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| Name: FREDERICK
K.S. LEUNG
Position: Dean, Faculty
of Education, The University of Hong Kong
LPS Team Leader in Hong Kong
Contact details:
Room G03A, Hui Oi Chow Science Building, Faculty of Education, The University
of Hong Kong, Pokfulam Road, Hong Kong
Phone: +852 2859 2355
Fax: +852 2517 0075
E-mail: hraslks@hku.hk
Home-page: http://www.hku.hk/curric/fleung |
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Recent and current professional
activities:
Frederick Leung is the Dean of the Faculty of Education at
the University of Hong Kong. His major research interests are in the comparison
of mathematics education in different countries, and in the influence of
different cultures on mathematics teaching and learning. He is the
principal investigator of a number of major research projects in mathematics
education, including the Hong Kong component of the TIMSS studies. He
has served as a consultant for a number of educational projects for UNESCO
and the World Bank, and he sits on major policy advisory committees in
education of the Hong Kong SAR Government, and is author of a series of
local secondary mathematics textbooks which is most widely used in the
territory. He also serves as an honorary professor of Beijing Normal University,
China.
Selected publications:
"Competent Students, Competent Teachers?", International Journal
of Educational Research (with Park, K.), in press. (refereed)
"A Comparison of the Mathematics Textbooks in China, Hong Kong, Japan, Korea,
United Kingdom, and the United States", 13th ICMI Study. (with
Park, K.), in press. (refereed)
"Behind the High Achievement of East Asian Students", Journal
of Educational Research and Evaluation, vol. 8, no. 1,pp. 89-109, 2002. (refereed)
"In Search of an East Asian Identity in Mathematics Education",
Educational Studies in Mathematics, 47(2001), pp. 35-51. (refereed)
"Teachers' Attitudes towards Mathematics Teaching in Beijing, Hong Kong
and London", Shuxue Tongbao, no.8, pp. 2-4, August 2001. [in
Chinese]
"Holistic Reform of the Mathematics Curriculum -the Hong Kong Experience", Research
in Mathematical Education, vol. 3, no. 2 (issue 6), November 1999. (with
Lam, C.C., Mok, I.A.C., Wong, K.M. and Wong, N.Y.) (refereed)
"The Traditional Chinese Views of Mathematics and Education: Implications
for Mathematics Education in the New Millennium" in Hoyles, Morgan and Woodhouse
(eds.) Rethinking the Mathematics Curriculum. Falmer Press Ltd, London,
1999. (refereed)
Comparative Study on the Mathematics Curricula of Major Asian and
Western Countries. (with Lam, C.C., Mok, I.A.C., Wong, K.M. and Wong,
N.Y.), Hong Kong, 1999.
Mathematics Education and Cognitive Science ( with Zheng, Y.X.), Shanghai:
People's Education Press, 1998. [in Chinese] "The Implications
of Confucianism for Education Today", Journal of Thought, summer
1998.
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Name: IDA Ah Chee MOK
Position: Associate Professor, Faculty of
Education
LPS Data Co-ordinator for Hong Kong
Contact details:
Faculty of Education
The University of Hong Kong
Pokfulam Road, Hong Kong SAR
China
Phone: +852 2859 2536
Fax: +852 2858 5649
E-mail: iacmok@hku.hk
Home-page:http://www.hku.hk/curric/idamok/ |
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Recent and current professional activities:
Ida Ah Chee MOK is now Assistant
Professor in the Department of Curriculum and Educational Studies
at the University of Hong Kong. Since 1990, she has worked
in teacher education, specialized in mathematics education.
She has been specialized in students' mathematics learning
and active in a number of projects in the Hong Kong mathematics
curriculum, teaching and learning of mathematics.
Selected publications:
*Mok, I.A.C., Leung, F.K.S., Lopez-Real, F.J. & Marton, F. (2002).
Dimensions of variation in mathematics classrooms: Examples from Hong Kong
and Shanghai. Paper presented as part of the symposium 'International Perspectives
on Mathematics Classrooms' at the Annual Conference of the American Educational
Research Association, New Orleans, April 2-5, 2002.
*Lopez-Real, F.J. & Mok, I.A.C. (2001) Is there a Chinese Pedagogy
of Mathematics Teaching. In CERCular, the Newsletter of the Comparative
Education Research Centre, HKU.
Mok, I.A.C., Chik, P.M.; Ko, P.Y.; Kwan, T.; Lo, M.L.; Marton, F.; Ng,
F.P.; Pang, M.F.; Runesson, U.; Sze-To, L.H. (2001). Solving the Paradox
of the Chinese Teacher. In Watkins and Biggs (Eds.) Teaching the Chinese
Learner. Hong Kong: Comparative Education Research Centre, The University
of Hong Kong. pp. 161-180.
Mok, I.A.C. & Morris, P. (2001). The Metamorphosis of the 'Virtuoso':
Pedagogic patterns in Hong Kong primary mathematics classrooms. Teaching
and Teacher Education: An International Journal of Research and Studies,
17(4), 455-468. (Publication no. 61313)
Mok, I.A.C. (2000). "The Anatomy of an 'Open' Mathematics Lesson",
In Nakahar T. & Koyma, M. (Eds.), Proceedings of¡@ 24th Conference
of the International Group for the Psychology of Mathematics Education,
23-27 July, Hiroshima, Japan., volume 4, 4-9.
Mok, I.A.C. & Johnson, DC (2000). Reasoning algebraically with IT:
A cognitve perspective¡¨. Mathematics Education Research Journal,
12(3), 286-302. (Publication no.: 61315)
Mok, I.A.C. & KO, P.Y. (2000). Beyond Labels - Teacher-centred and
Student Activities. In Adamson, B., Kwan, T., & Chan, K.K (Eds.) Changing
the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong,
pp175-194. Hong Kong: Hong Kong University Press.
Mok. I.A.C., Johnson, DC, Cheung, J.Y.H., and Lee, A.M.S. (2000). Introducing
Technology in algebra in Hong Kong: Addressing Issues in Learning, International
Journal of Mathematics Education in Science and Technology, 31(4),
553-567.
Mok, I.A.C. (1997). Algebraic thinking of secondary-one students in Hong
Kong: A case study. Curriculum Forum, 7(1), 32-48.
* Denotes LPS related papers.
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Name: FRANCIS
LOPEZ-REAL
Position: Associate Professor, Faculty
of Education
Contact details:
Faculty of Education
The University of Hong Kong
Pokfulam Road, Hong Kong SAR
China
Phone: +852 2859 1957
Fax: +852 2858 5649
E-mail: lopezfj@hkucc.hku.hk
Home-page:http://www.hku.hk/curric/lopez-real
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Recent
and current professional activities:
Francis Lopez-Real has taught at the University of Hong
Kong since 1994. He previously taught in schools and universities
in the U.K., Kenya and Brunei Darussalam and was a Curriculum
Advisor in Cyprus and Cameroon. His main research interests
have been in students’ problem solving strategies,
the use of dynamic geometry software and comparisons of
teaching mathematics in different cultures.
Selected publications:
Lopez-Real, F. & Lee, A.M.S. (2005)
Problem Solving and ICT: Experiences from an initial teacher
education programme . In Olivero, F. & Sutherland, R.
(eds.) Visions of Mathematics Education: Embedding Technology
in Learning. (Proceedings of the 7th International Conference
on Technology in Mathematics Teaching). Bristol University
Lopez-Real, F. (2004) Using the history of mathematics as
a starting point for investigations: some examples on approximations. Teaching
Mathematics and its Applications. 23(3)
*Lopez-Real, F., Mok, I.A.C., Leung,
F.K.S. & Marton,
F. (2004) Identifying a Pattern of Teaching: An analysis
of a Shanghai teacher's lessons. In Fan, L-H., Wong, N-Y,
Cai, J-F. & Li, S. (eds.) How Chinese Learn Mathematics:
Perspectives from Insiders. Singapore: World Scientific
Leung, A. & Lopez-Real, F. (2003)
Properties of tangential and cyclic polygons: an application
of circulant matrices. International
Journal of Mathematical Education in Science and Technology. 34(6),
859-870
Lopez-Real, F. (2003) Collaborative
reflection through sharing significant incidents. In A.
Peter-Koop, A. Begg, C. Breen & V.
Santos-Wagner (Eds.) Collaboration in teacher education:
Examples from the context of mathematics education (pp.
235-251). Dordrecht, NL: Kluwer Academic Publishers.
Ng, S.N., Lopez-Real, F. & Rao,
N. (2003) Early Mathematics Teaching: The relationship
between teachers' beliefs and classroom practices. In Proceedings of PME 27 (International
Group for the Psychology of Mathematics Education)
Lopez-Real, F. (2003) An analysis
of teachers' reflections on significant incidents. In Edge,
D. & Har, Y.B. (Eds.) Mathematics
education for a knowledge-based era. Proceedings of
EARCOME/SEACME (Singapore)
Leung, A. & Lopez-Real, F. (2002)
Theorem Justification and Acquisition in Dynamic Geometry:
A Case of Proof by Contradiction. International
Journal of Computers for Mathematical Learning 7: 145-165
Kluwer Academic Publishers
Lopez-Real, F. & Leung, A. (2001)
Reflections on a TIMSS Geometry Lesson. For the learning of mathematics.
21(3)
* LPS related paper.
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Name: Rongjin
Huang
Position: Assistant Professor, Faculty
of Education
University of Macau.
LPS Team leader for Macau
Contact details:
Faculty of Education
University of Macau
Av. Padre Tomas Pereira, S.J. Taipa, Macao,
China
Phone: +853 397 8742
Fax: +853 831695
E-mail: rjhuang@graduate.hku.hk
Home-page:http://www.umac.mo/fed/ |
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Recent
and current professional activities:
Rongjin Huang is now Assistant Professor in the Faculty
of Education at University of Macau. He has worked
as secondary mathematics teachers in several schools, and
then become a mathematics educator at universities in Mainland
China. His research interests are Chinese mathematics teaching pedagogy, mathematics
classroom study and mathematics teacher education.
Selected publications:
Refereed paper
Huang, R. & Bao, J. (2006).
Towards a model for teacher professional development in
china: Introducing keli. Journal
of Mathematics Teacher Education.
Huang, R., Chen, Y., Zhao, X. (2005). Evaluating mathematics
lessons from a expert perspective,Journal of Mathematics
Education, 14(1),52-56.(in Chinese)
Huang, R. (2004). International
mathematics classroom video study’s implication for
China mathematics education, Comparative
Education Research,3,39-43.(in Chinese)
Huang, R. (2003). Comparison of
classroom exercise in Hong Kong and Shanghai: A new interpretation
of “practice
makes perfect”, Journal of Mathematics Education, 12(2),
42-45. (in Chinese)
Huang, R. & Leung, F.K.S. (2002). How Pythagoras’ Theorem
is taught in Czech Republic, Hong Kong and Shanghai:
A Case Study. Zentralblatt für Didaktik der Mathematik
(International Reviews on Mathematical Education),
Vol. 34(6), 268-277. Chapters or conference papers
Huang, R.(2005). Verification
or proof: Justification of Pythagoras’ theorem in Chinese mathematics classrooms,
in H. L. Chick & J. L. Vincent (Eds.). Proceedings
of the 29th conference of the international group for the
Psychology of Mathematics Education (Volume 3, pp.161-
168). University of Melbourne, Australia, July 10-15, 2005.
Huang?CR. & Leung, F. K.S(2004). Cracking the paradox
of the Chinese learners: Looking into the mathematics classrooms
in Hong Kong and Shanghai. In L. Fan, N. Y. Wong, J. Cai, &S.
Li (Eds.), How Chinese learn mathematics: Perspectives
from insiders (pp.348-381). Singapore: World Scientific.
Gu L., Huang, R. & Marton, F.(2004). Teaching with
variation: An effective way of mathematics teaching in
China. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How
Chinese learn mathematics: Perspectives from insiders (pp.309-348). Singapore:
World Scientific.
Kong, Q., Zhang, W. & Huang,
R. (2003). New mathematics
curriculum and mathematics learning. High Educational
Press(in Chinese)
Huang, R. (2005?j. Methods of classroom research, in J,.
Bao, J. Wong, L. Gu(Eds.), Classroom teaching video-case
study and make (pp.47-79). Shanghai Education Press.(in
Chinese) |
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Name: Zhongdan
Huan
Position: Professor,
School of Mathematical Sciences
Beijing Normal University
LPS Team leader for Beijing
Contact details:
School of Mathematical Sciences
Beijing Normal University
Beijing 100875, China
Phone: +8610 58807735
Fax: +8610 58808202
E-mail: zdhuan@bnu.edu.cn |
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Recent
and current professional activities:
Zhongdan Huan current is a Professor in the School of Mathematical
Sciences at Beijing Normal University. His research
interests are partial differential equations, Chinese mathematics
teaching pedagogy, mathematics classroom study and mathematics
teacher education.
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