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Selected Development Project
Project Title

Knowledge competency among Hong Kong pre-service mathematics teachers: their readiness, strength, and weakness during the reform of New Senior Secondary school curriculum. 

Principal Investigator Dr LEUNG, Kui Chiu Issic
Area of Research Project
Teacher and Teaching Development 
Project Period
From 01/2013 To 12/2014
How good, their strengths and weaknesses, are pre-service mathematics teachers in Hong Kong equipped with subject and pedagogical content knowledge, and beliefs in order to accomplish mathematics teaching in the paradigm shift from "content" to "process" of the current curriculum reform?
Methods Used

Project Activities
A series of data collection have been conducted:
Part I íV Questionnaires (on beliefs and attitude)
203 samples of survey questionnaires of 100 multiple choice questions on agreement of certain statements on the beliefs and attitude, etc.

Part II íV Short questions (on TeachersíŽ knowledge competency)
73 samples of short tests of MC and short questions on mathematics teachersíŽ subject knowledge on topics of upper secondary level were collected

Part III íV Interview (on the richness of teachersíŽ pedagogical knowledge)
24 interviews are conducted on selected candidates who have filled in both part I and II forms. Hypothetical questions according to classroom scenarios were asked

Summary of Findings

As part of the initial findings, we summarize the effect of the three effective scales of beliefs and attitudes to the Subject Matter Knowledge of pre service teachers where
MA - Mathematics Anxiety
CLM - Confidence in learning mathematics
EMM - Effectance motivation in mathematics

Figure. Path diagram for a single equation causal model for the effects of CLM, EMM and MA on SMK by AMOS.
We can claim that the lower confidence in learning mathematics might be accounted by these (sample) HK pre-service teachers’ unsatisfactory prior learning experience before university learning. We urged that in the teacher education program, both emotional support and subject-matter knowledge courses are important for enhancing their sustainable professional competency.

  • A complete understanding of current situation of mathematics teacher education system.
  • Findings and implications will suggest on how to improve our teacher education system
  • Leung, I.K.C., Ding, L., Leung, A.Y.L., & Wong, N.Y.(2014). Prospective teachers' competency in teaching how to compare geometric figures: The concept of congruent triangles as an example. In Hwang, H.J, Sang-Gu, L. and Choe, Y.H. (Eds)., Proceedings of the Korean Society of Mathematical Education 2014 Spring Conference on Mathematical Education (pp. 545-558). Seoul, South Korea.
  • Leung, I.K.C., Ding, L., Leung, A.Y.L., & Wong, N.Y.(2014). How the knowledge of algebraic operation relates to prospective teachers’ teaching competency: an example of teaching the topic of square root. Proceedings of International Group for the Psychology of Mathematics Education (PME 38). Vancouver, Canada. (accepted)
  • Leung, I.K.C., & Ding, L. (2014). Knowledge competency of Hong Kong Prospective Mathematics Teachers in the Perspective of Relationship between their Subject Matter Knowledge and non-cognitive factors. Journal of Mathematics Teacher Education and Development. (submitted)
Biography of Principal Investigator
Dr. Leung Kui Chiu Issic was a lecturer at the University of Macau for two years (1990-1992) after he had obtained his Bachelor and Master degrees from the University of Manitoba, Canada (1990). He then studied further and graduated with his Ph.D. in Mathematics from the Flinders University of South Australia (1996), where he was awarded the Flinders University Research Scholarship (1993-1996). He was a senior market analyst in PCCW, one of the giants in the telecom industry in Hong Kong, for many years before he became an Assistant Professor of mathematics education at the Hong Kong Institute of Education.
Funding Source

General Research Fund