Collaborations of Three Educational Parties in Leading IT Development in Mathematics Education

 

Percy L. Y. Kwok

Department of Education

University of Hong Kong

percykwok@hongkong.com

K. Y. Lam

South Tuen Mun Government Secondary School

lamniny@ctimail.com

 

Christine Mei-yue Tang

Curriculum Development Institute (CDI)

Education Department (ED) of HKSAR government

mytang@glink.net.hk

 

 

 

Abstract

 

Most IT researches in mathematics education are confined to classroom settings [5], ignoring the surrounding conditions for their practicality. In this paper, an innovative collaboration of three educational parties: teaching frontiers, curriculum developers and academic theorists, e.g.[1], are all involved.

The 3 authors endeavor to: (i) address pedagogical, teacher-training, policy-making problems when the parties are functioning separately without mutual adaptation at present and share value-dilemmas encountered by the three educational parties in Hong Kong; (ii) adopt and examine an integrated school (hybridizing ‘top-down' and ‘down-up') approach in perpetuating regionalised IT school culture in order to consolidate forthcoming school-based mathematics curricula in Hong Kong and even other Asian countries in the next century; (iii) discuss some activities on using various components of IT in teaching and learning mathematics in day-time lessons and after-school activities by the new approach.

 

? 1999. ATCM, Inc.