one of them, it was found that:
A good mathematics teacher as perceived by the
students is one who explains clearly, shows concern
towards the students, treats them as friends, makes
sure that they understand, teaches in a lively way, is
conscientious, well-prepared and answers students
queries.... A good mathematics teacher should also
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4 Discussions
The above results reveal that, to our participants, mathematics was generally regarded as a subject that is practical,
logical, useful and involves thinking. Abstract thinking is
regarded as one of the goals of mathematics learning and
teachers should build a path so that students can proceed
from the concrete to the abstract. Learning and teaching for
understanding is treasured but the participants find a role of
memorisation, practices and concrete experiences in the
enhancement of mathematics understanding rather than
seeing them as something solely good or bad. Good
teaching practices are exactly precisely those that make full
use of these means and let leaning for understanding to
happen. Though many of the participants realize that there
is no fixed rule to this, good practices, basic teaching skills
and good relationship with the students are major indicators.
This echo with the results in previous research studies
on students conception of mathematics, in which students,
too, find mathematics as a subject of calculables, involves thinking and is useful (Wong 2002). This is not at
all surprising since they were all brought up from the same
culture! Very much in line with the students conceptions,
teachers see the dual nature of mathematicsit is useful
and involves thinking. Though the conception that mathematics as a subject of calculable is not that salient as
among the students, some teachers did identify mathematics by its content and terminologies (Wong 2002).
Being abstract is not only seen as the nature of mathematics, abstraction is also perceived as one of the major
goals of learning mathematics. Thus the path of mathematization of going from the concrete to the abstract is the
course of mathematics learning, which could be continued
from the elementary up to the secondary levels. Though
there are not too many abstract notions at the elementary
level, the route of abstraction has already been started. To
this end, the use of concrete objects has its particular role
as it helps grasping the abstract.
Learning for understanding is unanimously agreed. To
most of the informants, understanding means flexible use
of rules. This is in concordance with previous research on
Hong Kong students. There had been discussions on
whether understanding or memorization should go first.
Yet we can look at the issue from another viewpoint that
there could be at least two aspects of memorization: rote
memorization (recitation, so to speak) and having something memorized (kept in mind). If something (whether it is
a rule or a concept) is being remembered with rich connections with other rules or concepts via a variation of
learning activities, in a sense, isnt it precisely that something is being understood (Hiebert & Carpenter 1992)?
313
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