Teaching mathematics in Hong Kong: A comparison between the pre-primary and early primary years

This study considered commonalities and distinctions in early mathematics teaching by comparing six kindergarten and three Primary 1 teachers. Three consecutive lessons on the teaching of addition were videotaped resulting in a total of 27 lessons, with an equal number from lower kindergarten, upper kindergarten and Primary 1 classrooms. Observations focused on the physical environment and teacher behaviours. Time spent in different modes of instruction and types of activities deployed were determined. Notwithstanding differences in the difficulty of the mathematics curriculum, findings indicated that there were few differences across the two pre-primary years. However, pre-primary and primary lessons varied markedly in three domains: physical environment, scheduling of mathematics instruction and approaches to teaching. Compared to primary schools, pre-primary schools were more child-centered in terms of use of the physical set-up, scheduling and teaching approaches. Reasons for these discrepancies are discussed.
本文旨在探討六位幼稚園及三位小學教師的數學教學。研究錄影幼低、幼高及小一各級連續三課的加法教學，合共27課堂。觀察重於課室設施及教師教學，及探究不同教學模式及活動的時間分配。結果顯示數學教學內容縱有深淺，同是幼稚園的兩級分別不大，學前及初小的教學則在以下三方面有顯著差異︰課室環境、時間分配及教學取向。與初小比較，學前教學上在課室設備、時間分配及教學取向方面均較能以兒童為中心，本文並討論其中原因。 Copyright © 2005 The Hong Kong Institute of Education.