When taking about the difference of math curriculum between mainland and Hong Kong, Mr. Maco said that the mainland curriculum is more comprehensive and difficult, while the Hong Kong curriculum is more extensive, with a particular focus on real-life situations, relating to Hong Kong’s livelihood and economy, and even the taxation system is carefully explained through mathematics.
To enhance students’ ability, he will introduce content from the mainland textbook to deepen their understanding of the konwledge. For example, after the quadratic equation, I will then start a lesson on the quadratic function of the mainland textbook, while after the trigonometric ratio content of the Hong Kong textbook, I will introduce the unit circle to introduce the trigonometric function, etc. This makes the learning session more coherent and comprehensive, and students can have a better understanding about the knowledge.”
Mr. Maco also mentioned that the knowledge in the two regions may be called differently, but the contents are the same. Taking the exploration of the similarities and differences of multiplication formulas around the world as an example, these ninety-nine songs are catchy for five or six-year-old children in our country, but they are the crystallization of thousands of years of civilization.
Through mathematics teaching, students' love for the country and Chinese civilization can be deepened, and their cultural self-confidence as a Chinese can be enhanced. Students enjoy the process of discovering the differences and even take the initiative to explore the differences of the knowledge in other regions or countries, indirectly deepening their impressions of the knowledge and at the same time experiencing the diverse mathematical cultures of different regions.
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