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Mathematics Education in Future

Mathematics Education in Future. HK Association for Sci & Math Education. Future. Mathematics Education. 未知今日，焉知他朝. Let us think about What are the difficulties? What are the problems? What are the limitations? What do you worry? What do you expect? What do you want to change?.

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Mathematics Education in Future

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  1. Mathematics Education in Future HK Association for Sci & Math Education

  2. Future Mathematics Education

  3. 未知今日，焉知他朝 Let us think about • What are the difficulties? • What are the problems? • What are the limitations? • What do you worry? • What do you expect? • What do you want to change?

  4. Situation today • New 3-3-4 • New core-M1-M2 • New university year one • New in the negative connotation • Problems, difficulties, inconsistencies • What is the source of the problems?

  5. What should we teach?

  6. Example: Mark distributions

  7. Good in any one subject

  8. Good in all subjects

  9. Everyone is not the same There are differences in • Interest • Ability • Commitment • Future need There should also be differences in teaching and learning in terms of • Expected outcome • Process or method • Content or depth

  10. Volume of Math Learning Time/ effort on Math S3-4 S5 S6 done • Basic knowledge of humanity • Practical skills for general needs • Preparation for university education • Leading to scientific or technological advancement

  11. Reality: Multi-level • Cambridge Pre-U • Math (AS, AL), Further Math (AS, AL) • Edexcel • IGCSE and AS level: Math, Further Math • AL: Math, Futher Pure, Mechanics, Stat, Decision • IB • Math SL, Math HL, Further Math HL • SAT II, AP Calculus AB or BC

  12. Why learn mathematics? • For those who will be engineers or scientists • The answer is trivial • For those who hate mathematics early on • Do we need it for daily life? • Do we need it for logical thinking? • Do we need it for communication? • Why Math exists in all human cultures for all generations?

  13. Three levels of Math Learning • Basic knowledge of humanity • Practical skills for general needs • Preparation for future (university) education • Leading to scientific or technological advancement • Therefore, it is reasonable to have 3 levels

  14. What makes Math interesting? • “Real Life Application” • To the Math zealous, … • To the Math haters, … • Sophisticated Applications • Challenges • Imaginations (inevitably abstract) • Understanding humanity • Unexplored area in Hong Kong

  15. Challenges for Future • A core syllabus for everybody • Illustrate the nature of Math without too much calculation • An intermediate syllabus for most people • Sufficient skills with reasoning and suitable choice of applications • An advanced syllabus for scientific needs • Strong deduction and rigor with some abstraction

  16. Don’t believe in me Thank you

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