|Certificate in PDP on Development of School-based Mathematics Learning and Curriculum|
|Mode of Study||Full-time Block Release|
|Venue||Tai Po Campus|
|Programme Co-ordinator||Dr Cheung Ka Luen|
|Programme Enquiries||Mr Pecco Yin 2948 7509|
The programme aims to enhance the professional knowledge, skill and attitude of potential and existing primary Mathematics panel heads and leaders to gain both theoretical underpinnings and practical experiences about the latest development trend of the school-based Mathematics curriculum in an e-Learning environment along with possible STEM or STEAM education frameworks. Participants will explore how to design rich learning and teaching Mathematics activities as well as assessment tasks to cope with students' diverse needs such as the appropriate use of information technology to visualise abstract Mathematics concepts to cater for individual differences.
On successful completion of the programme, participants will be able to:
- apply different assessment strategies to diagnose students' strengths and weaknesses, and to use diagnosis results to create action plans;
- master the development and implementation of school-based Mathematics curricula, including those which can facilitate inclusive education;
- understand how learners differ in their approaches in learning Mathematics;
- demonstrate the competency to take an initiative role in achieving the goals of catering for learning diversity in their own schools; and
- use appropriate e-Learning environments to enhance the learning and teaching of school based primary Mathematics along with possible STEM or STEAM frameworks.
The programme comprises the following three core courses of 3 credit points each:
Managing Diversity in Mathematics Learning and Assessment
This course aims to enhance the professional knowledge, skill and attitude of primary mathematics teachers, who are potential or existing subject leaders or panel heads in understanding the wide range of mathematical needs found in the classrooms and developing the effective strategies to deal with them. Effective research-based curriculum and instructional adaptations will be introduced to enhance learning success for all students in the inclusive classrooms. Participants are expected to learn how to design rich mathematical learning and teaching activities, including in an e-Learning environment and STEAM education, to take an initiative role in curriculum and instructional design, as well as to examine and evaluate the effectiveness of various types of learning tasks.
Development of School-based Primary Mathematics Curriculum
This course aims to guide the potential and existing primary mathematics leaders and panel heads on how to enhance the development of the school-based mathematics curricula based on careful analysis of pupils’ needs, abilities and interest, ultimately achieving the inclusion of all students in the process of mathematics learning. Also, it helps to manage the mathematics curricula for successful transition from the kindergarten to the lower primary, as well as the upper primary to the junior secondary education. As part of the curriculum development, systematic and thoughtful planning of e-Learning, STEAM and co-curricular activities that stimulate students’ intrinsic motivation for learning will be covered.
Technology for the Learning and Teaching of School Based Primary Mathematics
This course aims to introduce the potential and existing primary mathematics leaders and panel heads to the use of ICT in the instructional designs of school based primary mathematics. Participants will be introduced to different ICT environments that are relevant to primary school mathematics; specifically, calculator, spreadsheet, dynamic geometry software, graphing, apps and web-based resources. Participants will be engaged in using different ICT environments, which could be extended to STEM or STEAM education, to explore primary school mathematics concepts and design teaching tasks under inquiry, problem-solving and collaborative approaches. Through hands-on investigation, and experimentation with mathematical concepts and skills, participants will develop knowledge and insight in the technological pedagogical content knowledge of mathematics.
* subject to approval
Medium of Instruction
The medium of instruction is mainly Chinese (Cantonese) and will be supplemented by English where appropriate.
|Cohort(s)||Period of Study|
|1||8 January to 9 February 2024|
Remarks: The programme is offered once a year tentatively.
To be eligible for admission, applicants should be:
- in-service primary school mathematics panel heads or mathematics teachers; and
- recommended by school principals.
Remarks: Priority of admission will be given to applicants who are Panel Chairpersons, Curriculum Leaders, or teachers responsible for the development of school-based Mathematics curriculum.
To be awarded a Certificate of Completion, participants must obtain a pass in all assessment tasks required and successfully fulfill the attendance requirements as stipulated by the programme.
This Government-funded programme is supported by the Education Bureau (EDB). Schools which release teachers to take this programme are eligible for supply teachers, if deemed necessary. Government and aided schools shall contact the EDB for detailed arrangements. Private and DSS schools shall make their own arrangements for the employment of supply teachers.
Graduates who have satisfactorily completed the programme are eligible to apply for credit transfer of the course, "Instructional Design in Mathematics" in the Master of Education programme or the Master of Arts in Mathematics and Pedagogy programme offered by the University. Their applications will be considered on an individual basis.
Every effort has been made to ensure that information contained in this website is correct. Changes to any aspects of the programmes may be made from time to time due to unforeseeable circumstances beyond our control and the University reserves the right to make amendments to any information contained in this website without prior notice. The University accepts no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website. Any aspect of the course and course offerings (including, without limitation, the content of the course and the manner in which the course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course and its course offerings, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements and curriculum changes.