The Hong Kong Institute of Education

Department of Mathematics and Information Technology Electives Courses for Mathematics domain Course offering list in Semester 2, 2020/21 Course Code Course Title Credits Mathematical Modelling and Computing INS4051 3 for Scientific Investigation Designing STEM Activities with INT4060 3 Integrated Engineering and Mathematics Designing STEM Activities with INT4061 3 Integrated Sciences and Technology MTH1161 Mathematics 3

MTH2050 Recreational Mathematics 3

MTH2162 Essential Number Theory 3 Mathematical Modelling for Problem MTH2176 3 Solving in Primary Mathematics MTH3011 Mathematics II 3 Learning and Teaching of Selected MTH3077 3 Topics in Mathematics Curriculum and Teaching of Selected MTH3097 3 Topics in Primary Mathematics MTH3142 Geometry 3 Mathematical Exploration with MTH3177 3 Technology for Mathematical Modelling MTH4144 Discrete Mathematics 3

MTH4146 Numerical Methods 3 Design of STEM Activities for MTH4164 3 Mathematics Learning Development of Mathematical Concepts MTH4182 3 and Skills Teaching Mathematics to Students with MTH4183 3 Special Needs MTH4901 Honours Project I 3

MTH4902 Honours Project II 3

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Five-year Full-time) All undergraduate Programmes Programme QF Level : 5 Course Title : Mathematical Modelling and Computing for Scientific Investigation Course Code : INS4051 Department : Department of Mathematics and Information Technology Department of Science and Environmental Studies Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction: English Course Level : 4 ______

Part II

The University’s Graduate Attributes and seven Generic Intended Learning Outcomes (GILOs) represent the attributes of ideal EdUHK graduates and their expected qualities respectively. Learning outcomes work coherently at the University (GILOs), programme (Programme Intended Learning Outcomes) and course (Course Intended Learning Outcomes) levels to achieve the goal of nurturing students with important graduate attributes.

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course aims to provide students with an opportunity to learn how to integrate science, mathematics and computing to strengthen their STEM knowledge and skills. It begins by introducing participants to the principles and processes of scientific inquiry. Participants will be guided to adopt the scientific inquiry approach to identify and investigate problems within authentic scientific contexts, such as dynamic interactions between living organisms in an ecosystem, effects of concentration on the rates of reactions, and relationship between motion and force. Participants will then be led to explain and predict scientific phenomena using the principles and ideas of mathematical modelling and data analytics. They will also be engaged in using engineering design and computational thinking to develop and test software prototypes for scientific investigation.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to:

CILO1: Demonstrate an understanding of the principles and processes of scientific inquiry;

CILO2: Develop the ability to model scientific phenomena in mathematical forms;

CILO3: Design and evaluate software prototypes guided by engineering design and computational thinking; and

CILO4: Integrate and apply the knowledge and skills of scientific inquiry, mathematical modelling and computing for problem solving in authentic scientific contexts.

3. Content, CILOs and Teaching & Learning Activities Course Content CILOs Suggested Teaching & Learning Activities

Overview CILO1,2,3,4 Lectures, literature review, • Introduction to scientific demonstration, group discussion investigation, mathematical modelling and computing as well as the relationship among them. • Contemporary examples and issues relating to using mathematics modelling and computing for scientific investigation

Scientific Investigation CILO1,4 Lectures, literature review, • Nature of science demonstration, hands-on • Goals and concepts of scientific practice, group discussion inquiry • Key processes and practical skills involved in scientific inquiry

Mathematical Modelling CILO1,2,4 Lectures, demonstration, • Introduction to the principles and hands-on exercises, group ideas of mathematical modelling discussion and data analytics in science • Systematic approaches to create mathematical models based on the data from scientific investigation • Application of mathematical modelling and data analytics to make predictions for scientific phenomena

Engineering Design CILO3,4 Lectures, literature review, • Engineering design process demonstration, group discussion • Design specifications • Using engineering design to guide the development of software prototypes

Computing CILO1,2,3,4 Lectures, literature review, • Principles of computational demonstration, hands-on thinking practice, group discussion Course Content CILOs Suggested Teaching & Learning Activities • Design and analysis of algorithms for problem solving • Use engineering design and computational thinking to apply coding with mathematical models in scientific investigation

4. Assessment Assessment Tasks Weighting CILO (%)

a. Individual coursework on scientific inquiry and 60% CILO1,2 mathematical modelling (e.g., in-class activities, laboratory reports, experiment worksheets, and/or quizzes)

b. Group project 40% CILO1,2,3,4 • Development of a computer program to solve a practical problem within authentic scientific contexts by using mathematical modelling skills • A written report on the problem statement, as well as the design, implementation and evaluation of the computer program

5. Required Text(s) Nil

6. Recommended Readings Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. Annetta, L. A., & Minogue, J. (2016). Connecting Science and Engineering Education Practices in Meaningful Ways: Building Bridges. Cham: Springer International Publishing. Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359-379. Bari, A. (2016). Predictive analytics for dummies (2nd ed.). New Jersey: John Wiley & Son. Basu, S., Biswas, G., Sengupta, P., Dickes, A., Kinnebrew, J. S., & Clark, D. (2016). Identifying middle school students’ challenges in computational thinking-based science learning. Research and Practice in Technology Enhanced Learning, 11(13), 1-35. Blomhøj, M., & Carreira, S. (Eds) (2008). Mathematical applications and modelling in the teaching and learning of mathematics: Proceedings from Topic Study Group 21 at the 11th International Congress on Mathematical Education in Monterrey, Mexico, July 6-13, 2008. Roskide: Roskide University. Retrieved from http://milne.ruc.dk/imfufatekster/pdf/461.pdf. Blum, W. (2015). Quality teaching of mathematical modelling: What do we know, what can we do? In S. J. Cho (Ed.), Proceedings of the 12th international congress on mathematical education (pp. 73–96). New York: Springer. Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd ed.). Rotterdam: Sense. Carr, R. L., Bennett, L. D., & Strobel, J. (2012). Engineering in the K-12 STEM Standards of the 50 U.S. states: An analysis of presence and extent. Journal of Engineering Education, 101(3), 539-564. Carreira, S., & Baioa, A. M. (2018). Mathematical modelling with hands-on experimental tasks: On the student’s sense of credibility. ZDM, 50, 201-215. Chandrasekaran, S., Littlefair, G., Joordens, M., & Stojcevski, A. (2014). A comparative study of staff perspectives on design-based learning in engineering education. Journal of Modern Education Review, 4(3), 153-168. Clements, D. (2008). Mathematical Modelling: A Case Study Approach. Cambridge: Cambridge University Press. Corea, F. (2019). An introduction to data: Everything you need to know about AI, big data and data science. Switzerland: Springer. Daily, S. B., Leonard, A. E., Jörg, S., Babu, S., Gundersen, K., & Parmar, D. (2015). Embodying computational thinking: Initial design of an emerging technological learning tool. Technology, Knowledge and Learning, 20(1), 79-84. Dillion, P. (2008). A pedagogy of connection and boundary crossings: Methodological and epistemological transactions in working across and between disciplines. Innovations in Education and Teaching International, 45(3), 255-262. Dunn, P. F. (2014). Measurement and Data Analysis for Engineering and Science (3rd ed.). Boca Raton: CRC Press, Taylor & Francis. English, L. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5-24. Geng, J., Jong, M. S-Y., & Chai, C. S. (2018). Hong Kong teachers’ self-efficacy and concerns about STEM education. The Asia-Pacific Education Researcher. DOI: 10.1007/s40299-018-0414-1. Gilbert, A., Bloomquist, D., & Czerniak, C. M. (2016). Using Mathematical and Computational Thinking in Early Grades Science Classrooms: The Need for High‐Quality Professional Development. School Science and Mathematics, 116(4), 175-176. Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38-43. Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(32). DOI: 10.1186/s40594-018-0127-2. Hynes, M. M. (2012). Middle-school teachers’ understanding and teaching of the engineering design process: A look at subject matter and pedagogical content knowledge. International Journal of Technology and Design Education, 22(3), 345-360. Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279. Johnson, C. C., Peters-Burton, E. E., & Moore T. J. (2015). STEM road map: A framework for integrated STEM education (1st ed.). New York: Routledge. Jurdak, M. (2016). Learning and teaching real world problem solving in school mathematics: A multiple-perspective framework for crossing the boundary. Basel, Switzerland: Springer International Publishing. Kelsey, T. (2017). Introduction to Google analytics: A guide for absolute beginners. New York: Apress. Kertil, M., & Gurel, C. (2016). Mathematical modeling: A bridge to STEM education. International Journal of Education in Mathematics, Science and Technology, 4(1), 44-55. Krajcik, J. S., & Czerniak, C. M. (2014). Teaching Science in Elementary and Middle school: A Project-based Approach (4th ed.). New York: Routledge. Jaipal-Jamani, K., & Angeli, C. (2017). Effect of Robotics on Elementary Preservice Teachers’ Self-Efficacy, Science Learning, and Computational Thinking. Journal of Science Education and Technology, 26(2), 175-192. Kafai, Y. B. (2016). From computational thinking to computational participation in K-12 education. Communications of the ACM, 59(8), 26-27. Kim, C., Kim, D., Yuan, J., Hill, R. B., Doshi, P., & Thai, C. N. (2015). Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching. Computers & Education, 91, 14-31. Leung, A. (2018). Exploring STEM pedagogy in the mathematics classroom: a tool-based experiment lesson on estimation. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-018-9924-9. Leung, A., & Baccaglini-Frank, A. (2017). Digital technologies in designing mathematics education tasks - Potential and Pitfalls (Mathematics Education in the Digital Era Book Series). Berlin, Germany: Springer. Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in Human Behavior, 41, 51-61. Mityushev, V., Nawalaniec, W., & Rylko, N. (2018). Introduction to Mathematical Modeling and Computer Simulations. New York: Chapman and Hall/CRC. Moomaw, S. (2013). Teaching STEM in the Early Years: Activities for Integrating Science, Technology, Engineering, and Mathematics. St. Paul, MN: Redleaf Press. Moreira, J. & Carvalho, A., & Horvath, T. (2018). A general introduction to data analytics. New Jersey: John Wiley & Son. Nathan, M. J., Srisurichan, R., Walkington, C., Wolfgram, M., Williams, C., & Alibali, M. W. (2013). Building cohesion across representations: A mechanism for STEM integration. Journal of Engineering Education, 102(1), 77-116. National Assessment Governing Board (2010). Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress. Washington, D.C. Ponchaud, B., & Goldsworth y, A. (2010). Science Enquiry Games: Activity Ways to Learn and Develop Science Enquiry Skills. Sandbac : Millgate House. Ryu, M., Mentzer, N., & Knobloch, N. (2018). Preservice teachers’ experiences of STEM integration: Challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education. DOI: 10.1007/s10798-018-9440-9. Slavit, D., Nelson, T. H., & Lesseig, K. (2016). The teachers’ role in developing, opening, and nurturing an inclusive STEM-focused school. International Journal of STEM Education, 3(7). DOI: 10.1186/s40594-016-0040-5. Swetz, F., & Hartzler, J. S. (1991). Mathematical Modeling in the Secondary School Curriculum: A Resource Guide of Classroom Exercises. National Council of Teachers of Mathematics. Reston, VA. Taber, K., & Akpan, B. (2017). Science Education: An International Course Companion. Rotterdam: Sense Publishers. Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127-147. Wing, J. M. (2010). Computational thinking: What and why? Link Magazine, Retrieved from http://www.cs.cmu.edu/~CompThink/resources/TheLinkWing.pdf Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565-568. 李揚津、陳文豪、陳偉康、霍年亨、郭炳偉、李凱雯、吳永水、曾耀輝、楊志豪（編） (2017) 。《STEM 教育- 從理論到實踐》。香港：香港教育大學。

7. Related Web Resources Association for Science Education, UK http://www.ase.org.uk Big Data Analytics Tutorial https://www.tutorialspoint.com/big_data_analytics/ Computational Thinking for Educators https://computationalthinkingcourse.withgoogle.com/course Engineering Design https://www.linkengineering.org Google Analytics for Beginners https://analytics.google.com/analytics/academy/course/6 Introduction to Computational Thinking and Data Science https://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-0002-introducti on-to-computational-thinking-and-data-science-fall-2016/ Introduction to Modelling and Simulation https://ocw.mit.edu/courses/materials-science-and-engineering/3-021j-introduction-to-mod eling-and-simulation-spring-2012/ Learningscience.org http://www.learningscience.org Mathematical Modelling Basics https://www.edx.org/course/mathematical-modeling-basics-delftx-mathmod1x Scratch https://scratch.mit.edu Sense About Science https://senseaboutscience.org

8. Related Journals Applied Mathematical Modelling British Journal of Educational Technology Computer Science Education Computers & Education Educational Technology & Society Engineering Education European Journal of Engineering Education International Journal of Technology and Design Education Journal of Computer Assisted Learning Journal of Engineering Education Journal of Engineering Design Journal of STEM Education Journal of Technology Education Mathematical Modelling and Analysis Technology and Engineering Teacher

9. Academic Honesty The University adopts a zero tolerance policy to plagiarism. For the University’s policy on plagiarism, please refer to the Policy on Academic Honesty, Responsibility and Integrity with Specific Reference to the Avoidance of Plagiarism by Students (https://www.eduhk.hk/re/modules/downloads/visit.php?cid=9&lid=89). Students should familiarize themselves with the Policy.

10. Others Nil

Last updated: 31 Jan 2019

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I Programme Title : All Undergraduate Programmes Programme QF Level : 5 Course Title : Designing STEM Activities with Integrated Engineering and Mathematics Course Code : INT4060 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 4

Part II The University’s Graduate Attributes and seven Generic Intended Learning Outcomes (GILOs) represent the attributes of ideal EdUHK graduates and their expected qualities respectively. Learning outcomes work coherently at the University (GILOs), programme (Programme Intended Learning Outcomes) and course (Course Intended Learning Outcomes) levels to achieve the goal of nurturing students with important graduate attributes.

In gist, the Graduate Attributes for Undergraduate, Taught Postgraduate and Research Postgraduate students consist of the following three domains (i.e. in short “PEER & I”): ⚫ Professional Excellence; ⚫ Ethical Responsibility; & ⚫ Innovation The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course flips traditional training on its head by presenting learners with problems to be solved and encouraging them to use their prior experience and web searches, and to work with their peers or teachers so that to find out the solutions in the areas of engineering and mathematics. The principles and practices of engineering design as well as implementation using sensors and control, block- based programming, and computer simulation technologies will be delivered in this course. Students can engage in solving real-life challenge related to engineering and mathematics, and incorporate reasoning processes with hands-on practices. The importance of providing practical skills development to student teachers is to support and scaffold understandings of STEM education for their teaching.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to:

CILO1 Recognize how technologies can empower the designed world;

CILO2 Identify challenges and generate ideas and solutions to challenges in the areas of engineering and mathematics; CILO3 Apply appropriate methods and solutions to solve challenges based on engineering practices; CILO4 Conduct continual evaluations and tests throughout the design and implementation of challenges; and CILO5 Demonstrate creativity and problem-solving skills in the development of the STEM related challenges.

3. Content, CILOs and Teaching & Learning Activities

Course Content CILOs Suggested Teaching & Learning Activities

Technologies in the designed world: CILO1,2 Lectures, demonstrations, - Categories of technology with and discussions examples - Key stages in STEM project design process - Application of the engineering design process in STEM projects - Standards for technological literacy and their integration into school curriculum for STEM education Sensors and control: CILO2,3,4,5 Lectures, demonstrations, - Exploring sensors and interfaces practices, and discussions - Generating control codes based on building blocks techniques - Design and build a solution for a challenge

Block-based programming: CILO2,4,5 Lectures, demonstrations, - Concepts of building blocks coding practices, and discussions - Common problems and solutions in building blocks coding - Design and build a solution for a challenge

Simulation technology for science CILO1,3,5 Lectures, demonstrations, experiments: practices, and discussions - The pros and cons of hands-on experiments versus simulated experiments - Exploring the use of computer software for simulating science experiments - Design and build simulation modules for science experiment

4. Assessment Assessment Tasks Weighting (%) CILO

Individual projects: Student is required to 60 CILO1, 2, 3, 4, 5 design, develop, and present various challenges.

Individual written reports: Student is 40 CILO1, 2, 3, 4, 5 required to prepare a brief report for each challenge.

5. Required Text(s) Nil

6. Recommended Readings Annetta, L. A., & Minogue, J. (2016). Connecting science and engineering education practices in meaningful ways: Building bridges. Cham: Springer International Publishing. Anthropy, A. (2019). Make Your Own Scratch Games (1st ed.). No Starch Press.Donat, W. (2017). Make: Getting started with the micro:bit: Coding and making with BBC’s open development board. CA: Maker Media, Inc. EDB (2020). Computational Thinking - Coding Education: Supplement to the Primary Curriculum. (Retrieved from https://www.edb.gov.hk/attachment/en/curriculum- development/kla/technology-edu/curriculum- doc/CT_Supplement_Eng%20_2020.pdf on 25 September 2020.) Haik, Y., Sivaloganathan, S., & Shahin, T. (2018). Engineering design process. Boston. MA: Cengage Learning. Javed, A. (2016). Building Arduino projects for the Internet of things: Experiments with real-world applications. [United States]: Apress. NGSS Lead States (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press. Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, December/January 2009, 20-26. Mukherjee, R. (2014). Product Development Life Cycle. Retrieved from https://blog.udemy.com/product-development-life-cycle/ Surbhi, S. (2015). Difference between creativity and innovation. Retrieved from http://keydifferences.com/difference-between-creativity-and-innovation.html Xie, C., & Pallant, A. (2011). The molecular workbench software: an innovative dynamic modeling tool for nanoscience education. In Models and Modeling (pp. 121-139). Springer, Dordrecht. 課程發展議會 (2015)：《推動 STEM 教育— 發揮創意潛能（概覽）》，香港教育局。(Retrieved from http://www.edb.gov.hk/attachment/tc/curriculum- development/renewal/STEM/STEM%20Overview_c.pdf on 26 April 2018.)

7. Related Web Resources Arduino Micro-controllers’ Products http://www.arduino.cc BBC micro:bit http://www.microbit.org EDB Resources – STEM examples https://www.edb.gov.hk/en/curriculum- development/kla/technology-edu/resources/stemexamples.html Jetson Nanp https://www.nvidia.com/en-us/autonomous-machines/embedded- systems/jetson-nano/ MakeBlock (STEM and Robot Kits) http://www.makeblock.com Raspberry Micro-controllers’ Products http://www.raspberrypi.org Scratch https://scratch.mit.edu

8. Related Journals British Journal of Educational Technology Computer Aided Geometric Design Computer Animation and Virtual Worlds Educational Technology & Society International journal of STEM education Journal of STEM education : innovations and research

10. Others Nil

Last update: 5 October 2020 THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I Programme Title : All Undergraduate Programmes Programme QF Level : 5 Course Title : Designing STEM Activities with Integrated Sciences and Technology Course Code : INT4061 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 4

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

The seven GILOs are: 1. Problem Solving Skills 2. Critical Thinking Skills 3. Creative Thinking Skills 4a. Oral Communication Skills 4b. Written Communication Skills 5. Social Interaction Skills 6. Ethical Decision Making 7. Global Perspectives 1. Course Synopsis With the rapid development of technologies, calling for adapting these technologies in STEM education has become an urgent task at present. In this course, students will have various opportunities to engage in the application of “new” technologies to solve the problems in areas of sciences and technology. Students are encouraged to use their prior experience and web searches, and to work with their peers to find out the solutions in the areas of sciences and technology. The principles and practices of STEM activities integrated with coding, wearable technologies, 3D modelling and printing, data-logging and visualization technologies will be delivered in this course. Students can engage in solving real-life challenge, and incorporate reasoning processes with hands-on practices. The importance of providing practical skills development to student teachers is to support and scaffold understandings of STEM education for their teaching.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 Recognize how technologies can empower the real-world situations;

CILO2 Identify challenges and generate ideas and solutions to challenges in the areas of sciences and technology; CILO3 Apply appropriate methods and solutions to solve challenges based on project design process; CILO4 Conduct continual evaluations and tests throughout the design and implementation of challenges; and CILO5 Demonstrate creativity and problem-solving skills in the development of the STEM related challenges.

3. Content, CILOs and Teaching & Learning Activities

Course Content CILOs Suggested Teaching & Learning Activities

Technologies in the world: CILO1,2 Lectures, demonstrations, and - Categories of technology with discussions examples - Key stages in STEM project design process - Standards for technological literacy and their integration into school curriculum for STEM education 3D modelling and printing: CILO2,3,4,5 Lectures, demonstrations, - Basic 3D modelling and scanning practices, and discussions - Common problems and solutions in 3D printing - 3D printing design and production of 3D objects

Wearable technologies: CILO2,3,4,5 Lectures, demonstrations, - Exploring the use of wearable practices, and discussions technologies - Hands-on practices in interacting with wearable technologies - Design and build a solution for a challenge

The use of technology for scientific CILO2,3,4,5 Lectures, demonstrations, investigation: practices, and discussions - Introduction of various technologies to visualize scientific phenomenon - Exploring the use of data-loggers and other technologies to facilitate scientific investigation - Design and building of tools for scientific investigation

4. Assessment Assessment Tasks Weighting (%) CILO

Individual projects: Student is required to 60 CILO1, 2, 3, 4, 5 design, develop, and present various challenges.

Written reports: Student is required to 40 CILO1, 2, 3, 4, 5 prepare a brief report for each challenge.

5. Required Text(s) Nil

6. Recommended Readings Annetta, L. A., & Minogue, J. (2016). Connecting science and engineering education practices in meaningful ways: Building bridges. Cham: Springer International Publishing. EDB (2020). Computational Thinking - Coding Education: Supplement to the Primary Curriculum. (Retrieved from https://www.edb.gov.hk/attachment/en/curriculum- development/kla/technology-edu/curriculum- doc/CT_Supplement_Eng%20_2020.pdf on 25 September 2020.) McGrath, M. (2015) Building Android apps in easy steps: Covers App Inventor 2, In Easy Steps Limited. Haik, Y., Sivaloganathan, S., & Shahin, T. (2018). Engineering design process. Boston. MA: Cengage Learning. NGSS Lead States (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press. Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, December/January 2009, 20-26. Horvath, J. (2014). Mastering 3D printing: Modeling, printing, and prototyping with reprap-style 3D printers. New York, NY: Apress. Mukherjee, R. (2014). Product development life cycle. Retrieved from https://blog.udemy.com/product-development-life-cycle/ Mednieks, Z., Dornin, L., Meike, G. B. & Nakamura M. (2012) Programming Android: Java programming for the new generation of mobile devices (2nd ed.). California, CA: O'Reilly Media. Surbhi, S. (2015). Difference between creativity and innovation. Retrieved from http://keydifferences.com/difference-between-creativity-and-innovation.html Thornburg, D., Thornburg, N., Armstrong, S., & Stager G. (2014). The invent to learn guide to 3D printing in the classroom: Recipes for success. Constructing Modern Knowledge Press. Uludag, S., Karakus, M., & Turner, S. W. (2011). Implementing IT0/CS0 with scratch, app inventor for android, and lego mindstorms. Proceedings of the 2011 Conference on Information Technology Education, 183-18 Vollmer, M., & Möllmann, K. P. (2011). High speed and slow motion: The technology of modern high speed cameras. Physics Education, 46(2), 191. Wolber, D., Abelson, H., Spertus, E., & Looney, L. (2014). App Inventor 2 (2nd ed.). Sebastopol, CA: O'Reilly Media, Inc. 課程發展議會 (2015)：《推動 STEM 教育— 發揮創意潛能（概覽）》，香港，教育局。(Retrieved from http://www.edb.gov.hk/attachment/tc/curriculum- development/renewal/STEM/STEM%20Overview_c.pdf on 26 April 2018.)

7. Related Web Resources AR/VR Association http://www.thevrara.com AR/VR Academy https://www.arvracademy.io/resources App Inventor 2 http://appinventor.mit.edu/explore/ Autodesk Thinkercad https://www.tinkercad.com/ EDB Resources – STEM examples https://www.edb.gov.hk/en/curriculum- development/kla/technology-edu/resources/stemexamples.html 3D Printing http://3dprinting.com 3ders.org http://www.3ders.org SketchUp https://www.sketchup.com/

8. Related Journals ACM Transactions on Interactive Intelligent Systems British Journal of Educational Technology Computers & Education Computer Science Education Educational Technology & Society International Journal of Human-Computer Interaction International Journal of Human-Computer Studies Journal of Computer Assisted Learning International journal of STEM education Journal of STEM education : innovations and research Computer Aided Geometric Design Computer Animation and Virtual Worlds

10. Others Nil

Last update: 5 October 2020

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Health Education (Honours) (3-year Part-time) Programme QF Level : 5 Course Title : Mathematics Course Code : MTH1161 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 hours Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 1 ______

Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course aims at strengthening the mathematical foundation of elite athletes in preparation for their studies in the Bachelor of Health Education top-up degree programme. Four core areas will be covered at an introductory level: Set theory, Geometry, Algebra and Statistics. Particular effort will be paid to facilitate understanding of how the four areas come together as a whole and not just separate mathematical topics.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 demonstrate understanding of the fundamental concept of some basic topics of mathematics CILO2 master various elementary mathematical skills CILO3 apply the knowledge learned in this course in solving problems CILO4 appreciate the use and beauty of Mathematics

3. Content, CILOs and Teaching & Learning Activities

Suggested Teaching & Learning Course Content CILOs Activities Sets and Functions Online lectures, group discussion, assigned readings and worksheets, and two 3-hour face-to-face sessions. Geometry and Trigonometry CILO1,2,3, 4 Algebra and Coordinate Geometry

Probability and Statistics

4. Assessment

Assessment Tasks Weighting (%) CILO (a) Assignment: solving problems related to the 60 CILO1,2,3,4 content materials (b) Test: solving problems related to the content 40 CILO1,2,3,4 materials

5. Required Text(s) Nil

6. Recommended Readings

Abramson, J., Belloit, N., Falduto, V., Fernandez, C., Gross, R., Lippman, D., Magnier, J.-M., Rasmussen, M., & Whipple, H. (2015). Algebra and Trigonometry, OpenStax. http://open.umn.edu/opentextbooks/BookDetail.aspx?bookId=239 Ace The CLEP (2015). College Mathematics CLEP Study Guide. Breely Crush Publishing. Lial, M. L., Hornsby, J., Schneider, D. I., & Daniels, C. (2013). College Algebra and Trigonometry (5th ed.). Pearson. Spiegel, M. R. & Moyer, R. (2014). Schaum's Outline of College Algebra (4th ed.). McGraw-Hill Education. Redden, J. (2011). Elementary Algebra. Saylor Foundation. http://open.umn.edu/opentextbooks/BookDetail.aspx?bookId=13

7. Related Web Resources https://www.khanacademy.org/math https://www.ixl.com/math/ http://www.mathplanet.com/ http://www.mathhelp.com/

8. Related Journals Nil

10. Others Nil

Last update: 18-7-2017

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I Programme Title : Bachelor of Education (Honours) (Primary), All334/335 Programme QF Level : 5 Course Title : Recreational Mathematics Course Code : MTH2050 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 hours Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 2 ______Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course provides opportunities for students to experience and adopt the activity approach of learning/teaching mathematics and enables students to appreciate the role of recreational mathematics in the primary curriculum so that they can help their pupils to explore mathematics through their own experience of investigation.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to:

CILO1 demonstrate abilities to teach and learn mathematics through games.

CILO2 incorporate recreational mathematics topics into the primary curriculum.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & Course Content CILOs Learning Activities a. The role of games in mathematical CILO1 education b. Instructional planning in CILO2 learning/teaching mathematics through games c. Mathematical games and strategies: CILO1,2 Lectures, group patterns and predictions, palindromes, discussion, presentation, matchstick puzzles, etc. problem-based learning and computer workshops d. Some famous/interesting mathematical CILO1,2 problems: magic squares, dissection problems, polynominoes, etc. e. Mathematics as an art: paper folding, CILO1,2 curve stitching, tiling patterns, mobius strip

4. Assessment Assessment Tasks Weighting (%) CILO

(a) Individual presentation of a topic in 20 CILO1,2 recreational mathematics related to the primary curriculum

(b) Individual small project of a topic in 70 CILO1,2 recreational mathematics related to the primary curriculum

2 (c) Class quizzes 10 CILO1,2

5. Required Text(s) 鄭肇禎（1993）：《數學遊戲》，香港：商務印書館。 (QA95 .C48 1980)

6. Recommended Readings Easterday, K.E., Henry, L. L., & Simpson, F.M. (1981). Activities for junior high school and middle school mathematics. Reston, Va.: NCTM. (QA16 .A27 1981) Garfunkel, Solomon, Director, Consortium for Mathematics and Its Applications (COMAP) (1994). For All Practical Purposes: Introduction to Contemporary Mathematics (3rd ed.). W.H. Freeman & Co., New York. (QA7 .F68 1994) Thyer, D. (1993). Mathematical enrichment exercises. New York: Cassell. (QA139 .T49 1993) 蔡信行 (譯)（1999）：《數學樂園：觸類旁通》，浙江：浙江科學技術出版社。(Brian Bolt) (QA11 .B6412 1999) 單墫（2006）：《趣題巧解》，南京市：江蘇教育出版社。 (QA40.5 .S538 2006) 郭凱聲等編著（1999）：《數學遊戲》，北京：科學技術文獻出版社。 (QA99 .S489 1999) 饒見維（1996）：《國小數學遊戲教學法》，台北：五南圖書出版有限公司。 (QA20.G35 J365 1996) 林傑斌 (譯)（1999）：《數學樂園：茅塞頓開》，浙江：浙江科學技術出版社。(Brian Bolt，1999) (QA16 .B6412 1999) 談祥柏（1992）：《數學奇趣錄》，香港：商務印書館。 (QA93 .T36 1990) 唐世興、唐方、蘇正、沙颯（1997）：《數學游戲新編》，上海：上海教育出版社。王榮輝 (譯（) 1999）：《數學樂園 : 舉一反三》，浙江：浙江科學技術出版社。( Brian Bolt，1999) (QA95 .B65312 1999) 葉李華 (譯)，李國偉 (審訂) (1996) ：《大自然的數學遊戲》，台北：天下文化出版股份有限公司。(史都華 (Ian Stewart)，1996) (QA93 .S73712 1996) 張遠南（1996）：《使人聰明的智力遊戲》，台北：九章出版社。( BF431.3 .C53 1996) 趙文敏（1995）：《寓數學於遊戲》，台北：九章出版社。(QA95 .C45 1993) 鄭在恩（2006）：《趣味數學營 : 數學家畢達哥拉斯》，陳筱薇譯，台北，台北縣新店市：人類文化事業股份有限公司。(AG196 .Y65 2006 v.5)

7. Related Web Resources http://www.tswcps.edu.hk/subjects/math/game.htm http://www.plklht.edu.hk/chinese/mystudy/FunMaths/index.htm

3 http://www.plk8p.edu.hk/new/source/maths.html http://www.twcps.edu.hk/maths_games.htm http://www.mathland.idv.tw/ http://www.math.tku.edu.tw/chinese/mathhall/mathinfo/lwymath.htm http://www.smallcampus.net/htmlcontent.php?channel=maths_games&show_date=20 01-09-01 http://www.scit.wlv.ac.uk/~cm1985/RecMaths.html

8. Related Journals The Journal of Recreational Mathematics (QA95. J68) Mathematical Pie (QA1. M37)

10. Others Nil

Last update: 23-05-2018

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I Programme Title : Bachelor of Education (Honours) (Primary) Programme QF Level : 5 Course Title : Essential Number Theory Course Code : MTH2162 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 2 ______

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course covers the fundamentals of the theory of numbers. It focuses on classical results and concepts of elementary theory from divisibility to modular arithmetic. The primary aim is to help students build an in-depth understanding of properties of numbers and their roles in primary Mathematics.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to:

CILO1 demonstrate an understanding of classical and fundamental results in number theory CILO2 explain fundamental concepts and results in number theory related to the primary Mathematics curriculum CILO3 apply the skills learned in class to other mathematical topics or subjects

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & Course Content CILOs Learning Activities • Natural numbers and multiples CILO1,2 • Divisibility of integers • The division algorithm • The Euclidean algorithm • GCD and LCM • Prime numbers and the Fundamental Lectures, in class group theorem of arithmetic discussions, students demonstrations, and • Polygonal numbers, Fibonacci Numbers CILO1,2,3 Blended learning with IT and their properties • Fractions and Egyptian fractions • Linear Diophantine equations CILO1,2,3 • Modular arithmetic and linear congruences • The Chinese remainder theorem

4. Assessment Assessment Tasks Weighting (%) CILO (a) Assignments or quizzes on solving problems 20 CILO1,2,3 using the techniques learned in the course (b) A mid-term examination on solving problems 20 CILO1,2,3 using the techniques learned in the course (c) A final examination with scope covering 60 CILO1,2,3 concepts and skills of solving related problems of topics studied in the course

5. Required Text(s) Nil

6. Recommended Readings Burton, D. M. (2010). Elementary number theory (7th ed.). New York: McGraw-Hill.

Dence, J. B., & Dence, T. P. (1999). Elements of the theory of numbers. San Diego, CA: Harcourt Academic Press. Mollin, R. A. (2008). Fundamental number theory with applications (2nd ed.). Boca Raton: Chapman and Hall/CRS. Rosen, K. H. (2000). Elementary number theory and its applications (4th ed.). Reading, MA: Addison-Wesley. Silverman, J. H. (2012). A friendly introduction to number theory (4th ed.). Pearson. Stillwell, J. (2003). Elements of number theory. New York: Springer. Strayer, J. K. (1994). Elementary number theory. Boston: PWS Publishing. Dudley, U. (2012). Elementary Number Theory (2nd ed.). Dover Publications.

7. Related Web Resources https://www.math.brown.edu/~jhs/frint.html http://www.depauw.edu/news/index.asp?id=13161 http://www.ied.edu.hk/has/webauth/stec98/ngyk/index.htm http://shell.cas.usf.edu/~eclark/

8. Related Journals Nil

10. Others Nil

Last Update: 18/08/2017

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I Programme Title : Bachelor of Education (Honours) (Primary) Programme QF Level : 5 Course Title : Mathematical Modelling for Problem-solving in Primary Mathematics Course Code : MTH2176 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 2 ______Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course provides a deeper investigation of knowledge and issues associated with problem solving in primary mathematics. It develops theories and skills for tackling problems and discusses the methods of assessing problem solving abilities. Examples connecting problem solving to primary mathematics will be given. It also provides a learning environment to help students develop an interest in problem solving, and an introduction to modelling.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to:

CILO1 demonstrate enhanced problem solving abilities including STEM approaches.

CILO2 demonstrate thinking skills necessary to solve STEM problems and relate them to primary mathematics.

CILO3 reflect on their problem-solving experience and transfer their learning to their classroom teaching.

3. Content, CILOs and Teaching & Learning Activities

Course Content CILOs Suggested Teaching & Learning Activities

Nature of problem solving, significance of CILO1,2 Lectures, group problem solving in primary mathematics discussion and sharing, and computer workshops.

Developing problem-solving skills in CILO1 Lectures, group Polya's four phases; discussion and sharing, Strategies of problem solving: trial and and computer error, drawing pictures, logical reasoning, workshops. Use systemic listing, working backward, programs to solve finding a pattern, solving a simpler simple problems. analogous problems, setting up mathematical models, etc.

Mathematical modelling approaches in CILO2,3 Lectures, group solving problems from STEM related discussion and sharing, tasks; and problem-sheets, problem posing and computer and open-ended problems workshops.

Assessment and evaluation of problem CILO2,3 Lectures, group solving discussion and sharing,

and computer workshops.

4. Assessment Assessment Tasks Weighting (%) CILO

(a) Individual project on one of the selected 50 CILO1,2,3 topics related to the content materials, e.g. a pilot study of the instruction design using problem solving approach

(b) Written examination on the concepts and 50 CILO1,2,3 skills associated with mathematical problem solving presented in the course

5. Required Text(s) Nil

6. Recommended Readings Abdullah, N., Halim, L., & Zakaria, E. (2014). VStops: A Thinking Strategy and Visual Representation Approach in Mathematical Word Problem Solving toward Enhancing STEM Literacy. Eurasia Journal of Mathematics, Science & Technology Education, 10(3). Billstein, R., Libeskind, S., & Lott, J. (2016). A problem solving approach to mathematics for elementary school teachers (12th ed.). Boston: Addison-Wesley. Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Switzerland: Springer International Publishing. Charles, R. & Lester, F. (1984). Teaching problem solving: what why and how. London: Edward Arnold. Charles, R., Lester, F. & O’Daffer, P. G. (1987). How to evaluate progress in problem solving. Reston, VA: NCTM. English, L. D. (2006). Mathematical modeling in the primary school: Children's construction of a consumer guide. Educational studies in mathematics, 63(3), 303-323. Fitzallen, N. (2015). STEM Education: What Does Mathematics Have to Offer?. Mathematics Education Research Group of Australasia. Hyde, A. A. & Hyde, P. R. (1991). Mathwise: Teaching mathematical thinking and problem solving. Portsmouth, NH: Heinemann. Jolly, A. (2016). STEM by design. London: Routledge.

Krulik, S. & Rudnick, J. A. (1988). Problem solving: A handbook for elementary school teachers. Boston: Allyn and Bacon. Leung, A. & Baccaglini-Frank, A. (Eds.) (2017). Digital technologies in designing mathematics education tasks – potential and pitfalls (Mathematics education in the digital era book series). Berlin: Springer. Marji, M. (2014). Learn to program with Scratch. US: No Starch Press. O’Connell, S. (2000). Introduction to problem solving: Strategies for the elementary math classroom. Portsmouth, NH: Heinemann. O’Daffer, P. G. (1988). Problem solving tips for teachers. Reston, VA: National Council of Teachers of Mathematics. Pólya, G. (1990). How to solve it: a new aspect of mathematical method. Princeton, N. J.: Princeton University Press. Posamentier, A., & Krulik, S. (2009). Problem solving in mathematics, grades 3-6: powerful strategies to deepen understanding. Thousand Oaks, Calif : Corwin Press. Schoenfeld, A.H. (Ed.) (1994). Mathematical thinking and problem solving. New York: Lawrence Erlbaum Associates. Stacey, K., & Southwell, B. (1996). Teacher tactics for problem solving. Geelong, Australia: Centre For Studies in Mathematics, Science and Environmental Education, Deakin University. Stacey, K., Groves, S., Bourke, S., & Doig, B. (1993). Profiles of problem solving. Hawthorn, Victoria: Australian Council for Educational Research. Suggate, J., Davis, A & Goulding, M. (2010). Mathematical knowledge for primary teachers (4th ed.). London: David Foulton. Watson, A. & Ohtani. M (Eds.). (2015). Task design in mathematics education: The 22nd ICMI study (New ICMI Study Series). New York: Springer. 朱樂平 (編) （2004）：《開放題測試與分析》，長春：華北師範大學出版社。邵幼雲等人 (譯)（1994）：《數學思考》。台北：九章出版社。(John Mason, Leone Burton & Kaye Stacey, 1994) 涂金堂、林佳蓉（2000）：《如何協助學生解決數學應用問題》，高雄：高雄復文出版社。梁志強（2011）：《小學數學解難與探究》。香港：教育出版社。梁志強（2011）：《小學應用題與開放題教學》。香港：教育出版社。黃文選、劉夢湘（2001）：《小學數學應用題解題思路訓練》。台北：九章出版社。曾健威（2007）。《數學解難與探究》。香港：香港資優教育學會。戴再平、徐衛國 (編) (2000)：《小學數學開放題集 (上、下冊)》。上海：上海教育出版社。

7. Related Web Resources http://mathforum.org/brap/wrap/ http://www.cut-the-knot.com/front.shtml

8. Related Journals Mathematical Thinking and Learning Teaching Children Mathematics The Journal of Mathematical Behavior

10. Others Nil

Last update: 08-05-2019

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Early Childhood Education) Programme (Three-year part-time) 幼兒教育榮譽學士課程(三年兼讀制) C3B001 Bachelor of Education (Honours) (Early Childhood Education) in Leadership and Special Needs (Four-year Part-time) 幼兒教育榮譽學士課程(領導與特殊需要)(四年兼讀制) C4B007 Bachelor of Education (Honours) (Early Childhood Education) in Leadership and Non-Chinese Speaking Children (Four-year Part-time) 幼兒教育榮譽學士課程(領導與非華語幼兒)(四年兼讀制) C4B006 Programme QF Level : 5 Course Title : Mathematics II – Mathematics for Early Childhood Educators Course Code : MTH3011 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : Chinese Course Level : 3 ______

Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

The seven GILOs are: 1. Problem Solving Skills 2. Critical Thinking Skills 1

3. Creative Thinking Skills 4a. Oral Communication Skills 4b. Written Communication Skills 5. Social Interaction Skills 6. Ethical Decision Making 7. Global Perspectives

1. Course Synopsis: Further topics in discrete mathematics, geometry and statistics will be studied. Discrete mathematics and geometry will help participants strengthen their understanding of early childhood mathematics topics such as numbers, shape and space. Statistics will assist educational research. Participants will enjoy various types of learning experiences, for example, use of IT, paper-folding workshop and appreciation of mathematical art work.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 Demonstrate an ability to design activities and assessment tasks to enhance kindergarten students’ understanding and interests in learning mathematics ; CILO2 Demonstrate an ability to solve mathematical problems logically and apply various problem solving strategies to tackle authentic problems. CILO3 Appraise the beauty of mathematics through mathematics inquiry.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & Course Content CILOs Learning Activities 1. Elementary discrete mathematics: Topics selected CILO1,2,3 Lecture from: sets: sets of integers, counting, countable & Workshops sets; number patterns: sequences & series, magic squares; early childhood number games and graph theory: daily life applications; 2. Basic geometry: Topics selected from: CILO2,3 Lecture measurement: perimeter, area, surface area, & Workshops volume, Pythagoras theorem, Cavalier’s principle; fractals: fractals in mathematics and fractals in nature; basic idea of topology: classification of solids and surfaces; and different approaches to learning geometry: IT and paper-folding; 3. Some applications of statistics: Topics selected CILO2,3 Lecture from: probability: basic notion, binomial & Workshops distributions, expectation, simulation (calculation of ), fun with probability; normal distribution: standard normal, standard scores; correlation and regression: correlation coefficient, finding regression line numerically and graphically; uses and abuses of statistics: daily life examples; and use of statistical software.

4. Assessment: Weighting Assessment Tasks CILO (%) (a) Assignment: Continuous assessment (participants are 40 CILO1,2,3 required to participate actively in class and complete homework assignments (maths problems, mini projects, etc). (b) Written Examination (two hours) 60 CILO2

5. Required Text: Nil

6. Recommended Reading: Conway, J. H., & Guy, R. K. (1996). The book of numbers. New York: Springer. Long, C. T. & DeTemple, D. W. (1996). Mathematical reasoning for elementary teachers. Reading, Massachusetts: Addison-Wesley. MacDonald, A. (2015). Investigating mathematics, science and technology in early childhood, Oxford University Press. Miller, C. D., Heeren, V. E., & Hornsby, E. J. (1997). Mathematical ideas. Reading, Massachusetts: Addison-Wesley. Sperry S. S. (2009). Early childhood mathematics. Pearson, Boston. Wakefield, A. P. (1997). Early Childhood number games. Boston: Allyn & Bacon. Bergamini, D. (談祥柏譯) (1981) ：《生活科學文庫數學》，時代出版社。曾正平 (1993)：《不可思議的點和線》，台北，銀禾文化。黃敏晃 (2000)：《規律的尋求》，台北，心理出版社股份有限公司。李華剛、廖俊傑、邵慰慈 (1997)：《統計學入門》，香港，香港教育圖書公司。羅浩源 (1997)：《生活的數學》，香港，香港教育圖書公司。邵慰慈、潘建強 (2005)：《基礎離散數學》，台北，九章出版社。蕭文強、林建 (1982)：《概率萬花筒》，香港，廣角鏡出版社。沈雲霞 (1990)：《生活中的圖論》，上海，上海科學普及出版社。文耀光 (2007)：《幾何與度量》，香港，教育出版社。文耀光、梁志強、吳銳堅 (1997)：《基礎數學引論》，香港，香港教育圖書公司。吳新華 (1992)：《數與計算的啟蒙》，台北，五南圖書公司。鄭肇楨 (1985)：《現代數學》，香港，商務印書館。

7. Related Web Resources Nil

8. Related Journals Nil

10. Others Nil

Last update: 20-03-2020

4 THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Secondary) in Mathematics Programme QF Level : 5 Course Title : Learning and Teaching of Selected Topics in Secondary Mathematics Course Code : MTH3077 Department : Mathematics and Information Technology Credit Points : Three Contact Hours : 39 hours Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 3 ______Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course is designed to enhance students’ ability in teaching mathematics through a consideration of designing learning environments, followed by discussions of teaching strategies for different topics in mathematics. To enhance students’ skills in mathematics instruction through an investigation of teaching methodologies for various topics in mathematics based on teaching and learning theories.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 Enhance teaching effectiveness through various approaches and strategies for students’ learning; CILO2 Construct and develop proper pedagogy by applying various learning and teaching theories in mathematics education; CILO3 Employ resources and technologies effectively and professionally in the teaching of mathematics without abusing the role of technologies in assisting learning and teaching; and CILO4 Deliver mathematics knowledge in different learning environments and engage students with a good learning attitude with regards to learning diversity.

3. Content, CILOs and Teaching & Learning Activities Course Content CILOs Suggested Teaching & Learning Activities Providing appropriate learning environments CILO1,2,3,4 and organising activities for mathematics, based on research literature Instructional techniques of mathematics (e.g. CILO1,2,3,4 use of proper mathematical language, Lectures, discussions, suitability in teaching; Dienes: six stages of trial teaching, video mathematics learning) analysis, workshops Use of resources and technologies in the CILO1,2,3 classroom Teaching approaches of various topics in the CILO1,2,3,4 secondary mathematics curriculum (e.g. geometry, algebra, probability)

4. Assessment Assessment Tasks Weighting (%) CILO (a) Presentation and Trial teaching 30 CILO1, 2, 3, 4 (b) A report on a trial teaching experience on one 70 CILO1, 2, 3, 4 selected topic in secondary mathematics with reference to the current Hong Kong classroom context. The report should contain materials used for the trial teaching; rationale for the teaching strategy used; reflection on the trial teaching and suggested 2

improvements.

5. Required Text(s) Nil

6. Recommended Readings Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D., & Lee, C, (2010). Learning to teach Mathematics in the secondary school (3rd ed.). Taylor & Francis e- Library. Brahier, D, (2012). Teaching secondary and middle school mathematics, (4th ed.). Pearson. Brumbaugh, D. K., Rock, D., (2013), Teaching secondary mathematics (4th ed.). Routledge. Fan, L. (2014). Investigating the pedagogy of mathematics: How do teachers develop their knowledge?. World Scientific. King, J. R., & Schattschneider, D. (1997). Geometry turned on!: Dynamic software in learning, teaching, and research. Washington, D.C.: Mathematical Association of America. Mayer, R. E. (2008). Learning and Instruction (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. Merrilyn, G., Stillman, G., and Vale, C. (2007). Teaching secondary school mathematics: research and practice for the 21st century. Crows Nest, N.S.W.: Allen & Unwin. Posamentier, A. S., Hartman, H.J., & Kaiser, C. (1998). Tips for the mathematics teacher: Research-based strategies to help students learn. Thousand Oaks, CA: Corwin Press. Posamentier, A. S., Smith, B. S., Stepelman, J. (2009). Teaching secondary mathematics: techniques and enrichment units. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall. Reddy, N. S. (2007). Problems of teaching secondary school mathematics. New Delhi: Discovery Pub. House. Sobel, M. A., & Maletsky, E. M. (1998). Teaching mathematics: A sourcebook of aids, activities, and strategies (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Taylor & Francis e-Library. Brahier, D, (2012). Teaching secondary and middle school mathematics, (4th ed.). Wells, D. G. (2016). Motivating mathematics: Engaging teachers and engaged students. Imperial College Press. Wu, H. (2011). The Mis-Education of mathematics teachers. Notices of the American Mathematical Society, 58(3), 372-384. Bell, F. H. (1978). Teaching and learning mathematics (in secondary school). Dubuque, IA: Wm. C. Brown Co. 黃毅英（1997)）：《邁向大眾數學的數學教育》，台北，九章出版社。曹福海（主編）、宗福衡（副主編）（2001）：《初中代數教學硏究》，北京，教育科學出版社。 Mason, J., Burton, L., & Stacey, K. 著（台北市立建國高級中學屆班全體同學合譯）（1998）：《數學思考》，台北，九章出版社。 3

人民教育出版社（2004）：《初中數學教學新案例》，北京，人民教育出版社。鄭毓信（1998）：《數學方法論》，廣西，廣西教育出版社。

7. Related Web Resources WolframAlpha http://www.wolframalpha.com/ DVClassroom http://www.youtube.com/user/DVClassroom Khan Academy https://www.khanacademy.org/ Pual’s Online Notes http://tutorial.math.lamar.edu/ Brazil Fractal Builder http://www.geocities.com/CapeCanaveral/Lab/1837/index a.html Cabri Geometry and CabriJava http://www-cabri.imag.fr/index-e.html and http://www.cabri.net/cabrijava/ C.a.R.: http://mathsrv.ku-eichstaett.de/MGF/homes/grothmann/java/zirkel/index_en.html Cinderella http://www.cinderella.de/en/index.html Earliest Known Uses of Some of the Words of Mathematics http://members.aol.com/jeff570/mathword.html Education Development Programme (HKUST) http://www.edp.ust.hk/ Euclid’s Elements with interactive geometric constructions http://aleph0.clarku.edu/~djoyce/java/elements/toc.htm Fractint http://www.fractint.org/ Fracomp http://www-vs.informatik.uni-ulm.de/Mitarbeiter/Kassler/fractals.htm Geometer’s Sketchpad and JavaSketchPad http://www.keypress.com/sketchpad/ http://www.keypress.com/sketchpad/java_gsp/ and http://mathforum.org/dynamic /java_gsp/ Geometry Junkyard (The) http://www1.ics.uci.edu/~eppstein/junkyard/ Hong Kong Mathematics syllabi http://cd.ed.gov.hk/maths/syllabi/syllabi.htm LiveGraphics3D http://wwwvis.informatik.uni-stuttgart.de/~kraus/LiveGraphics3D/ MacTutor History of Mathematics archive (The) http://www-groups.dcs.st-and.ac.uk/~history/ Mathematics Forum (The) http://mathforum.org/library/ Mathematics Resources Inc. 4

http://www.mathresources.com/ Mathematically Correct http://www.mathematicallycorrect.com/ Mathematically Sane http://www.mathematicallysane.com/ Peanut software http://math.exeter.edu/rparris/

8. Related Journals British Journal of Educational Technology Computers and Education International Journal for Mathematics Teaching and Learning International Journal of Mathematics Teacher Education and Development Journal for Research in Mathematics Education Journal of Curriculum and Instruction Journal of Science Education and Technology Mathematical Spectrum Mathematics Teacher NCTM Teaching Mathematics and Its Applications The Mathematical Gazette The Mathematics Educator ZDM – The International Journal on Mathematics Education

10. Others Mathematics teaching in the middle school, NCTM. 中學數學教學北京中國人民大學書報資料社中學數學教學參考陜西師範大學中學教學參考雜誌社上海中學數學上海師範大學數學系

Last update: 23-05-2018

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I Programme Title : Bachelor of Education (Honours) (Primary) Programme QF Level : 5 Course Title : Curriculum and Teaching of Selected Topics in Primary Mathematics Course Code : MTH3097 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : MTH2030 Learning, Teaching and Assessment in Primary Mathematics Medium of Instruction : Chinese/English Course Level : 3 ______Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis To provide opportunities for participants to discuss/experience various teaching methods in selected topics within the primary mathematics curriculum so as to build up their proficiencies for instruction in mathematics.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 be effective in curriculum planning in primary mathematics. CILO2 develop a wide repertoire of teaching skills in meeting the needs of pupils. CILO3 be effective in teaching primary mathematics.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & Course Content CILOs Learning Activities Structure of primary mathematics curriculum CILO1 Teaching of concepts CILO1,3 Teaching of procedures CILO1,3 Interactive skills CILO2 Teaching of integers CILO1 Lecture, group work, and Teaching of fractions CILO3 computer workshops Teaching of measurements CILO2,3 Teaching of shapes and space CILO2,3 Teaching of data handling and algebra CILO1,3 Teaching of propositions CILO2,3

4. Assessment Assessment Tasks Weighting (%) CILO (a) A written quiz on course content 20 CILO1,2,3 (b) An oral quiz based on selected readings 20 CILO1,2,3 (c) A written assignment to investigate the effective teaching of a certain mathematical 60 CILO1,2,3 topic

5. Required Text(s) Nil.

6. Recommended Readings 余榮燊（1990）：《小學數學的教學》，香港，現代教育研究社。 https://library.eduhk.hk/record=b1024664~S5 余榮燊（2001）：《活的教學：小學數學教學舉隅》，香港，雲信文化。 https://library.eduhk.hk/record=b1442996~S5 吳丹（編）（2007）：《小學數學教育文集：理論與教學經歷的凝聚》，香港：香港數學教育學會。https://library.eduhk.hk/record=b1623014~S5 呂玉琴、李源順、劉曼麗、吳毓瑩（2009）：《國小分數與小數的教學、學習與評量》，臺中，五南。https://library.eduhk.hk/record=b1712536~S5 林碧珍（2006）：《數學教學案例：分數篇》，臺北，師大書苑。 https://library.eduhk.hk/record=b1611210~S5 林碧珍（2007）：《數學教學案例：小數篇》，臺北，師大書苑。 https://library.eduhk.hk/record=b1611208~S5 2

林碧珍（2007）：《數學教學案例：低年級》，臺北，師大書苑。 https://library.eduhk.hk/record=b1675268~S5 林碧珍（2011）：《數學教學案例：分數與小數篇，臺北，師大書苑。 https://library.eduhk.hk/record=b1861587~S5 林碧珍（2011）：《數學教學案例：比與比值篇》，臺北，師大書苑。 https://library.eduhk.hk/record=b1861586~S5 林碧珍（2011）：《數學教學案例：代數篇》，臺北，師大書苑。 https://library.eduhk.hk/record=b1861588~S5 林碧珍（2011）：《數學教學案例：面積與體積篇》，臺北，師大書苑。 https://library.eduhk.hk/record=b1861589~S5 林碧珍（2011）：《數學教學案例：量與實測篇》，臺北，師大書苑。 https://library.eduhk.hk/record=b1861590~S5 林碧珍（2011）：《數學教學案例：整數四則運算篇》，臺北，師大書苑。 https://library.eduhk.hk/record=b1861591~S5 林碧珍、蔡寶桂、楊媖媖（2009）：《整數乘法替代性教材教法之理論與實務》，臺北，師大書苑。https://library.eduhk.hk/record=b1712919~S5 香港科技大學教育發展組（編）（2000）：《小學數學教育研究工作坊（連講學光碟）》，香港，香港科技大學教育發展組。 https://library.eduhk.hk/record=b1365981~S5 香港教育局（2014）：《小學數學科學習進程架構（第一階至第四階）》，香港，教育局。http://www.edb.gov.hk/attachment/tc/curriculum- development/kla/ma/res/pri/LPF%20level%201-4%20(C).pdf 香港課程發展議會（2017）：《數學教育學習領域課程指引（小一至中六）》，香港，教育局。 http://www.edb.gov.hk/attachment/tc/curriculum- development/kla/ma/curr/ME_KLACG_chi_2017_12_08.pdf 香港課程發展議會（2017）：《數學教育學習領域課程指引補充文件：小學數學科學習內容》，香港，教育局。 http://www.edb.gov.hk/attachment/tc/curriculum- development/kla/ma/curr/pmc2017_tc.pdf 葉治浩、張淑儀、黃宇詩、黃錦雪（編）（2015）：《小學數學教育文集 2015 決心與智慧的展現》，香港，香港數學教育學會。劉秋木（1996）：《國小數學科教學研究》，台北，五南圖書出版股份有限公司。https://library.eduhk.hk/record=b1211348~S5 劉祥通（2007）：《分數與比例問題解題分析：從數學提問教學的觀點》，臺北：師大書苑。https://library.eduhk.hk/record=b1675266~S5 顧汝佐、葉季明、王明歡（1995）：《小學教學全書：數學卷》，上海，上海教育出版社。https://library.eduhk.hk/record=b1113592~S5 Anghileri, J. (2006). Teaching number sense (2nd ed.). London: Continuum. https://library.eduhk.hk/record=b2847662~S5 （徐文彬譯（2007）：《如何培養學生的數感》，北京：北京師範大學出版社。） https://library.eduhk.hk/record=b1615061~S5 Baroody, A. J. (1987). Children's mathematical thinking: A developmental framework for preschool, primary, and special education teachers. New York: Teachers College, Columbia University. https://library.eduhk.hk/record=b1006187~S5（桂冠前瞻教育叢書譯（2000）：《兒童的數學思考》，台北：桂冠。） https://library.eduhk.hk/record=b1313950~S5 3

Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2015). Children's mathematics: Cognitively guided instruction (2nd ed.). Portsmouth, NH: Heinemann. https://library.eduhk.hk/record=b2847664~S5 Frobisher, L., Frobisher, A., Orton, A., & Orton, J. (2007). Learning to teach shape and space: A handbook for students and teachers in the primary school. Cheltenham, UK: Nelson Thornes. https://library.eduhk.hk/record=b1609847~S5 Fuys, D., Geddes, D., & Tischler, R. (Eds.) (1988). The Van Hiele model of thinking in geometry among adolescents. Reston, VA: National Council of Teachers of Mathematics. https://library.eduhk.hk/record=b1056829~S5 Hiebert, J. et al. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann. https://library.eduhk.hk/record=b1187725~S5 Hopkins, C., Gifford, S., & Pepperell, S. (1999). Mathematics in the primary school: A sense of progression (2nd ed.). London: David Fulton. https://library.eduhk.hk/record=b1314301~S5 Krutetskii, V. A. (Ed.) (1976). The psychology of mathematical abilities in schoolchildren (tr. Joan Teller). Chicago: IL: University of Chicago Press. https://library.eduhk.hk/record=b1055357~S5 （九章出版社譯（1993）：《中小學生數學能力心理學》，台北，九章出版社。） https://library.eduhk.hk/record=b1012033~S5 Lamon, S. J. (2012). More! Teaching fractions and ratios for understanding: In-depth discussion and reasoning activities (3rd ed.). New York: Routledge. https://library.eduhk.hk/record=b2847682~S5 Lamon, S. J. (2012). Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers (3rd ed.). New York: Routledge. https://library.eduhk.hk/record=b2006151~S5 Liebeck, P. (1984). How children learn mathematics: A guide for parents and teachers. New York: Penguin. https://library.eduhk.hk/record=b1031138~S5 （壽明道譯（1989）。《怎樣指導孩子學數學》。上海：上海科學技術文獻。）https://library.eduhk.hk/record=b1022027~S5 Mason, J., Burton, L., & Stacey, K. (2010). Thinking mathematically (2nd ed.). Harlow, England: Pearson. https://library.eduhk.hk/record=b1747045~S5 Overholt, J. L., White-Holtz, J. M., Dickson, S. S. (1999). Big math activities for young children. Albany, N.Y.: Delmar Publishers. https://library.eduhk.hk/record=b2847729~S5 （周雷譯（2001）：《幼兒數學遊戲》，新加坡，新加坡商亞洲湯姆生國際出版。） https://library.eduhk.hk/record=b1416472~S5 Skemp, R. R. (1989). Mathematics in the primary school. London: Routledge. https://library.eduhk.hk/record=b1007693~S5 （許國輝譯（1995）：《小學數學教育－智性學習》，香港：香港公開進修學院。） https://library.eduhk.hk/record=b1132527~S5 Van den Heuvel-Panhuizen, M. (Ed.) (2001). Children learn mathematics: A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in primary school. Netherlands: Wolters- Noordhoff bv Groningen. https://library.eduhk.hk/record=b1405127~S5 Van den Heuvel-Panhuizen, M., & Buys, K. (Eds.) (2005). Young children learn measurement and geometry: A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school. Utrecht, Netherlands: Freudenthal Institute. https://library.eduhk.hk/record=b1577158~S5 4

7. Related Web Resources http://www.hkame.org.hk/ http://203.71.239.23/naerResource/study/216/index.htm http://www.geogebra.org/cms/

8. Related Journals 《數學教育》《小學數學教師》 Australian Primary Mathematics Classroom Teaching Children Mathematics

10. Others Nil

Last update: 23-05-2018

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Secondary) Programme QF Level : 5 Course Title : Geometry Course Code : MTH3142 Department : Mathematics and Information Technology Credit Point : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 3

Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis: This course aims to introduce various approaches to the study of mathematical ideas, properties, and relationships in geometry with specific emphasis on Euclidean, non- Euclidean and transformation geometries.

This course will broaden the students’ understanding of geometry and its applications. Topics in Euclidean Geometry including congruence and similarity, geometric inequalities, parallelism, the Pythagorean Theorem are studied from an advanced standpoint. The approach to the material will be axiomatic and proofs will be required throughout. A brief treatment of Euclidean versus non-Euclidean geometries together with the historical development of these areas will provide students with a fuller understanding of the evolution and application of mathematical concepts. Geometric transformations such as reflections, rotations, translations, glide reflections and their applications in the study of symmetries, tessellations and classification of isometries will also be covered.

This course will equip school teachers with a sound knowledge of geometry as well as a deep understanding of its important role in problem-solving. They will gain from this course both competence and confidence to teach school geometry.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 : demonstrate an ability to prove results in axiomatic geometry. (1) State and explain the concepts of geometrical reasoning. (2) State and explain various fundamental axioms, theorems and techniques in various geometries. CILO2 : explain and apply the concepts of the basic Euclidean Geometry: Neutral Geometry and Nonneutral Geometry, and their relationships. (1) Explain the concepts of Neutral Geometry and its basic consequences. (2) Explain the concepts of Nonneutral Geometry and its basic consequences. (3) Apply the concepts of Euclidean geometry to solve construction problems. CILO3 : state and explain the development of non-Euclidean Geometry. (1) Explain the relationship between the parallel postulate (its equivalent forms) and non-Euclidean Geometry (2) State and explain the basic geometric differences in Euclidean and non-Euclidean Geometries CILO4 : state and explain the basic properties of geometric transformations and give examples. (1) State and explain the concepts of reflections, rotations, translations, glide-reflections and their properties (2) Explain the concepts of geometric transformations in the study of symmetries, tessellations and classification of isometries, and give related examples.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching Course Content CILOs & Learning Activities Introduction to axiomatic systems CILO 1 Axiomatic approach in to Euclidean CILO 1, 2 geometry: Neutral Geometry and Nonneutral Geometry, Congruence and Similarities, Area, and the Pythagorean Lectures, group Theorem and Geometric Construction discussions, exploring Euclidean vs. non-Euclidean geometries, CILO 1, 2, 3 by using dynamic the parallel axioms, development of non- geometry software Euclidean geometry and on-line learning. Transformational Geometry: reflections, CILO 1, 4 rotations, translations, glide reflections and their properties Symmetries, tessellations, classification of CILO 1, 4 isometries and related examples

4. Assessment Assessment Tasks Weighting CILO (%) a. Assignment on solving problems using the 30 CILO1,2,3 techniques learned in the course b. Written examination on the content materials 70 CILO1,2,3,4

5. Required Text(s) Nil

6. Recommended Readings Berele, A., & Golden, J. (2001). Geometry: theorems and constructions. Upper Saddle River, N.J.: Prentice Hall. Coxeter, H. S. M. (1961) Introduction to geometry. New York, London: John Wiley & Sons. Hartshorne, R. (2000). Geometry: Euclid and beyond. New York: Springer-Verlag. Heath, T. L. (1956). The thirteen books of Euclid's Elements (3 vols). New York: Dover. Henle, M. (2001). Modern Geometries: Non-Euclidean, Projective, and Discrete Geometry (2nd ed.). Upper Saddle River, N.J. : Prentice-Hall. Hilbert, D. (1921). The Foundations of Geometry, 2nd ed. Chicago: Open Court. Martin, G. E. (1998). Geometric constructions. New York: Springer-Verlag. Noronha, M. H. (2002). Euclidean and Non-Euclidean Geometries. New Jersey: Prentice Hall/ Pearson Education. Ostermann, A., & Wanner, G. (2012). Geometry by Its History. Springer. Shult, E. (2011). Points and Lines. Springer. Stahl, S. (2003). Geometry: from Euclid to knots. Upper Saddle River, New Jersey: Prentice Hall/ Pearson Education. 3

Thomas, D. A. (2002). Modern Geometry. Pacific Grove, Calif.: Brooks/Cole. Venema, G. A. (2006). The Foundations of Geometry. New Jersey: Prentice Hall/ Pearson Education. Wallace, E. C., & West, S. F. (2004). Road to geometry (3rd ed.). Upper Saddle River, N.J.: Prentice Hall. 張景中 (1995)：《平面幾何新路》，台北：九章出版社。項武義 (2009)：《基礎幾何學—基礎數學講義》，台北：五南圖書出版有限公司。 7. Related Web Resources AMS (American Mathematical Society) http://www.ams.org/mathweb/ Elliptic Geometry Drawing Tools http://forum.swarthmore.edu/sketchpad/maa96/findell/ Gateway to Educational Materials (GEM) http://www.thegateway.org/ Geometry http://www.abc.se/~m9847/matre/geometr.html Geometry In Action http://www.ics.uci.edu/~eppstein/geom.html Geometry Center http://www.geom.umn.edu/ Geometry Forum http://mathforum.org/ JAVA Gallery of Interactive Geometry http://www.geom.umn.edu/java/ Java Geometry Explorer http://sprott.physics.wisc.edu/pickover/omega.htm NonEuclid http://math.rice.edu/~joel/NonEuclid/ Euclid’s Elements http://aleph0.clarku.edu/~djoyce/java/elements/elements.html WU Hung-Hsi's Home Page http://math.berkeley.edu/~wu/

8. Related Journals Nil

10. Others Nil 4

Last update: 18-08-2017

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Primary) / (Secondary) Programme QF Level : 5 Course Title : Mathematical Exploration with Technology for Mathematical Modelling Course Code : MTH3177 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : English Course Level : 3 ______

Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course provides an opportunity for students to learn the applications of using technology for teaching and learning mathematics in school contents. Software applications for dynamic geometry such as GeoGebra; mathematics software such as Maple will be introduced. Participants will gain experiences on the use of technology in teaching and learning mathematics, mathematical modelling process in STEM scenarios as well as ideas on numerical computation. Moreover, participants will learn to use the software for enhancing learning and explorations of mathematics.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to:

CILO1 evaluate the impact of technology on the teaching and learning in mathematics.

CILO2 use technology to enhance teaching and learning in mathematics and STEM education.

CILO3 adapt mathematical/ computational software packages appropriately in their classrooms and in carrying out mathematical explorations and mathematical

modelling.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & Course Content CILOs Learning Activities

Discuss the impact of technology on the learning CILO1 and teaching of mathematics

Use spreadsheets/Maple for coding in CILO2,3 mathematics teaching Mainly computer Use GeoGebra for mathematics teaching and CILO2,3 modelling in STEM scenarios workshops accompanied by lectures and discussions. Use Maple for numerical computation in CILO2,3 modelling process

Design teaching and learning tasks for CILO3 enhancing classroom explorations and assisting STEM education

4. Assessment Assessment Tasks Weighting (%) CILO

(a) (Individual assessment) 70 CILO1,2,3 Design of a teaching/learning kit involving the use of software learned for enhancing learning and explorations of mathematics/ mathematical modelling

(b) (Individual presentation) 30 CILO1,2,3 Each student is required to present a selected topic and the corresponding task design

5. Required Text(s) Nil

6. Recommended Readings Battista, M. T. (1998). Shape Makers: Developing Geometric Reasoning with the Geometer’s Sketchpad. Emeryville, California: Key Curriculum Press. Bennett, D. (2002). Exploring geometry with the Geometer's Sketchpad. Emeryville, California.: Key Curriculum Press. Coburn, T. G. et al. (1989). The Problem Solver with Calculators. California: Creative Publications. De Villiers, M.D. (2003). Rethinking Proof with the Geometer’s Sketchpad. Emeryville, California: Key Curriculum Press. Diler Oner (2013). Analyzing group coordination when solving geometry problems with dynamic geometry software, Computer-Supported Collaborative Learning, 8,13–39. Evans, M. et al. (1998). Essential Technology in Mathematics. Cambridge: Cambridge University Press. Fok, W. W. T. et al. (2018). Prediction model for students' future development by deep learning and tensorflow artificial intelligence engine. 4th International Conference on Information Management (ICIM), Oxford, pp. 103-106. Fuglestad, A. B. (2007). Teaching and teachers’ competence with ICT in mathematics in a community of inquiry. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 2, 249-256. Seoul: PME. Fuglestad, A. B. (2009). ICT for Inquiry in Mathematics: A Developmental Research Approach. Journal of Computers in Mathematics and Science Teaching. 28 (2), 191. Hall, J. & Lingefjärd, T. (2016). Mathematical Modeling: Applications with GeoGebra. Wiley. Herceg, D., & Herceg, D. (2010). Numerical Integration with GeoGebra in High School. International Journal for Technology in Mathematics Education, 17(4), 205-210. Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical Inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187-211. Jorgensen, R. & Larkin, K. (2018). STEM education in the junior secondary: The state of play. Singapore: Springer. Kelley, T. R. & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11), 1-11. Masalski W. J. (1999). Use the Spreadsheet as a Tool in the Secondary School Mathematics Classroom. Virginia: National Council of Teachers of Mathematics. Oldknow A. & Taylor R. (2000). Teaching Mathematics with ICT. New York: Continuum. Zaccone G. (2016). Getting Started with TensorFlow (1st ed.). Packt Publishing. 董淑珍（2001) ：《動態數學實驗》，澳門，澳門基金會。李宬風（2011）：《多元表徵的結構化數位幾何課程設計對國民中學學生在學習認知、學習成就及學習態度的影響》，交通大學教育研究所碩士論文，新竹，交通大學。黎耀志、吳銳堅、黃德華（2001)：《e 教學攻略手冊--數學篇》，香港：香港教育圖書公司。游正祥（2011）：《動態幾何系統 GeoGebra 運用於高中數學教育之策略探》，國立交通大學理學院科技與數位學習學程碩士論文，新竹，交通大學。沈翔 (2017) ：《身边的数学辅导员：用 GeoGebra 解决函数与方程问题》，高等教育出版社。 3

7. Related Web Resources 台灣官長壽老師網頁 http://120.101.70.8/longlife/GeoGebra/index.htm http://www.keypress.com/x5521.xml http://www.geogebra.org/cms/ http://www.hkedcity.net/iworld/resource/index.phtml?iworld_id=41&parent_id=969 GeoGebra Institute of Hong Kong http://edblog.hkedcity.net/geogebra/ EdB Resources – STEM examples https://www.edb.gov.hk/en/curriculum-development/kla/ma/res/STEMexamples.html GeoGebra for STEM education https://www.geogebra.org/m/SrSrsa4g https://www.tensorflow.org/

8. Related Journals International Journal for Technology in Mathematics Education Educational Studies in Mathematics International Journal of Mathematical Education in Science and Technology International Journal of STEM Education

10. Others Nil

Last update: 03-05-2019

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Secondary) Programme QF Level : 5 Course Title : Discrete Mathematics Course Code : MTH4144 Department : Mathematics and Information Technology Credit Point : 3 Contact Hours : 39 (30 hours face-to-face & 9 hours blended learning) Pre-requisite(s) : MTH2110 Sets and Logic Medium of Instruction : English Course Level : 4 ______

Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis: This course provides an overview of discrete mathematics and its applications. Topics include counting, recurrence relations, generating functions, properties of graphs, colouring and connectivity of graphs and graph algorithms. Networking optimization problems and related algorithms will also be emphasized.

2. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: CILO1 : master the techniques in counting theories and combinatorics CILO2 : understand how to solve recurrence relations with generating functions CILO3 : understand the basic properties of graphs and digraphs and their applications CILO4 : understand and apply the optimization algorithms

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching Course Content CILOs & Learning Activities Combinatorics CILO1 Generating Functions and Recurrence CILO2 Relations Connectivity and Colouring of Graphs and CILO3 Lectures, group Digraphs discussion and sharing Trees and Their Applications CILO3 Shortest Path Problems CILO4 Complexity of an Algorithm CILO4

4. Assessment Assessment Tasks Weighting CILO (%) a. Assignment on solving problems using the 30 CILO1,2 techniques learned in the course b. One two-hour written examination on the 70 CILO1,2,3, content materials 4

5. Required Text(s) Nil

6. Recommended Readings Balakrishnan, R., & Ranganathan, K. (2012). A textbook of graph theory (2nd ed.). Springer-Verlag. Balakrishnan, V. K. (2010). Introductory discrete mathematics, Dover Publications. Bollobás, B. (1979). Graph theory: An introductory course. Springer-Verlag. Foulds, L. R. (2008). Graph theory applications (Corrected edition). Springer- Verlag. Hartsfield, N., & Ringel, G. (2003). Pearls in graph theory: a comprehensive introduction. Dover Publications. Lipschutz, S., & Lipson, M. (2007). Schaum's outline of discrete mathematics (3rd ed.). McGraw-Hill. Merris, R. (2000). Graph theory. John Wiley & Sons. Rosen K. H., (2012). Discrete mathematics and its applications (7th ed.). McGraw Hill Publishing Co. Tutte, W. T. (2001). Graph theory (Cambridge Mathematical Library). Cambridge University Press. West, D. B. (2007). Introduction to graph theory (3rd ed.). Prentice Hall. 邵慰慈、潘建強 (2005)：《基礎離散數學》，台北，九章出版社。

7. Related Web Resources L. Lov´asz and K. Vesztergombi, Lecture Notes, Discrete Mathematics: http://www.cims.nyu.edu/~regev/teaching/discrete_math_fall_2005/dmbook.pdf J.A. Bondy and U.S.R. Murty, Graph theory with applications: http://www.ecp6.jussieu.fr/pageperso/bondy/books/gtwa/gtwa.html

8. Related Journals Discrete Mathematics: http://www.journals.elsevier.com/discrete-mathematics/ Discrete Applied Mathematics: http://www.journals.elsevier.com/discrete-applied-mathematics/ Journal of Graphs and Combinatorial Theory, Series B http://www.journals.elsevier.com/journal-of-combinatorial-theory-series-b/ Journal of Graphs Theory: http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1097-0118\

10. Others Nil

Last update: 18-07-2017 THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Secondary) Programme QF Level : 5 Course Title : Numerical Methods Course Code : MTH4146 Department : Mathematics and Information Technology Credit Point : 3 Contact Hours : 39 : MTH2110 Sets and Logic, MTH3139 Linear Algebra, Pre-requisite(s) MTH1098 Calculus / MTH2099 Introduction to Analysis Medium of Instruction : English Level : 4

______Part II

The University’s 4Cs Learning Framework and seven Generic Intended Learning Outcomes (GILOs) represent the attributes of ideal EdUHK graduates and their expected qualities respectively. Learning outcomes work coherently at the University (GILOs), programme (Programme Intended Learning Outcomes) and course (Course Intended Learning Outcomes) levels to achieve the goal of nurturing students with important attributes embodied in the 4Cs.

The 4Cs are: - Character and moral responsibility - Competence and professional excellence - Cultivation of wisdom and intellectual engagement - Civic-mindedness & social responsibility

1. Synopsis: This course aims at providing students with the ideas of commonly used numerical methods. Students will be taught to choose appropriate numerical methods for various problems such as finding solutions of nonlinear equations, numerical differentiation, integration and interpolation, solving linear systems and topics in approximation theory. The important considerations on convergence and stability for numerical methods will also be emphasized.

2. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: CILO1 : master the basic numerical methods to the solution of nonlinear equations CILO2 : understand the basic numerical methods of formulating interpolating polynomials CILO3 : apply the basic numerical methods of integration and differentiation CILO4 : make use of appropriate numerical methods to find the solution of linear systems of equations CILO5 : apply the basic numerical methods of data fitting

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching Course Content CILOs & Learning Activities Solutions of Equations of One Variable CILO1 Interpolation and Polynomial CILO2 Approximation Lectures, group Numerical Integration and Differentiation CILO 3 discussion and sharing Solution of Nonlinear Equations CILO1 Solving Linear Systems of Equation CILO4 Least-square approximation CILO5

4. Assessment Assessment Tasks Weighting CILO (%) a. Assignment on solving problems using the 30 CILO1,2,3 techniques learned in the course b. One two-hour written examination on the 70 CILO1,2,3,4, content materials 5

5. Required Text(s) Nil

6. Recommended Readings Ascher, U. M., & Greif, C. (2011). A First Course on Numerical Methods, Society for Industrial & Applied Mathematics. U.S.: Society for Industrial & Applied Mathematics Atkinson, K., & Han, W. (2003). Elementary Numerical Analysis (3rd ed.). John Wiley. Burden, R. L., & Faires, J. D. (2005) Numerical Analysis (8th ed.). Thomsom Brooks/Cole. Burden, R. L., & Faires, J. D. (2012). Numerical Methods (4th ed.). Cengage Learning. Fausett, L. (2007). Applied Numerical Analysis Using MATLAB (2nd ed.). Pearson. Hamming, R. (2012). Numerical Methods for Scientists and Engineers (2nd ed.). Dover Publications.

Lindfield, G., & Penny, P. (2008). Numerical Methods: Using MATLAB (3rd ed.). Waltham, Mass.: Academic Press.

7. Related Web Resources MIT Open Courseware http://ocw.mit.edu/courses/mathematics/18-335j-introduction-to-numerical- methods-fall-2010/ Numerical Analysis - Numerical Methods Project (California State University) http://mathfaculty.fullerton.edu/mathews/numerical.html Numerical-methods.com http://www.numerical-methods.com/ WIKIBOOKS – Numerical Methods http://en.wikibooks.org/wiki/Numerical_Methods

8. Related Journals Electronic Transactions on Numerical Analysis http://etna.mcs.kent.edu/ SIAM Journal on Numerical Analysis https://www.siam.org/journals/sinum.php

10. Others Nil

Last update: 08-07-2016 THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I Programme Title : All Undergraduate Programmes Programme QF Level : 5 Design of STEM Activities for Mathematics Course Title : Learning Course Code : MTH4164 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction : English Couse Level : 4 ______Part II The University’s Graduate Attributes and seven Generic Intended Learning Outcomes (GILOs) represent the attributes of ideal EdUHK graduates and their expected qualities respectively. Learning outcomes work coherently at the University (GILOs), programme (Programme Intended Learning Outcomes) and course (Course Intended Learning Outcomes) levels to achieve the goal of nurturing students with important graduate attributes.

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis This course aims to build the capacity of pre-service mathematics teachers to incorporate STEM education into their teaching practices so that they can motivate and inspire their prospective students to excel in STEM subjects. Participants will engage in active and inquiry-based learning within a blended learning environment to discover how mathematical modelling and computational thinking can be applied to solve STEM problems for real-world applications. This course seeks to equip participants with the background knowledge and skills necessary to plan, design and implement STEM-oriented activities with mathematics learning materials for bridging in-school and out-of-school STEM learning opportunities. It also elevates participants’ understanding and appreciation of STEM education approaches within the context of mathematics teaching and learning.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 Identify the mathematical concepts involved in STEM activities. CILO2 Describe the importance of STEM as a mathematics learning approach. CILO3 Incorporate STEM activities into school mathematics curricula. CILO4 Evaluate the quality of STEM activities for specific mathematics learning. CILO5 Design of STEM activities for school mathematical topics.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & Course Content CILOs Learning Activities

The characteristics of STEM education CILO2 Lecture Mathematics teachers’ capacity in STEM education CILO2,3 Lecture Identifying and understanding mathematical Lecture and CILO concepts in STEM activities 1,5 Group discussion Developing activities for STEM teaching in the mathematics classroom CILO1,3 Lecture and Workshop Adopting performance-based assessment in a STEM classroom CILO3 Lecture and Workshop Lecture and Group Connecting STEM activities with generic skills CILO 4,5 discussion Designing STEM activities for competency-based mathematics teaching CILO3,4,5 Lecture and Workshop Lecture and Group Evaluating the quality of STEM activities CILO 1,4 discussion

4. Assessment Weighting Assessment Tasks CILO (%) (a) An essay (about 1800 words) on the design of a STEM activity with special emphasis on facilitating students’ learning of a selected school mathematics topic. 60 CILO2,4,5 (Individual work)

Weighting Assessment Tasks CILO (%) (b) Design of performance-based assessment tasks for the

evaluation of students’ mathematics learning in a 20 CILO2,3,4 STEM classroom. (Individual work) (c) Group presentation and evaluation of peers’ work: Participants will present and discuss the design of a 20 CILO1,3,5 STEM activity for the learning of a school mathematics topic and criticize peer’s work.

5. Required Text(s) Nil

6. Recommended Readings Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman, New York. Akaygun, S., & Aslan-Tutak, F. (2016). STEM images revealing stem conceptions of pre-service chemistry and mathematics teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71. Baran, E., Bilici, S. C., Mesutoglu, C., & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19. Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education: A meta-analysis. Review of Educational Research, 87(2), 309-344. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in p-12 classrooms. Journal of Engineering Education, 97(3), 369-387. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association. DeLuca, V. W., Haynie, W. J., Love, T. S., and Roy, K. R. (2014). Designing safer learning environments for integrative STEM education (4th ed.). Reston, VA: ITEEA. Dika, S.L., D'Amico, M.M. (2016), Early experiences and integration in the persistence of first-generation college students in STEM and Non-STEM majors. Journal of Research in Science Teaching, 53(3), 368-383. English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 3. Garibay, J.C. (2015). STEM students’ social agency and views on working for social change: Are STEM disciplines developing socially and civically responsible students? Journal of Research in Science Teaching, 52(5), 610-632. Hanover Research. (2012). Best practices in elementary STEM programs. Washington, DC: Hanover Research. Holmegaard, H.T., Madsen, L.M., Ulriksen, L. (2014). To choose or not to choose science: Constructions of desirable identities among young people considering a STEM higher education programme. International Journal of Science Education, 36(2), 186-215. Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1-11. 3

LeBeau, B., Harwell, M., Monson, D., Dupuis, D., Medhanie, A., & Post, T. R. (2012). Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college. Research in Science & Technological Education, 30(1), 17-28. Martinez, J., & Martinez, N. C. (2006). Activities for mathematical thinking: Exploring, inventing, and discovering mathematics. Upper Saddle River, N. J.: Prentice Hall. Mathematical modelling framework. (2016). Retrieved from https://www.immchallenge.org.au/supporting-resources/ mathematical- modelling-framework. Merrill, C. & Daugherty, J. (2010). STEM education and leadership: A mathematics and science partnership approach. Journal of Technology Education, 21(2). Milaturrahmah, N., Mardiyana, & Pramudya, I. (2017). Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century. AIP Conference Proceedings, 1868, 050024. Moussavou, D. E., Ouya, S., Faye, P. D., Niane, M., & Lishou, C. (2015). Remote laboratory experience for STEM education: The case of Senegal Virtual University. Paper presented at the Proceedings of International Conference on Interactive Collaborative Learning (ICL). Newman, J. L., Dantzler, J., & Coleman, A. N. (2015). Science in action: How middle school students are changing their world through STEM service-learning projects. Theory Into Practice, 54(1), 47-54. Nugent, G., Barker, B., Welch, G. Grandgenett, N. Wu, C.R. & Nelson C. (2015). A model of factors contributing to STEM learning and career orientation. International Journal of Science Education, 37(7), 1067-1088. Radziwill, N. M., Benton, M. C., & Moellers, C. (2015). From STEM to STEAM: Reframing what it means to learn. The STEAM Journal, 2(1), 3. Ritz, J. M., & Fan, S.-C. (2015). STEM and technology education: International state- of-the-art. International Journal of Technology and Design Education, 25(4), 429- 451. Royer, J. (Ed.) (2003). Mathematical cognition: Current perspectives on cognition, learning, and instruction. Charlotte: Information Age Publishing. Rogers, M., Pfaff, T., Hamilton, J., & Erkan, A. (2015). Using sustainability themes and multidisciplinary approaches to enhance STEM education. International Journal of Sustainability in Higher Education, 16(4), 523-536. Root-Bernstein, R. (2015). Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students. Asia Pacific Education Review, 16(2), 203-212. Sahin, A., & Top, N. (2015). STEM students on the stage (SOS): Promoting student voice and choice in STEM education through an interdisciplinary, standards- focused, project based learning approach. Journal of STEM Education: Innovations and Research, 16(3), 24. Strimel, G., & Grubbs, M. E. (2016). Positioning technology and engineering education as a key force in STEM education. Journal of Technology Education, 27(2), 21-36. Stubbs, E. A., & Myers, B. E. (2015). Multiple case study of STEM in school-based agricultural education. Journal of Agricultural Education, 56(2), 188-203. Tal, R.T., Dori, Y.J., Keiny, S., Zoller, U. (2001). Assessing conceptual change of teachers involved in STES education and curriculum development - The STEMS project approach. International Journal of Science Education, 23 (3), 247-262. Wong, V., Dillon, J., King, H. (2016). STEM in England: Meanings and motivations in the policy arena. International Journal of Science Education, 38(15), 2346-2366. 4

Yıldırım, B., & Sevi, M. (2016). Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses. Journal of Human Sciences, 13(3), 3684-3695.

7. Related Web Resources STEAM activities : https://au.pinterest.com/explore/steam-activities/ STEM activities I: http://stem-works.com/ STEM activities II: http://www.edb.gov.hk/tc/curriculum- development/kla/ma/res/STEMexamples.html STEM History: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics STEM (UK): https://www.stem.org.uk STEM (HK): http://www.stem.org.hk/ STEM resources I: http://www.thejennyevolution.com STEM resources II: https://www.ncstemcenter.org/ STEM resources III: http://mn-stem.com/stem/

8. Related Journals International Journal of Education in Mathematics, Science and Technology International Journal of Mathematical Education in Science and Technology International Journal of STEM Education International Journal of Technology and Design Education International Journal of Science Education Journal of Research in Science Teaching Journal of STEM Education: Innovations and Research Mathematical Thinking and Learning Teaching Mathematics and Its Applications The Journal of Mathematical Behavior The STEAM Journal

10. Others Nil

Last update: 07-12-2020

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Special Needs) Programme QF Level : 5 Course Title : Development of Mathematical Concepts and Skills Course Code : MTH3089/ MTH4182 Department : Mathematics and Information Technology Credit Points : 3 Contact Hours : 39 hours Pre-requisite(s) : Nil Medium of Instruction : Chinese Course Level : 4 ______Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis The course provides an opportunity for students to explore the theory and practice in children’s development of basic mathematics concepts and skills. These aspects will be illustrated by relevant examples to reinforce students’ understanding.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 Integrate the theory and practice into pupils’ development of basic mathematics concepts and skills, and the difficulties they encounter in the process; CILO2 Analyse how to help pupils conceptualize basic mathematics ideas; and CILO3 Evaluate the development of pupils’ mathematics thinking.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & CILOs Course Content Learning Activities a. Pupils’ cognitive development and CILO1 processes in mathematics learning in areas such as knowledge representation, understanding and learning mechanisms in mathematics, and Lectures will be used for the assisting students to develop presentation of theories and mathematics concepts and skills existing practices. through constructivism in mathematics education; Students’ views and b. Pupils’ development of number sense, CILO1,2,3 experiences will be shared computational estimation concepts and in small group discussions skills, including psychological aspects and discussions of the and cognitive processes; preparation of their c. Pupil’s development of geometrical CILO1,2,3 assessment reports. sense such as the process of learning basic geometric concepts and the Students’ mathematical phases of instruction for simple thinking skills will be geometric figures; enhanced through workshop d. Pupils’ development of mathematical CILO1,2,3 activities. thinking skills and their use of reasoning, knowledge of patterns and logical deduction to solve mathematical problems.

4. Assessment Assessment Tasks Weighting (%) CILO (a) Written Report 70 CILO1,2,3 A written report of about 3000 Chinese words focusing on pupils’ development of a basic mathematics concept. Students will be required to 2

incorporate strategies which can promote pupils’ learning of this concept and overcome learning difficulties in this area. (b) Group Presentation 30 CILO1,2,3 Presentation of a draft outline of their report.

5. Required Text(s) Nil

6. Recommended Readings Bley, N. S., & Thornton, C. A. (2001). Teaching mathematics to students with learning disabilities. Austin, Tex.: Pro-Ed. Clements, D. H., Buffalo, S., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 420-464). New York: Macmillan Publishing Company. Ernest, P. (1998). Social constructivism as a philosophy of mathematics. New York: Statem University of New York Press. Ernest, P. (1994). Social constructivism and the psychology of mathematics education. In P. Ernest (Ed.) Constructing mathematical knowledge: Epistemology and mathematics education. London: Falmer Press. Fritz, Annemarie, Ehlert, Antje & Balzer, Lars (2013). Development of mathematical concepts as basis for an elaborated mathematical understanding. South African journal of childhood education, 3(1), 38-67. Geary, D. C., Berch, D. B., Ochsendorf, R., & Koepke, K. M. (Eds.). (2017). Mathematical cognition and learning: Vol. 3. Acquisition of complex arithmetic skills and higher-order mathematics concepts. Elsevier Academic Press. Kieran, C., & Montreal, U. (1992). The teaching and learning of school algebra. In D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 390-419). New York: Macmillan Publishing Company. Maričić, S. M., & Stamatović, J. D. (2018). The effect of preschool mathematics education in development of geometry concepts in children. Eurasia journal of mathematics, science and technology education, 13(9), 6175-6187. Nesher, P., & Kilpartick. J. (Eds.) (1990). Mathematics and cognition: A research synthesis by the international group for the psychology of mathematics education. Cambridge, UK: Cambridge University Press. Robbins, B. (2000). Inclusive mathematics 5-11. London: Continuum. Schoenfeld, A. H. (1994). Mathematical thinking and problem solving. Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc. Schwank, I. & Schwank, E. (2015). Development of mathematical concepts during early childhood across cultures. International encyclopedia of the social & behavioral sciences (2nd ed.) (pp. 772-784). London: Elsevier Health Sciences. Sowder, J. (1992). Estimation and number sense. In D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 371-389). New York: Macmillan Publishing Company.

Suggate, J., Davis, A., & Goulding, M. (2001). Mathematical knowledge for primary teachers. London: David Fulton Publishers. Toh, T., Yeo, J., & Association of Mathematics Educators. (2019). Big ideas in mathematics. Yearbook 2019, Association of mathematics educators. Singapore: World Scientific Publishing Co Pte Ltd. Williams, Alfred Horace. (2017). Mathematical concepts, skills and abilities of kindergarten entrants. University of Southern California Digital Library (USC.DL). (DOI: 10.25549/USCTHESES-C18-347252) 文耀光、梁興強 (1999)：《初等數學概念》，香港，香港教育圖書公司。加涅，皮連生譯 (1999)：《學習的條件和教學論》，上海，華東師範大學出版社。秦麗花 (1999)：《學障兒童適性教材之設計：為數學學障兒童解題診斷開教學處方》，台北，心理出版社股份有限公司。羅浩源 (1997)：《生活的數學》(第 2 版)，香港，香港教育圖書公司。史金，陳澤民譯 (1995)：《數學學習心理學》，台北，九章出版社。

7. Related Web Resources Mathematics Curriculum Guide P1 - P6, 2000 http://www.edb.gov.hk/en/curriculum-development/kla/ma/curr/pri-math-2000.html Special Education Resource Centre. http://www.edb.gov.hk/en/edu-system/special/resources/serc/ Education City in Hong Kong http://www.hkedcity.net 看動畫、學數學 (bee 美麗之家) http://web.chsh.chc.edu.tw/bee ()

8. Related Journals International Journal for Mathematics Teaching and Learning. The International Journal of Science, Mathematics and Technology Learning. Taiwan Journal of Mathematics Teachers 《台灣數學教師電子期刊》. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education. DATUM 數學教育期刊.

10. Others Nil

Last update: 09-07-2020

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : Bachelor of Education (Honours) (Special Needs) Programme QF Level : 5 Course Title : Teaching Mathematics to Students with Special Needs Course Code : MTH4183 Department : Mathematics and Information Technology Credit Points : 3 Course Hours : 39 hours Pre-requisite(s) : Nil Medium of Instruction : Chinese Course Level : 4 ______Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis The course provides students with opportunities to learn and practice the methodology of teaching mathematics to pupils with special needs through investigation of teaching strategies, adaptation of curriculum to suit pupil’s needs, and appropriate assessment approaches.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 Use a variety of approaches and strategies appropriate for teaching mathematics; CILO2 Adapt existing mathematics curriculum to enhance learning; CILO3 Integrate activities and games in teaching mathematics; and CILO4 Assess pupil’s learning in ways that are appropriate for the context.

3. Content, CILOs and Teaching & Learning Activities Suggested Teaching & CILOs Course Content Learning Activities a. Determining pupils’ levels of CILO1,2,3,4 The theoretical framework mathematical achievement and developing and general teaching teaching plans according to the levels; strategies will be b. Reviewing learning difficulties and their CILO4 presented in lectures, effects on mathematics performance; while presentations and c. Identifying pupils’ strengths and CILO1,4 hands-on activities will be weaknesses and planning balanced conducted for games instructional programs for addressing design and curricula difficulties in learning mathematics; adaptation. Students will d. Selecting, adapting and designing teaching CILO1,2,3,4 be encouraged to strategies and teaching materials for pupils implement aspects of with learning difficulties, including the use teaching strategies and of visual aids, physical representations and approaches in their daily mathematical software to explain mathematics teaching and mathematical concepts; to incorporate their e. Assessing pupil’s learning by a range of CILO4 experiences in group methods and devising a scaling strategy for discussions and in their the comparison of results; assessments. f. Integrating activities and games in the CILO1,2,3 lessons to facilitate pupil’s learning, with practical examples to stimulate interest in learning mathematics.

4. Assessment Assessment Tasks Weighting CILO (%) (a) Teaching & Learning Kit Design 70 CILO1,2,3,4 Design a teaching and learning kit on a selected mathematics topic for certain categories of pupils with special needs. The design should include 2

classroom learning activities related to specific mathematical concepts, together with specific learning objectives and skills to be developed. Students are required to write a self-evaluation report of about 3,360 Chinese words on how this kit can enhance teaching and learning of this topic for these pupils. (b) Group Presentation 30 CILO1,2,3,4 Presentation of a draft outline of their report.

5. Required Text(s) Nil

6. Recommended Readings Bley, N. S., & Thornton, C. A. (2001). Teaching mathematics to students with learning disabilities. Austin, Tex.: Pro-Ed. Carpenter, T. P., et al. (1999). Children’s mathematics: Cognitively guided instruction. Portsmouth, N.H.: Heinemann. Curriculum Development Council. (2002). Mathematics education: Key learning area curriculum guide (primary 1 – secondary 3). Hong Kong: The Printing Department. Clauscen, H. (2013). Environments for teaching mathematics: Supporting students with special needs. Educating young children, 19(3), 7-9. Daniels, H., & Anghileri, J. (1995). Secondary mathematics and special education needs. London: Cassell. DeFilippis, C., & Walden University. Education., degree granting institution. (2015). Perceptions of teachers on instructing remedial mathematics students. United States: Walden University. Education Department, Advisory Inspectorate Division, Mathematics. (1994). Remedial teaching in mathematics. Hong Kong: Government Printer. Education Department, Advisory Inspectorate Division, Mathematics. (1996). Information guide to support services for students with special educational needs in ordinary schools. Hong Kong: Government Printer. Giordano, G. (1993). Diagnostic and remedial mathematics in special education. Springfield, IL: Charles C Thomas. Haylock, D. (1991). Teaching mathematics to low attainers, 8-12. London: Paul Chapman. Hunt, Jessica H., et al. (2016). Supplemental Mathematics Intervention. Remedial and Special Education 37(2), 78-88. Reys, R.E., et al. (1995). Activity cards for helping children learn mathematics. Boston, MA: Allyn and Bacon. Rexroat‐Frazier, N. & Chamberlin, S. (2019). Best practices in co‐teaching mathematics with special needs students. Journal of Research in Special Educational Needs, 19(3), 173-183. Robbins, B. (2000). Inclusive mathematics 5-11. London: Continuum. Smith, T. (2012). Teaching students with special needs in inclusive settings (6th ed.). Boston, Mass. ; Hong Kong: Pearson.

Stockard, J. W., & Snyder, V. (1997). Activities for elementary school mathematics. Prospect Heights, IL: Waveland Press, Inc. Wallace, M. (2017). Addressing special educational needs and disability in the curriculum: Maths (2nd ed.). United Kingdom: Routledge. 陳英三 (1995)：《特殊兒童教材教法數學篇》，台北，五南圖書出版有限公司。董媛卿 (1995)：《如何提生數學能力》，台北，書泉出版有限公司。秦麗花 (1999)：《學障兒童適性教材之設計：為數學學障兒童解題診斷開教學處方》，台北，心理出版社股份有限公司。史都華著，葉李華譯 (1998)：《大自然的數學遊戲》，台北，天下文化出版有限公司。

7. Related Web Resources Mathematics Curriculum Guide P1 - P6, 2000 http://www.edb.gov.hk/en/curriculum-development/kla/ma/curr/pri-math- 2000.html Special Education Resource Centre. http://www.edb.gov.hk/en/edu-system/special/resources/serc/ Education City in Hong Kong http://www.hkedcity.net Education City in Taiwan http://educities.edu.tw

8. Related Journals International Journal for Mathematics Teaching and Learning Journal of Curriculum and Instruction. The International Journal of Science, Mathematics and Technology Learning. Taiwan Journal of Mathematics Teachers 《台灣數學教師電子期刊》. DATUM 數學教育期刊

10. Others Nil

Last update: 04-12-2020

THE EDUCATION UNIVERSITY OF HONG KONG

Honours Project I

Part I

Programme Title : Five-year full-time Bachelor of Education (Honours) Programme QF Level : 5 Course Title : Honours Project I (to be offered in Year 4 Sem II) Course Code : ART4901/ BUS4901/ INS4907/ INS4908/ INT4900/ MTH4901/ MUS4901/ PES4902/ ECE4174/ EDA4045/ PFS4029/ PSY4040/ SED4041/ TLS4028 Departments : A team of specialists across departments Credit Points : 3 Contact Hours : 39 contact hours Pre-requisite(s) : NIL Medium of Instruction : English/Chinese Course Level : 4

Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis: This course provides opportunities for students to understand the basic research methods in education and related disciplines. The quantitative and qualitative approaches and their strengths and shortcomings will be introduced. The course will enable students to acquire the basic skills in handling the initial stages of conducting a research study, including identifying a research topic, writing a literature review, adopting appropriate methods of collecting and analyzing data, and writing a proper research proposal.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 demonstrate an understanding of the basic principles of research methods in education and related disciplines, both qualitative and quantitative; CILO2 identify and pursue a research topic of interest, relevance and importance; CILO3 write a literature review to examine the existing theories and knowledge in relation to the research topic; CILO4 select appropriate methods for the collection and analysis of data; CILO5 write a proper and clear research proposal to form the basis of implementing the research study in Honours Project II.

3. Content, CILOs and Teaching & Learning Activities

Suggested Teaching & Course Content CILOs Learning Activities

Fundamental elements in research: the value CILO1 Lectures, tutorials, of conducting and understanding research, literature review and the nature of research group discussions

Approaches to research: such as quantitative, CILO1 qualitative, integrated (e.g. action research)

Introduction to the research process, basic CILO2-4 Lectures, tutorials, concepts on the procedures, designs and literature review, case methods used in the various types of studies, group research; methods of data analysis and discussions, presentations presentation; concepts of validity and and self-study reliability

Ethical considerations in the research CILO2-5 Lectures and tutorials endeavour

Major concerns of proposal writing (content, CILO5 Tutorials, workshops, structure and ethical issues). Research presentations and proposal development: statement of the consultations problem, research design and literature review

4. Assessment

Assessment Tasks Weighting (%) CILO

An assignment on the techniques of research 30% CILO1-4 methodology

A 2000-word (or 3,500 Chinese characters) 70% CILO1-5 project proposal which includes the statement of the problem, the design of the research and a review of literature

5. Required Text(s) Nil

6. Recommended Readings Altrichter, H., Psch, P., & Smoekh, B. (2008). Teachers investigate their work. [Chinese translation: 行動研究方法導論：教師動手做研究。夏林清等譯，臺北市，遠流出版公司，1997] Bell, J. (2005). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Maidenhead, England: Open University Press. (e- Book 2006). Bentzen, W. R. (2009). Seeing young children: A guide to observing and recording behavior. Albany, NY: Delmar. Blaxter, L., Hughes, C., & Tight, M. (2006). How to research. Buckingham: Open University Press. Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The Craft of research (3rd ed.). Chicago, Il: US: University of Chicago Press. Cooke, B., & Cox, J. W. (Eds.). (2005). Fundamentals of action research. London; Thousand Oaks, Calif.: SAGE. Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (4th ed.). New York : McGraw-Hill. Merriam, S.B. (Ed.) (2008). Qualitative research and case study applications in education. San Franscio: Jossey-Bass. Punch, K. F. (2009). Introduction to Research Methods in Education. L.A., California: Sage. Smith, J. A. (Ed.). (2003). Qualitative psychology: A practical guide to research methods. London: SAGE. Stringer, E. (2008). Action research in education. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. Thomas, R. M. (2005). Teachers doing research: An introductory guidebook. Boston, Mass.. Hong Kong: Allyn & Bacon. Wiersma, W., & Jurs, S. G. (2009). Research methods in education: An introduction (9th ed.). Boston, Mass.; Hong Kong: Pearson/Allyn and Bacon. 劉問岫（1993）：《教育科學研究方法與應用》，北京，北京大學出版社。王文科（編譯）（2000）：《質的教育研究法》，臺北，師大書苑。王文科、王智弘（2009）：《教育研究法》（增訂十三版），臺北：五南圖書出版公司。楊孟麗、謝水南（譯）（2003）：《教育研究法：研究設計實務》，臺北，美商麥格羅希爾有限公司。林生傳（2003）：《教育研究法—全方位的統整與分析》，臺北，心理出版社。周文欽（2004）：《研究方法：實徵性研究取向》，臺北，心理出版社。潘慧玲（主編）（2004）：《教育研究方法論：觀點與方法》，臺北，心理出版社。王文科（2008）：《教育研究法》，臺北，五南圖書出版公司。王麗雲（2006）：《教育研究應用—教育研究、政策與實務的銜接》，臺北，心理出版社。劉世閔等著（2006）：《質性研究資料分析與文獻格式之運用-以 QSR N6 與 End Note 8 為例》，臺北，心理出版社。 Creswell, J.W. （張宇樑、吳樎椒譯）(2007)：《研究設計: 質化、量化及混合方法取向》，臺北，學富文化事業有限公司。 Fraenkel, J. R., & Wallen, N. E. （楊孟麗、謝水南譯）(2004)：《教育研究法──研究設計實務》，臺北，美商麥格羅.希爾國際股份有限公司。裘蒂絲・貝爾（馬經標主譯，喬鶴等合譯）(2008) ：《社會科學研究的基本規則/參譯.》，北京，北京大學出版社。

Detailed reading list will be provided by individual discipline areas.

7. Related Web Resources Nil

8. Related Journals Action in Teacher Education Education researcher

10. Others Honours Project I consists of two parts:

Part A “Generic Research Methods” (1 cp) introduces basic research knowledge and principles of research methods in education and related disciplines for students to use and/or conduct research in education. Course Tutors of the Faculty of Education and Human Development (FEHD) run this part of the course in the blended learning mode. Students study short online units and attend face-to-face tutorials in which they are guided to connect and consolidate online learning with in-class learning activities. The assessment tasks include online and in-class exercises on research methods.

Part B “Discipline-based Project Proposal Writing” (2 cp) prepares students to develop a proposal for conducting a research-based study in their chosen areas. Course Tutors in respective discipline areas guide students to identify a topic, conduct a literature review, select appropriate methods of data collection and analysis/inquiry, and write a proposal.

Last update: 4-11-2016 THE EDUCATION UNIVERSITY OF HONG KONG

Honours Project II

Part I

Programme Title : Five-year full-time Bachelor of Education (Honours) Programme QF Level : 5 Course Title : Honours Project II (to be implemented in Year 5 Sem I & II) Course Code : ART4902/ BUS4902/ INS4909/ INS4910/ INT4901/ MTH4902/ MUS4902/ PES4903/ ECE4061/ EDA4046/ PFS4030/ PSY4041/ SED4042/ TLS4029 Departments : Project-related departments Credit Points : 3 Contact Hours : - Pre-requisite(s) : Honours Project I Medium of Instruction : Chinese / English Course Level : 4

Part II

The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes.

1. Course Synopsis: This course is a continuation of the Honours Project I, and serves as a culminating academic and intellectual experience for students. It provides opportunities for students to conduct their research/capstone project* independently under the guidance of their supervisors. Students are expected to finalize their initial project proposal first. By the end of the course, they are expected to present their research findings or project outputs and submit a research/project report.

Remark: *The capstone project takes a wide variety of forms that leads to and culminates in a final project that may include (but not confined to) a portfolio of creative works, instructional packs, etc.

2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1 carry out a research/capstone project under the guidance of a supervisor; CILO2 present the research results/project outputs in a simulated conference, exhibition or performance setting; CILO3 write a research/project report which includes a statement of the problem/topic, a critical review of literature or an investigation into the topic, a description of research methods/project outputs, an analysis and discussion of the findings/outputs. The final project demonstrates their learning acquisition in the selected discipline related areas.

3. Content, CILOs and Teaching & Learning Activities

Suggested Teaching & Course Content CILOs Learning Activities

Ways and criteria of selecting an appropriate CILO1-3 Group or individual topic for the study consultation with advisor

throughout the process; Revisit research methodology and ways of presentation of research selecting methods of investigation results/project outputs in a simulated conference, Importance of the literature review process exhibition or performance and ways to access research reports and setting papers as well as knowledge and practice in the chosen fields of study

Ethical considerations in conducting an investigation

Revising the proposal for the study

Systematically conducting the proposed study

Presenting findings/outputs and writing report

4. Assessment

Assessment Tasks Weighting (%) CILO

Refinement of the proposal 10% CILO1

Presentation of the project outputs/research 20% CILO2 report

A 4,500-word/or 7,200 Chinese characters 70% CILO1-3 written research report or a 1200 to 1500-word project report for capstone project.

The research/project report should include a statement of the problem/topic, a critical review of literature or an investigation into the topic, a description of research methods/project outputs, and an analysis and discussion of the findings/outputs. For capstone projects, project outputs should also be submitted for assessment.

Detailed assessment guidelines for capstone projects will be provided by individual discipline areas.

5. Required Text(s) NIL

6. Recommended Readings Altrichter, H., Psch, P., & Smoekh, B. (2008). Teachers investigate their work. [Chinese translation: 《行動研究方法導論：教師動手做研究》，夏林清等譯（1997）: 臺北，遠流出版公司。] Bell, J. (2005). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Maidenhead, England: Open University Press. (e- Book 2006). Bentzen, W.R. (2009). Seeing young children: A guide to observing and recording behavior. Albany, NY: Delmar. Blaxter, L., Hughes, C., & Tight, M. (2006). How to research. Buckingham: Open University Press. Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The Craft of research (3rd. ed.). Chicago, Il: US: University of Chicago Press. Cooke, B., & Cox, J. W. (Eds.). (2005). Fundamentals of action research. London; Thousand Oaks, Calif.: SAGE. Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. (4th ed.). New York: McGraw-Hill. Merriam, S.B. (Ed.), (2008). Qualitative research and case study applications in education. San Franscio: Jossey-Bass. Punch, K. F. (2009). Introduction to Research Methods in Education. L.A., California: Sage. Smith, J. A. (Ed.) (2003). Qualitative psychology: A practical guide to research methods. London: SAGE. Stringer, E. (2008). Action research in education. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. Thomas, R. M. (2005). Teachers doing research: An introductory guidebook. Boston, Mass.;Hong Kong: Allyn & Bacon. Wiersma, W., & Jurs, S. G. (2009). Research methods in education: An introduction (9th ed.). Boston, Mass.; Hong Kong: Pearson/Allyn and Bacon. 劉問岫（1993）：《教育科學研究方法與應用》，北京，北京大學出版社。王文科（編譯）（2000）：《質的教育研究法》，臺北，師大書苑。王文科、王智弘（2009）：《教育研究法》（增訂十三版），臺北，五南圖書出版公司。楊孟麗、謝水南（譯）（2003）：《教育研究法：研究設計實務》，臺北，美商麥格羅希爾有限公司。林生傳（2003）：《教育研究法—全方位的統整與分析》，臺北，心理出版社。周文欽（2004）：《研究方法：實徵性研究取向》，臺北，心理出版社。潘慧玲（主編）（2004）《教育研究方法論：觀點與方法》，臺北，心理出版社。王文科（2008）：《教育研究法》，臺北，五南圖書出版公司。王麗雲（2006）：《教育研究應用—教育研究、政策與實務的銜接》，臺北，心理出版社。劉世閔等著（2006）：《質性研究資料分析與文獻格式之運用-以 QSR N6 與 End Note 8 為例》：臺北，心理出版社。 Creswell, J.W. （張宇樑、吳樎椒譯） (2007) ：《研究設計：質化、量化及混合方法取向》，臺北，學富文化事業有限公司。 Fraenkel, J. R., & Wallen, N. E. （楊孟麗、謝水南譯）(2004)：《教育研究法──研究設計實務》，臺北，美商麥格羅.希爾國際股份有限公司。裘蒂絲・貝爾（馬經標主譯，喬鶴等合譯）(2008) ：《社會科學研究的基本規則/ 參譯》，北京，北京大學出版社。

Detailed reading list will be provided by individual discipline areas.

7. Related Web Resources Nil

8. Related Journals Action in Teacher Education Education researcher

10. Others Nil

Last update: 4-11-2016