WONG Ngai Ying 黃毅英

Research Projects

  • The Effect of Spiral Bianshi Mathematics Curriculum on Students’ Cognitive and Affective Outcomes: A Case Study of “Statistics” in Primary 5
  • LAM Chi Chung, WONG Ngai Ying
    20 December 2006
    CUHK Research Committee Funding (Direct Grants)

    The research aims to explore the effect of spiral bianshi mathematics curriculum on the teaching of statistics" for Primary 5 students in Hong Kong, including the facets of cognitive learning outcomes, affective learning outcomes, conceptions of mathematics and problem solving abilities. Spiral bianshi mathematics curriculum is adapted from bianshi mathematics teaching developed by Gu (1981) in Shanghai. Spiral bianshi mathematics curriculum comprises four types of bianshi problems, the inductive bianshi, the broadening bianshi, the deepening bianshi and the applicative bianshi. It is argued that spiral bianshi curriculum can provide systematic introduction of variations of mathematics problems.
    Based on the theoretical framework of spiral bianshi curriculum, sample lesson plans, together with teaching material, on the teaching of statistics for Primary 5 students will be developed. The concepts, knowledge and skills covered will be based on Hong Kong mathematics curriculum
    A quasi-experimental design is adopted in this research. The teaching materials will be tried out in three local (Hong Kong) primary schools. A pre-test and post-test of academic performance will be administered to monitor changes in the students’ understanding of the concepts that are taught, their ability to tackle the mathematical problems covered in the curriculum, their competence in tackling open-ended questions, their learning approaches and their sense of self-efficacy towards mathematics. Three schools with similar student intakes will be invited to be the reference group. (ED06654)

  • "Enhancement of Students’ Mathematics Problem Solving Abilities by the Systematic Introduction of Variations"
  • WONG Ngai Ying, LAM Chi Chung, LEUNG Shuk Kwan Susan#, MARTON Ference*, WONG Ka Ming Patrick, LEUNG Shuk Kwan Susan*
    1 August 2001
    Research Grants Council (Earmarked Grants)

    Hong Kong students, while found in international comparative studies to outperform their Western counterparts in computational problems, perform less brilliantly in non-conventional, non-routine mathematical problems. Research revealed that local students generally held narrow views about mathematics. To them, mathematics is a set of rules for computation, and solving mathematical problems is the search for appropriate routine procedures by identifying the problem type. In fact, students approaches to mathematical problems are greatly influenced by their views of mathematics, which are, in turn, largely shaped by their experiences in learning, task demands, and classroom environment. In our view, the most critical aspect of learning is the kind of classroom tasks given, because they define for the students what counts as learning and what mathematics is. This project, which involves eight Secondary One classes for one academic year, is an experimental attempt to enable students to deal with mathematical problems in more flexible manners, by way of widening their learning experience through the introduction of systematic variations of critical features of classroom examples and tasks. Participating teachers’ understanding of the theory and practice of more novel, open-ended mathematical problems will be developed. Tasks given to students will largely be drawn from a collective pool developed by these teachers. At the end of the project, students’ problem-solving abilities will be evaluated. Changes in the views of mathematics and of mathematics learning among participating teachers and students will also be investigated. Phenomenography offers a theoretical framework and a natural methodological means for this investigation. (ED01333)

Research Publications

  • "Architectures of mathematics beliefs: Individual and school-level differences among Hong Kong Primary 6 students" (co-authored with CHIU Ming Ming, LAM Chi Chung, WONG Ka Ming Patrick, LEUNG Ks Frederick and MOK Ac Ida.). Educational Research Journal vol.20 no.1, pp.27-55. Hong Kong, 2005.07.

  • "Beliefs about Mathematics, Mathematics Learning and Mathematics Teaching: A Comparison of Views from Primary and Secondary Mathematics Teachers in Hong Kong and Australia". (PERRY Bob and HOWARD Peter)Pre-conference proceedings of ICMI Comparative Study Conference pp.151-158. Hong Kong SAR, 2002.10.

  • "Cognitive and affective outcomes of person-environment fit to a critical constructivist learning environment: a Hong Kong environment" (co-authored with WATKINS David and WONG Lap Wai).Constructivist Foundations vol.1 pp.49-55. 2006.

  • "Comparing primary and secondary mathematics teachers' beliefs about mathematics, mathematics learning and mathematics teaching in Hong Kong and Australia". (PERRY Bob and HOWARD Peter)mathematics education in different cultures ed. by F.K.S. Leung, G-D Graf, & F.J. Lopez-Real. pp.435-448. New York, USA: 2003 Springer-Verlag New York Inc., 2006.

  • "The Conception of Mathematics among Hong Kong Students and Teachers". Proceedings of the MAVI-9 European Workshop pp.103-108. Duisburg,Germany,2000.

  • "The effects of spiral bianshi curriculum: a case study of the teaching of speed for Primary 6 students in Hong Kong.".( co-authored with CHAN Anna Mei-yan andLAM Chi Chung) Paper presented in the 4th East Asia Regional Conference on Mathematical Education, organized by Universiti Sains Malaysia, pp.6. Penang, Malaysia, 2007.06.

  • "Hong Kong teachers' view of effective mathematics teaching and learning". Zentralblatt fuer Didaktik der Mathematik vol.39 no.4, pp.301-314. 2007.07.

  • "How do Hong Kong Students Think about Mathematics". (co-authored with LAM Chi Chung,WONG Ka Ming Patrick, LEUNG Koon Shing and MOK Ah Chee) EduMath vol.16 pp.7-21. Hong Kong, 2003.06.

  • "How Do Hong Kong Students Think about the Mathematics Curriculum and Teaching" (co-authored with LAM Chi Chung, WONG Ka Ming Patrick, LEUNG Frederick Koon-shing and MOK Ida Ah-chee). EduMath vol.15 Hong Kong SAR, 2002.12.

  • "Parents’ Beliefs and Practices in Education in Confucian Heritage Culture: The Hong Kong Case". (co-authored with LAM Chi Chung and HO Sui Chu). Journal of Southeast Asian Education vol.3 no.1, pp.99-115. 2002.06.

  • "The positioning of algebraic topics in the Hong Kong elementary school mathematics curriculum". Zentralblatt fuer Didaktik der Mathematik vol.37 no.1, pp.23-33. germany, 2005.

  • "Religion and forgiveness from a Hong Kong Chinese perspective".( co-authored with HUI Kp Eadaoin, WATKINS David and SUN Cf Rachel) Pastoral Psychology vol.55 pp.183-195. 2006.

  • <另一種一題多解--賀香港數理教育學會成立四十周年>. 《香港數理教育學會會刊》 第21 卷 第1 期,香港,2004.11,頁84-86。

  • 《迎接新世紀 : 重新檢視香港數學教育 : 蕭文強教授榮休文集》,Xianggang : Xianggang shu xue jiao yu xue hui, 2005。
    (CUHK Library Call No: UL HK Studies QA14.H6 Y56 2005; CC QA14.H6 Y56 2005 c.2)

  • <香港小學生的數學觀> (與黃家鳴、林智中及羅浩源合著),《小學數學教師》,第172卷,中國上海,2004.05.,頁69-72。

  • 《香港近半世紀漫漫「數敎路」 : 從「新數學」談起》,香港:香港數學敎育學會,2001。
    (CUHK Library Call No: UL HK Studies QA14.H6 X53 2001; CC QA14.H6 X53 2001 c.2)

  • <香港教師數學觀的研究> (與韓繼偉、黃毅英、林智中、黃家鳴及王倩婷合著),《「香港數學教育會議-02」論文集》,香港:中文大學及香港數學教育學會,2002.06.25,頁11。

  • <香港數學教育另類報告2000——山仍是山的課程改革>,《香港數學教育會議 2000 論文集》香港:香港數學教育學會,2000.07.13.,頁90-99。

  • <香港數學教育史系列:本港數學教育學會沿革(個人經歷)-賀《數學教育》第十期刊行>,《數學教育》第10期,香港, 2000.07.,頁2-7。

  • <香港數學教育問題隨筆>,《數學教育》 第16卷. 香港,2003.06,頁85-87。

  • 《香港數學教育專業知識基礎的集體追求》,香港:香港數學教育學會,2009。
    (CUHK Library Call No: UL HK Studies QA14.H6 X58 2009)

  • 《香港數學敎育實地觀察. II, 無無謂謂聽書記》,香港:香港數學敎育學會,1998。
    (CUHK Library Call No: UL QA14.H6 H832 2002 c.2; UL HK Studies QA14.H6 H832 2002)

  • <香港課外活動的演變、定位與前瞻> (與周昭和合著),《課外活動:探究與管理》,曾永康、洪楚英、朱惠玲編,香港:香港中文大學教育學院香港教育研究所,2006,頁141-172。

  • < 「香港戰後數學教育大事年表」整理後記>,《數學教育》第15卷,香港特別行政區,2002.12.。

  • <香港戰後數學教育大事年表> (與列志佳合編),《香港近半世紀漫漫「數教路」:從新數學談起》 黃顯英編. 頁115-143. 香港: 香港數學教育學會,2001.09。

  • <從內地與香港教學交流談到「香港學習者悖論」>,《香港教師中心學報》,第6卷,香港,2007,頁 75-79。

  • <從半世紀香港小學數學課程發展看當前數學課程改革的前景>(與鄧國俊、霍秉坤、顏明仁及黃家樂合著),《基礎教育學報》第16 卷,香港,2007.10.,頁115-131。

  • 《從課外活動「持分」失衡看敎育產品指標化的權力展現》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LB3605 .Z46 2000 c.5; CC LB3605 .Z46 2000)

  • <第三份香港數學教育另類報告——天翻地覆教改話滄桑>,《香港數學教育研討會―2004論文集》,鄧幹明、黃家樂、李文生、莫雅慈編,香港,2004.06.,頁8-29。

  • <影響香港男女生對數學喜歡程度的因素與路徑分析> (與SUN XUHUA合著),《數學教育學報》第48 卷,中國天津, 2005.03.,頁10-13

  • <影響香港男女生數學成績的潛變量差異> (與SUN XUHUA合著),《數學教育學報》第13卷第4期,中國天津,2004.12.,頁72-74。

  • 《數學內外 : 數學敎育文集》,香港:天地圖書有限公司,1999。
    (CUHK Library Call No: UL HK Studies QA12 .S58 1999; CC QA12 .S58 1999 c.2)

  • 《數學敎育會議:生活、現實情境、數學論文集》,香港:香港中文大學課程與敎學學系,2003。
    (CUHK Library Call No: UL Oversize QA14.H6 S475 2003 c.2; UL HK Studies QA14.H6 S475 2003)

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