Abstract
Many schools have started the TOC approach, however it is still arguable whether this approach is effective in the context of local mathematics education. Many educationalists perceive TOC as learner-centered. Some others are sceptical to the TOC initiative in the area of mathematics. Eighty-five TOC schools and thirty-seven non-TOC schools participated in this study during the summer of 1997. Their primary one students were invited to take a standard mathematics achievement test near the end of the academic year. It was found that there were no significant differences in the overall performances of TOC and Non-TOC streams. However, when breaking down into individual items, students of TOC schools did better in items with pictures but were weaker in basic arithmetic skills and did worse with word-problems. The possible reasons for the differences are believed to be related with the changes in textbook contents and the teaching approach. Copyright © 2000 The Hong Kong Institute of Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century |
| Place of Publication | Hong Kong |
| Publisher | Hong Kong Institute of Education |
| Pages | 1-6 |
| ISBN (Print) | 9629490382 |
| Publication status | Published - 2000 |