Ngai Ying Wong , Chi Chung Lam , Frederick Koon Shing Leung , Ida Ah Chee Mok , Ka Ming Patrick Wong

DOI: Vol.3(No.2) 69-88, 1999

The Hong Kong mathematics curriculum has launched its reform in recent years. It was the first time that a holistic review of syllabi from Primary 1 through Secondary 7 was made. The curriculum development agency also decided to base the reform on sound pedagogical foundations. That was assisted with academic research where the views of various stakeholders were investigated in detail. Surveys were conducted with students, parents, teachers, employers, university professors, and curriculum designers and they give a full picture of mathematics teaching and learning in Hong Kong. The rich data collected should shed light on the development of mathematics curriculum in other regions with similar socio-cultural and educational settings.

Cheong Soo Cho

DOI: Vol.3(No.2) 89-98, 1999

The purpose of this review of literature is to investigate what kinds of research have been done on social construction of mathematics understanding among elementary students in small groups. Only empirical studies were reviewed, and then grouping was done in terms of the purpose of the study. This grouping identified three categories: 1) Social and mathematical norms in mathematics classroom, 2) Teaching productive communication behaviors for active learning in small group, and 3) Participation roles and communication behaviors in different group structure. To enhance social construction of mathematics understanding in small group settings two suggestions are made: the importance of the selection of collaborative tasks or problems and teachers` beliefs about mathematics and the teaching an learning of mathematics.

Mee Kwang Kang , Byung Soo Lee

DOI: Vol.3(No.2) 99-112, 1999

In this paper, we represent the Piagetian reversible thinking by using the concept of fuzzy complements. In this case the turning point to the reversible thinking can be corresponded to the equilibrium points of a fuzzy set, which are shown through some examples. On the other hand, Piaget considered disequilibrium in the theory of equilibration as a stimulus for students` cognitive structure, furthermore as the driving forces behind intellectual growth. But we suggest a different application of Piagetian equilibrium in another point of view as a tool understanding students` psychological stability in problem solving activity.