Mathematics teaching during the early years in Hong Kong: A reflection of constructivism with Chinese characteristics?

Sui Ngan Sharon NG, Nirmala RAO

Research output: Contribution to journalArticles

35 Citations (Scopus)

Abstract

This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre-primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child-centered, play-based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed. Copyright © 2008 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)159-172
JournalEarly Years
Volume28
Issue number2
DOIs
Publication statusPublished - Jul 2008

Citation

Ng, S. S. N., & Rao, N. (2008). Mathematics teaching during the early years in Hong Kong: A reflection of constructivism with Chinese characteristics? Early Years, 28(2), 159-172.

Keywords

  • Mathematics teaching
  • Chinese teachers' beliefs
  • Constructivism
  • Education reform

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