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Contents
Preamble
Chapter Page
1 Introduction 1
1.1 Background 1
1.2 Rationale 2
2 Curriculum Framework 3
2.1 Framework of Senior Secondary Mathematics Curriculum 3
2.2 Principles of Curriculum Design 6
2.3 Compulsory Part 7
2.4 Elective Part 26
3 Curriculum Planning 53
3.1 School-based Curriculum Planning 53
3.2 Progression of Study 54
3.3 Time Allocation 58
4 Learning and Teaching 59
4.1 Guiding Principles 59
4.2 Helping Students Learn to Learn 59
4.3 Learning Mathematics with Understanding 60
4.4 Supportive Learning Environment 61
4.5 Development of Generic Skills 61
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4.6 Widening Students’Learning Space 62
4.7 Process of Learning 63
4.8 Application and Integration of Mathematics Knowledge in Solving 63

Problems
4.9 Contexts for Career Oriented Studies 64
5 Assessment 65
5.1 Purposes of Assessment 65
5.2 Internal Assessment 67
5.3 Public Assessment 68
6 Effective Use of Learning and Teaching Resources 73
6.1 Various Kinds of Learning and Teaching Resources 73
6.2 Textbooks 73
6.3 Reference Books 73
6.4 Web-based Learning and Teaching Resources 74
References 75
Appendix 1 78
Appendix 2 86
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Preamble
The Curriculum Development Council (CDC)-Hong Kong Examinations and
Assessment Authority (HKEAA) Committees (Senior Secondary) of various subjects have
been set up jointly by the CDC and the HKEAA Council to develop the Curriculum and
Assessment Guides (C&A Guides) for the new 3- year senior secondary academic structure in
Hong Kong. During the first stage of consultation on the new academic structure between
October 2004 and January 2005, the document Reforming the Academic Structure for
Senior Secondary Education and Higher Education - Actions for Investing in the Future
(Education and Manpower Bureau, 2004) was published to seek stakeholders’ views on the
design blueprint of the structure, the timetable for implementation and financial arrangements.
An accompanying document, Proposed Core and Elective Subject Frameworks for the New
Senior Secondary Curriculum, was also produced to solicit views and feedback from
schools on the initial curriculum and assessment design of individual subjects to inform the
development of the C&A Guides.
The report New Academic Structure for Senior Secondary Education and Higher
Education – Action Plan for Investing in the Future of Hong Kong (Education and
Manpower Bureau, 2005), an outcome of the first stage of consultation, has just been
published to chart the way forward for implementing the new academic structure and to set
further directions for the second stage of consultation on curriculum and assessment as part of
the interactive and multiple-stage process of developing the C&A Guides. In addition,
taking into consideration the feedback collected through various means including the returned
questionnaires from key learning area coordinators/panel heads during the first stage of
consultation, the curriculum and assessment frameworks of subjects have been revised and
elaborated. We would like to solicit fur ther views on the frameworks from stakeholders, in
particular the school sector.
To understand the position of each subject in the new academic structure, readers
are encouraged to refer to the report. Comments and suggestions on the Proposed New
Senior Secondary Matheamtics Curriculum and Assessment Framework are welcome and
could be sent to:
Chief Curriculum Development Officer (Mathematics Education)

4/F Kowloon Government Offices
405 Nathan Road
Yau Ma Tei
Kowloon
Fax: 3426 9265
E- mail: ccdoma@emb.gov.hk
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Chapter 1 Introduction
1.1 Background
The Mathematics Curriculum and Assessment Guide (Senior Secondary) is prepared

by the Curriculum and Development Council (CDC) – Hong Kong Examinations and
Assessment Authority (HKEAA) Committee on Mathematics Education (Senior
Secondary) in support of the 3-year senior secondary curriculum. Mathematics is the
core subject for students from the primary level to the junior secondary level. In the
new senior secondary curriculum, Mathematics is also one of the core subjects.
The Mathematics Curriculum and Assessment Guide (Senior Secondary) incorporates

the key recommendations made in the Education Commission’s education reform final
report, Learning for Life, Learning through Life (2000), the CDC’s Report on Holistic
Review of the Mathematics Curriculum (2000), the final report on its Holistic Review
of the School Curriculum entitled Learning to Learn – Life-long Learning and
Whole-person Development (2001), the CDC’s Basic Education Curriculum Guide –
Building on Strengths (2002) and the Education Commission’s report, Review of the
Academic Structure of Senior Secondary Education (2003). The first three documents
provide an outline of the landscape of both education and curriculum development in
Hong Kong now and in the future, and seek to facilitate the accomplishment of the
principal educational aims to meet the needs of students and the society, to contribute to
students’ lifelong and whole-person development with diversification to develop
individual interests and potent ials and to achieve personal, social, economic,
environmental, cultural, political and vocational goals in the contexts of the Senior
Secondary Curriculum.
The Senior Secondary Mathematics Curriculum is built on the existing secondary

mathematics for Secondary 4-5 and sixth form mathematics curricula and follows the
direction for the development set out in the Mathematics Education Key Learning Area
Curriculum Guide (Primary 1 – Secondary 3). Students’ knowledge, skills and
positive values and attitudes are further extended.
The Mathematics Curriculum and Assessment Guide (Senior Secondary) aims to

present an outline of the overall aims of the subject, learning targets and objectives for
senior secondary level. It also provides suggestions regarding curriculum planning,
learning and teaching strategies, assessment and resources. Schools are encouraged to
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adopt the recommendations in the guide, taking into account the ir contexts, needs and
strengths.
1.2 Rationale
The rationale for studying Mathematics at the senior secondary level is as follows:
• Mathematics is essential for everyone in the modern technology oriented and

information rich society of the 21st Century. Our students require the ability to
communicate, explore, conjecture, reason logically and use a variety of methods to
solve problems.
• Many of the developments, planning and decisions made in the modern society as
well as government policy, to a certain extent, rely on the use of mathematics.
Mathematical experiences acquired in schools enable students to become
mathematically literate citizens and contribute towards social prosperity.
• Mathematics provides a means to create, acquire, organise and apply information.

Mathematics plays an important role in communicating ideas through making
pictorial, graphical, symbolic, descriptive and analytical representations of numerical
and mathematical ideas, and hence lays a strong foundation for students’ lifelong
learning. Mathematics provides the platform for the acquisition of new knowledge
in this rapidly changing world.
• Mathematics is not only a tool but also an intellectual endeavour through which
students can further their imagination, initiative, creativity and flexibility of mind.
Mathematics is a discipline which plays a central role in human culture.
The goals of mathematics education are to help our youngsters develop concepts and
skills, and build up confidence and interest in mathematics. More importantly,
mathematics education could help them further develop a positive attitude towards
mathematics learning and related core competence, in particular, communication,
reasoning and problem solving skills throughout their life time. In this regard,
mathematics should be an integral part of the general education and hence a core subject
at the senior secondary level.
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Chapter 2 Curriculum Framework
2.1 Framework of Senior Secondary Mathematics Curriculum
In the New Senior Secondary Curriculum, Mathematics is a core subject for all students.
Therefore, it is designed that it could cater for students who have different needs,
interests, orientations and intended pathways. It is composed of two parts, namely the
Compulsory Part and the Elective Part. The Elective Part embraces two optional
modules, namely Module 1 (Calculus and Statistics) and Module 2 (Algebra and
Calculus). The inclusion of the Elective Part aims to furnish the Senior Secondary
Mathematics Curriculum with more flexibility and diversity. The two modules in the
Elective Part serve as add-on mathematics knowledge to the Compulsory Part. ALL
students must take the Compulsory Part. Students, based on their individual needs and
interests, are allowed to take at most one of the two modules. In brief, the structure of
the Senior Secondary Mathematics Curriculum can be represented diagrammatically as
follows:
Senior Secondary
Mathematics Curriculum
Compulsory Part Elective Part
Module 1 Module 2
(Calculus and Statistics) ( Algebra and Calculus)
(Note: students may take the Compulsory Part only, the Compulsory Part with Module 1
(Calculus and Statistics), or the Compulsory Part with Module 2 (Algebra and Calculus).
Students are only allowed to take at most one module from the Elective Part.)
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The following 3 diagrams show the different combinations student s could study the New
Senior Secondary Mathematics Curriculum:
(1) Students who take the Compulsory Part only
Junior Secondary Mathematics

Curriculum
Senior Secondary Mathematics Curriculum
(Compulsory Part)
(2) Students who take the Compulsory Part with Module 1 (Calculus and Statistics)
Junior Secondary
(3) Mathematics
Curriculum
(Compulsory Part + Module 1)
(3) Students who take the Compulsory Part with Module 2 (Algebra and Calculus)
Junior Secondary Mathematics

Curriculum
(Compulsory Part + Module 2)
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As a core subject, the Senior Secondary Mathematics Curriculum accounts for up to

15% (approximately 405 hours) of the total lesson time of the senior secondary
curriculum. The suggested time allocation for the Compulsory Part and the Elective
Part of the Senior Secondary Mathematics Curriculum is as follows:
Lesson time
(Approx. number of hours)
Compulsory Part 10% ~ 12.5% (270 hours ~ 338 hours)
Compulsory Part with a module 15% (405 hours)
2.1.1 Overall Aims
The overall curriculum aims of Mathematics Education Key Learning Area are to
develop in students:
(a) the ability to think critically and creatively, to conceptualise, inquire and reason
mathematically, and to use mathematics to formulate and solve problems in
daily life as well as in mathematical contexts and other disciplines;
(b) the ability to communicate with others and express their views clearly and
logically in mathematical language;
(c) the ability to manipulate numbers, symbols and other mathematical objects;
(d) the number sense, symbol sense, spatial sense and a sense of measurement as
well as the capability of appreciating structures and patterns;
(e) a positive attitude towards mathematics learning and the capability of

appreciating the aesthetic nature and cultural aspects of mathematics.
2.1.2 Aims of Senior Secondary Mathematics Curriculum
The Senior Secondary Mathematics Curriculum is a continuation of the junior secondary

level mathematics. It aims to:
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(a) develop in students the generic skills through learning mathematics, in

particular, the capacity to use mathematics in solving problems, reason and
communicate mathematically;
(b) develop in students positive attitudes and interest towards mathematics

learning;
(c) develop in students confidence and competence in dealing with mathematics

needed in real- life;
(d) provide a foundation for those students who may further their studies in
mathematics or its related areas; and
(e) help students foster, develop and stretch their potential in mathematics.
2.2 Principles of Curriculum Design
The following principles are used in the design of the curriculum:
• The foundation for all students
Essential mathematical concepts and knowledge which are necessary and crucial to
students’ different career pathways are identified in the Compulsory Part so that it
provides students with a foundation for future studies and workplace.
• The provision of flexibility and diversity
It is important to maintain students’ interest in learning mathematics. Upon the

implementation of the New Senior Secondary Academic Structure in Hong Kong, a
wider range of students will gain access to mathematics at the senior secondary level
than those in the past. To cater for the diversity of their needs of abilities, the
Senior Secondary Mathematics Curriculum provides flexibility for teachers to :
− organise the teaching seque nce to meet individual situations ;
− make adaptation to the content; and
− adjust the depth of treatment of the topics.
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• The relevance to life
The discussion on historical background and the development of mathematical

knowledge are included to let students understand how mathematics knowledge is
evolved and refined after years. Applications are emphasised to relate and integrate
the mathematical knowledge to their real- life experience.
• The impact of modern technology
Information technology has become an essential tool in life and we have enjoyed
many benefits from the advent of it. The appropriate use of information technology
and modern technology in learning and teaching is one of the emphases in the Senior
Secondary Mathematics Curriculum.
• The fostering of generic skills
Knowledge is expanding at an ever fast pace and new challenges are continually
posed by rapid development in technology. Students need to develop their
capabilities to learn how to learn, think critically, analyze, solve problems and
communicate with others effectively so that they can confront the challenges now
and in the future. Acquiring mathematics knowledge has always been emphasised,
but fostering these generic skills is strongly advocated in the Senior Secondary
Mathematics Curriculum.
• Values and Attitudes
Positive values and attitudes, which are important in the learning of mathematics,
permeate the Senior Secondary Mathematics Curriculum. Students are expected to
develop interest in learning Mathematics, show keenness to particip ate in
Mathematics activities, develop sensitivity and show confidence in applying
Mathematics in daily life. They are expected to be open-minded and willing to
listen to others in the discussion of mathematical problems and think independently.
2.3 Compulsory Part
2.3.1 Organisation
The Compulsory Part is organised into three learning strands (namely, “Number and
Algebra”, “Measures, Shape and Space” and “Data Handling”). The contents under
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each strand are further subdivided into learning units. In addition, further applications
of knowledge in the three strands to formulate and solve problems in real- life as well as
in mathematical contexts will be included as an individual learning unit independent
from any of the above three strands.
2.3.2 Learning Targets
An overview of the learning targets of the 3 strands in the Compulsory Part is provided
below:
Learning Targets of the Compulsory Part
Number and Algebra Measures, Shape and Space Data Handling
Students are expected to:
— understand the number — use inductive reasoning, — understand the measures

systems; deductive reasoning or an of dispersion;
analytic approach to
— investigate and describe study the properties of — select and use the
relationships between 2-dimensional shapes; measures of central
quantities using algebraic tendency and dispersion to
symbols; — formulate and write compare data sets;
geometric proofs
— generalise and describe involving 2-dimensional — investigate and judge the
patterns in sequences of shapes with appropriate validity of arguments
numbers using algebraic symbols, terminology and derived from the data set;
symbols, and apply the reasons;
results to solve problems; — acquire basic techniques in
— inquire and describe counting;
— interpret more complex geometric knowledge in
algebraic relations from 2-dimensional space — formulate and solve
numerical, symbolic and using algebraic relations further probability
graphical perspectives; and apply knowledge in problems by applying
solving related problems; simple laws; and
— manipulate more complex
algebraic expressions and — inquire and describe — integrate the knowledge in
relations, and apply these geometric knowledge in statistics and probability to
knowledge and skills to 2-dimensional space and solve real- life problems.
formulate and solve 3-dimensional space
real- life problems and using trigonometric
functions and apply the
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justify the validity of knowledge in solving

results obtained; and related problems; and
— apply the knowledge and — interconnect the

skills in the Number and knowledge and skills of
Algebra Strand to the Measures, Shape and
generalise, describe and Space Strand and other
communicate strands, and apply them
mathematical ideas and to formulate and solve
solve further problems in 2-dimensional and
other strands. 3-dimensional problems
with various strategies.
2.3.3 Foundation Topics and Non-foundation Topics
To assist teachers to adapt the Compulsory Part to meet the needs of their individual
groups of students, the contents of the Compulsory Part is partitioned into Foundation
Topics and Non- foundation Topics. The Foundation Topics from Secondary 1 to Senior
Secondary 3 constitute a total about two-thirds of the whole Secondary Mathematics
Curriculum. Teachers can judge for themselves the suitability and relevance of topics
outside the Foundation Topics for their own students. The Foundation Topics are those
that ALL students should strive to learn and are identified under the principles that:
l they are essential topics stressing on the basic concepts, knowledge, properties
and simple applications in real- life situations; and
l they contain different components and constitute a coherent learning content.
2.3.4 Time Allocation

The lesson time allocation for the Compulsory Part ranges from 10% to 12.5% of the
total lesson time (approximately 270 hours to 338 hours), subject to the different
pathways, orientations and learning pace of students. For most students, this lesson
time will be sufficient to cover the Compulsory Part in 3 years. To aid teachers in
judging how far to take a given topic, a suggested lesson time in hours is given against
each learning unit.
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2.3.5 Curriculum Content of the Compulsory Part
The proposed curriculum content of the Compulsory Part is listed in the following table.
The Non- foundation Topics are underlined for teachers’reference.
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Learning Objectives of the Compulsory Part
Unit Learning Objectives Time Remarks
Number and Algebra Strand
1. Quadratic 1.1 solve quadratic equations by the factor method 18

equations in one
unknown 1.2 form quadratic equations from given roots The given roots are confined to real
numbers.
1.3 solve the equation ax 2 + bx + c = 0 using the graph of

parabola y = ax 2 + bx + c
1.4 solve quadratic equations by quadratic formula Non-real roots written in the form
a ± bi are not required.
Simplification of expressions such as
2 ± 48 is not required for students
taking foundation topics only.
1.5 understand the relations between the discriminant of a When ∆ < 0, the students have to point
quadratic equation and the nature of its roots out that “the equation has no real roots”
or “the equation has two non-real roots”
as they are expected to recognise the
existence of complex roots in Learning
Objective 1.8.
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1.6 solve problems involving quadratic equations Teachers should select the problems that
closely relate to students’ experiences.
Problems involving complicated
600 600
equations such as + = 49 are
x x −1
not required here. These problems will
be tackled in Learning Objective 5.3.
1.7 understand the relations between the roots and coefficients The roots are confined to real numbers.
and form quadratic equations from these relations
1.8 appreciate the development of the number systems including Suggested contents:
the system of complex numbers
(a) Hierarchy of the number systems
(b) Conversion between recurring
decimals and fractions.
The operations of non-real numbers are
not required.
2. Functions and 2.1 recognise the intuitive concepts of functions, domain and 12 “Finding the domain of a function” is not
graphs co-domain, independent and dependent variables stressed here.
“Determining whether the relations are
functions” is required.
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2.2 recognise the notation of functions and use tabular, algebraic Representations like
and graphical methods to represent functions
1• •2
are also accepted.
2.3 understand the features of the graphs of quadratic functions

and find the maximum and minimum values of quadratic
functions by graphical method
2.4 find the maximum and minimum values of quadratic

functions by algebraic method
3. Exponential and 3.1 understand the laws of rational indices 15

logarithmic
functions 3.2 understand the definition and properties of logarithms and
common logarithm (including the change of base)
3.3 recognise the concept of exponential functions and Domains of the functions could be
logarithmic functions discussed.
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3.4 recognise the features of the graphs of exponential functions The relation between the graphs of
and logarithmic functions exponential functions and logarithmic
functions could be discussed. Teachers
could use examples like y = 2x and y =
log 2 x to illustrate that these graphs are
symmetric about the line y = x.
The concept that exponential functions
and logarithmic functions are inverse
functions of each other is not required.
3.5 solve exponential and logarithmic equations
3.6 appreciate the applications of logarithm in real- life situations Applications including Richter Scale for
earthquake intensity, dB in sound
intensity level, etc. could be discussed.
3.7 appreciate the development of the concept of logarithm Discussions on the historical development
of the concept of logarithm and its
applications on the design of some past
calculation tools such as slide rules and
the logarithmic table could be included.
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4. More about 4.1 perform divisions of polynomials 13 Divisors beyond trinomials are not
polynomials required.
Methods other than long division are also
accepted.
Polynomials with more than two variables
are not required.
4.2 understand the remainder theorem
4.3 understand the factor theorem
4.4 understand the concepts of the greatest common divisor and The terms “H.C.F. ” , “gcd”, etc. could be
the least common multiple of polynomials used.
4.5 perform the addition, subtraction, multiplication and division Polynomials with more than one variable
of algebraic fractions with polynomial numerators and could be included.
denominators
5. More about 5.1 solve equations (including fractional equations, exponential 10 Solutions for the trigonometric equations
equations equations, logarithmic equations and trigonometric are confined in the interval 0° to
equations) which can be transformed into quadratic equations 360° .
5.2 use algebraic method and graphical method to solve

simultaneous equations in two unknowns, one linear and one
quadratic
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5.3 solve problems involving equations which can be Teachers should select the problems that
transformed into quadratic equations closely relate to students’ experiences.
6. Variations 6.1 understand direct and inverse variations and their 9

applications in real- life problems
6.2 understand the graphs of direct and inverse variations
6.3 understand joint and partial variations and their applications

in real- life problems
7. Arithmetic and 7.1 understand the concept and the properties of arithmetic 16 Properties of arithmetic sequences include:
geometric sequences
(a) T( n ) = ½ [T(n – 1 ) + T( n +1)],
sequences and (b) if { T( n )} is an arithmetic sequence,
their then { T( n ) + a } is also an
summations
arithmetic sequence.
7.2 understand the general terms of arithmetic sequences
7.3 understand the concept and the properties of geometric

sequences
7.4 understand the general terms of geometric sequences
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7.5 understand the general formulas of the sum to finite terms of Geometrical problems related to the sum
arithmetic sequences and geometric sequences and use the of arithmetic or geometric sequences
formulas to solve related problems could be included.
7.6 explore the general formulas of the sum to infinity for certain Geometrical problems related to infinite
geometric sequences and use the formulas to solve related sum of the geometric sequences could be
problems included.
7.7 solve real- life problems Real- life problems such as problems
about interest, growth and depreciation
could be included.
8. Inequalities and 8.1 solve compound linear inequalities in one unknown 14 Compound inequalities involving logical
linear connectives “and ” and “or” are required.
programming
8.2 solve quadratic inequalities in one unknown by graphical
method
8.3 solve quadratic inequalities in one unknown by algebraic

method
8.4 represent the graphs of linear inequalities in two unknowns

on a plane
8.5 solve systems of linear inequalities in two unknowns
8.6 solve linear programming problems
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9. More about 9.1 sketch and compare graphs of various types of functions 11 Comparison could include domains,
graphs of including constant, linear, quadratic, trigonometric, existence of maximum or minimum
functions exponential and logarithmic functions values, symmetry and periodicity.
9.2 solve the equation f (x) = k using the graph of

y = f (x)
9.3 solve the inequalities f (x) > k, f (x) < k, f (x) ≥ k,

f (x) ≤ k using the graph of y = f (x)
9.4 understand the transformations on the function f (x)

including f (x) + k , f (x + k ), k f (x) and f (kx) from
tabular, symbolic and graphical perspectives
Measures, Shape and Space Strand
10. Basic properties 10.1 understand the properties of chords and arcs of a circle 24
of circles
10.2 understand the angle properties of a circle The angle property “angles proportional
to arcs” is required.
10.3 understand the properties of a cyclic quadrilateral
10.4 understand the tests for concyclic points
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10.5 understand the properties of tangents to a circle and angles in

the alternate segments
10.6 use the above properties to perform simple geometric proofs The “above properties” refer to those
mentioned in Learning Objectives 10.1 –
10.5.
11. Locus 11.1 understand the concept of loci 8
11.2 describe and sketch the locus of points satisfying given

conditions
11.3 describe the locus of points with algebraic equations Students should be able to find the
equations of simple loci such as equations
of straight lines, circles and parabola (in
the forms of y = ax 2 + bx + c ).
12. Equations of 12.1 understand the point-slope form and the general form 14
straight lines (including x = h , y = k) of equations of straight lines
and circles
12.2 understand other standard forms of equations of straight lines It is not required to prescribe students a
such as two-point form, slope- intercept form and intercept specific standard form for finding the
form (normal form is not required) equations.
12.3 describe the properties of a straight line from its equation
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12.4 find the coordinates of the intersection of two straight lines

and understand the possible intersection between two straight
lines
12.5 understand the equation of a circle
12.6 find the coordinates of the intersections of a straight line and Teachers should discuss all the possible
a circle and understand the possible intersections between a cases in relation to the roots of a quadratic
straight line and a circle equation but students are not required to
find the equations of tangents from this
concept.
13. More about 13.1 understand the concept of radian measure 20

trigonometry
13.2 understand the functions sine, cosine and tangent, their Simplification of expressions involving
graphs and their properties including maximum and sine, cosine and tangent of −θ , 90° ± θ ,
minimum values and periodicity. 180° ± θ, … , etc. is required.
13.3 solve the trigonometric equations a sin θ = b , a cos θ = b ,

a tan θ = b (solutions in the interval 0° to 360° ) and
other trigonometric equations (solutions in the interval 0°
to 360° )
13.4 understand the formula ½ ab sin C for areas of triangles
13.5 understand the sine and cosine formulas and their

applications
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13.6 understand Heron’s formula
13.7 use the above formulas to solve 2-dimensional and The “above formulas” refer to those
3-dimensional problems mentioned in Learning Objectives 13.4 −
13.6.
3-dimensional problems include finding
the angles between 2 lines, a line and a
plane, and 2 planes.
Note: students should have recognised the
properties of simple 3-D figures at KS3
(Mathematics Syllabus, 1999, p.22).
Data Handling Strand
14. Permutation and 14.1 understand the addition rule and multiplication rule in the 12
combination counting principle
14.2 understand the concept and notation of permutation Notations such as “Prn ” , “n Pr ” , “ n Pr” ,
etc. could be used.
14.3 solve problems on the permutation of distinct objects without Problems such as “permutation of objects
repetition (circular permutation is not required) in which three particular objects being put
next to each other” are required.
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14.4 understand the concept and notation of combination Notations such as “C nr ” , “n Cr ” , “n Cr” ,
 n
“   ” , etc. could be used.
r 
14.5 solve problems on the combination of distinct objects without

repetition
15. More about 15.1 recognise the notation of set language including union, 11
probability intersection and complement
15.2 understand the addition law of probability (P(A ∪ B) = P(A)

+ P(B) − P(A ∩ B)) and the concept of mutually exclusive
events and complementary event
15.3 understand the multiplication law of probability and the

concept of independent events
15.4 recognise the concept and notation of conditional probability The rule P(A ∩ B) = P(A) ⋅ P (B | A)
(Bayes’ Theorem is not required) is required.
15.5 use permutation and combination to solve probability

problems
16. Measures of 16.1 understand the concept of dispersion 13

dispersion
16.2 understand the concept of range and inter-quartile range
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16.3 construct and interpret the box-and-whisker diagram and use Box-and-whisker diagram is also called
it to compare the distributions of different sets of data “boxplot.”
16.4 understand the concept of standard deviation for both “Mean deviation” and “variance” are not
grouped and ungrouped data set required.
16.5 compare the dispersions of different sets of data using

appropriate measures
16.6 explore the effect of the following operations on the

dispersion of the data
(i) addition of a certain item to the set of data
(ii) removal of a certain item from the set of data
(iii) adding a common constant to each item of the set of data
(iv) multiplying each item of the set of data by a common
constant
17. Uses and abuses 17.1 recognise different techniques in choosing survey samples 9 Probability sampling and non-probability
of statistics and the basic principles in constructing questionnaire sampling should be introduced. Simple
probability sampling techniques including
simple random sampling, stratified
sampling and systematic sampling should
be discussed.
17.2 discuss and recognise the uses and abuses of the statistical
methods in various daily- life activities or investigations
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17.3 critically assess statistical investigations presented in The analysis of the methods of collecting,
different sources such as news media, advertisements, etc. presenting and analyzing data should be
included.
Further Learning Unit
18. Further Solve more sophisticated real- life and mathematical problems that 21 Examples:
applications may require students to search the information for clues, to explore
different strategies, or to integrate various parts of mathematics • solve simple financial problems such
which they have learnt in different areas. as taxation, installment payment, etc.
• analyze and interpret data collected in
The main focuses are:
surveys
(a) to explore and solve more sophisticated real- life problems • explore and interpret graphs related to
(b) to appreciate the connections between different areas of real- life situations
mathematics • explore Ptolemy’s Theorem and its
applications
• explore how to reduce the relation
y = kx n to a linear relation and its
applications
• explore the relation between the
Fibonacci sequence and the Golden
Ratio
• appreciate the use of cryptography and
understand additive cipher and
multiplicative cipher
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• prove the Ceva’s Theorem and use it

to prove related geometry problems
• study the causes and effects of the
three crises of Mathematics
• mathematical games (e.g. explore the
general solution of the water puzzle)
19. Inquiry and Through various learning activities, discover and construct 20 This is not an independent and isolated
investigation knowledge, further improve the ability to inquire, communicate, learning unit. The time is allocated for
reason and conceptualise mathematical concepts students to engage in more learning
activities from different learning units.
Teachers could also use the time for
consolidation activities or conducting
School-based Assessment.
Grand total: 270 h (2)

Notes
(1) The learning objectives underlined are the non-foundation topics in the Compulsory Part of the Senior Secondary Mathematics Curriculum.
(2) Schools may allocate up to 338 hours to those students who need more time for the betterment of learning.
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2.4 Elective Part
Modules in the Elective Part are designed for students who need more mathematical
knowledge and skills for their future studies and careers and for those whose interests
and maturity have been developed to a level that enables them to benefit from more
mathematical study in different areas.
The two modules aim at extending students’ mathematics horizon beyond the
Compulsory Part. Students have to handle more complicated problems in the Elective
Part than in the Compulsory Part. The problem solving strategies in these modules
usually interweave and it is not appropriate to solve problems by using only skills or
knowledge from a single strand. Instead of dividing the contents of the modules into
strands as in the Compulsory Part, they are categorised in topic areas.
Module 1 (Calculus and Statistics)
2.4.1 Principles of Curriculum Design of Module 1 (Calculus

and Statistics)
This module intend s for those students who will be involved in disciplines or careers
which are less mathematically oriented and would like to learn more mathematical
applications at the senior secondary level.
The following principles are used to guide the identification of learning objectives in
Module 1 (Calculus and Statistics):
• providing skills and concepts beyond the Comp ulsory Part;
• emphasizing applications rather than mathematical rigour with a view of

widening students’ perspectives in mathematics;
• equipping students with a sound foundation in calculus and statistics for their
future studies and careers; and
• providing intuitive concepts, basic skills and useful tools to prepare students to
apply them in future.
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2.4.2 Organization of Module 1 (Calculus and Statistics)
Module 1 (Calculus and Statistics) is organised into 7 topic areas, namely Foundation
Knowledge, Introduction to Differentiation with Applications, Introduction to Integration
with Applications, Further Probabilities, Binomial and Poisson Distributions, Normal
Distribution, and Point and Interval Estimations. The contents under each topic area are
further subdivided into learning units.
2.4.3 Time Allocation of Module 1 (Calculus and Statistics)
The lesson time allocation for the Compulsory Part with Module 1 (Calculus and
Statistics) accounts for 15% of the total lesson time (approximately 405 hours). To aid
teachers in judging how far to take a given topic, a suggested lesson time in hours is
given against each learning unit.
2.4.4 Curriculum Content of Module 1 (Calculus and Statistics)
The proposed curriculum content of this module is listed in the following table.
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Learning Objectives of Module 1 (Calculus and Statistics)
1 Foundation Knowledge
1.1 The binomial 1.1.1 recognise the expansion of (a + b)n , where n is a 5 Introduce ∑ notation to represent a
expansion positive integer sum of several terms
Knowledge of the greatest term and
properties of the coefficients are not
required
1.1.2 recognise the expansion of (1 + x)n , where n is not

a positive integer and | x | < 1
1.2 The 1.2.1 recognise the exponential series 6 Review the general properties and graphs
exponential x 2 x3 of the exponential function and the
e = 1 + x + + + ... , the definition and notation of
x
function and 2! 3! logarithmic func tion
the logarithmic the number e and the natural logarithmic function
function
1.2.2 use exponential functions and logarithmic functions in
solving problems of compound interest, population
growth and radioactive decay, etc.
Subtotal in hours 11
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2 Introduction to Differentiation with Application
2.1 Derivative of a 2.1.1 recognise the concept of limit of a function at a point 6 Left-hand limit and right-hand limit are
function not required
2.1.2 evaluate the limits of algebraic functions and simple Continuity of function is not required
rational functions
2.1.3 recognise the concept of derivative of a function from The technique of differentiation from first
first principles and the notation y' , f '(x) and d y principles is not required
dx
for the derivative of a function
2.1.4 recognise f '(x 0 ) and dy for the slope of

d x x= x0
tangent of y = f (x) at a point x = x 0
2.2 Differentiation 2.2.1 comprehend basic differentiation rules (addition rule, 12 The following formulas are required:
of polynomial product rule, quotient rule and chain rule) • (C)' = 0
functions, • (x n )' = n x n -1
exponential • (e x )' = ex
functions and
• (ln x)' = 1
logarithmic x
functions • (loga x)' = 1
x ln a
• (a x )' = axlna
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2.2.2 find the derivatives of simple polynomial functions, the

standard functions x n (for any rational number n ),
e x , ln x , a x and log a x (for any positive real number
a and a ≠ 1 ), together with constant multiples, sums,
differences, products, quotients and composites
2.3 Second 2.3.1 recognise the concept of second derivative of a function 2 The other higher order derivatives are not
2
derivative and the notation y" , f "(x) and d y2 for the second required
dx
derivative of a function
2.3.2 evaluate the second derivatives of simple functions
2.4 Applications 2.4.1 use the techniques of differentiation to solve problems 8

of involving rates of change, maximum and minimum
differentiation
3 Introduction to Integration with Application
3.1 Indefinite 3.1.1 recognise the concept of indefinite integration 1 Perform indefinite integration as the
integration reverse process of differentiation
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3.2 Some 3.2.1 recognise the notation ∫ u dx of indefinite integrals 8 The following formulas are required:
formulas for and basic integration formulas l ∫ k dx = kx + C
indefinite
x n+1
∫ = + C , where n ≠ −1
n
integration l x d x
n +1
1
l
∫ x d x = ln | x | + C
l ∫ ex dx = ex + C
3.2.2 evaluate indefinite integrals by using basic integration

formulas
3.2.3 use indefinite integration with given condition to

determine the constant term
3.3 Definite 3.3.1 comprehend the concept of definite integration 12 Define definite integral intuitively as a
integrals and limit of sum of the areas of rectangles
their under a curve
applications
3.3.2 recognise the Fundamental Theorem of Calculus and the The following properties are required:
basic properties of definite integrals a b
l
∫ b
f ( x ) d x = − ∫ f (x ) d x
a
a
l
∫ a
f ( x) d x = 0
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b c b
l
∫ a
f ( x) d x = ∫ a
f ( x) d x + ∫ f ( x) d x
c
where a < c < b

b b
l
∫ a
k f ( x ) d x = k ∫ f ( x) d x for any
a
real constant k
∫
b
l ( f ( x ) ± g ( x)) d x
a
= ∫ f ( x) d x ± ∫ g ( x) d x
b b
a a
b b
l
∫ a
f ( x) d x = ∫ a
f (t ) d t
b 1 pb+ q
l
∫a
f ( px + q) d x =
p ∫pa+ q
f (x ) d x ,
p≠0
3.3.3 evaluate definite integrals of simple polynomial functions,

the standard functions x n (for any rational number n)
and exponential functions
3.3.4 find the area under a plane curve by definite integrals
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3.4 Approximation 3.4.1 comprehend and use the trapezoidal rule to estimate the 4 Error estimation is not required
of definite values of definite integrals
integrals using
the trapezoidal
rule
4 Further Probability
4.1 Conditional 4.1.1 recognise conditional probability and independent events 5 Review the relevant content in
probability and compulsory part
independence
4.1.2 recognise and use the laws P(A ∩ B) = P(A) P(B | A)
and P(D | C) = P(D) for two independent events C
and D
4.2 Bayes’ 4.2.1 use Bayes’ theorem to solve simple problems 4

theorem
Subtotal in hours 9
5 Binomial, Geometric and Poisson distributions
5.1 Discrete 5.1.1 recognise the concept of a discrete random variable 1

random
variables
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5.2 Probability 5.2.1 recognise discrete probability distribution and represent 8

distribution, the distribution by a table, graph and mathematical
expectations formula
and variance
5.2.2 recognise the meanings of expectation E(X) and
variance Var(X) and use them to solve simple
problems
5.2.3 use the formulas E(aX + b) = a E(X) + b, Var(aX + b)

= a2 Var(X) to solve simple problems
5.3 Binomial 5.3.1 recognise the meaning and properties of the binomial 6 Introduce the idea of Bernoulli
distribution distribution distribution
Recognise the means and variances of
binomial distribution (proof is not
required)
5.3.2 calculate binomial probabilities Use of binomial distribution table is not

required
5.4 Geometric 5.4.1 recognise the meaning and properties of the geometric 4 Recognise the means and variances of
distribution distribution geometric distribution (proof is not
required)
5.4.2 calculate geometric probabilities
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5.5 Poisson 5.5.1 recognise the meaning and properties of the Poisson 4 Recognise the means and variances of
distribution distribution Poisson distribution (proof is not required)
5.5.2 calculate Poisson probabilities Use of Poisson distribution table is not

required
5.6 Applications 5.6.1 use binomial, geometric and Poisson distributions to solve 4
of binomial problems
and Poisson
distributions
6 Normal distribution
6.1 Basic 6.1.1 comprehend the concept of a continuous probability 3

definition and distribution, with reference to the normal distributio n
properties
6.1.2 recognise the elementary properties of the normal Important properties of the normal curve
distribution, the notation N(µ, σ2 ) and its mean and including: the curve is bell-shaped and
variance symmetrical about the mean; the mean,
mode and median are all equal; the
dispersion of the curve is determined by
the value of σ ; the area under the
curve is 1
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6.2 Standardisation 6.2.1 standardise a normal variable and use no rmal table to find 2
of a normal the area under the standard normal curve
variable and use
of the normal
table
6.3 Applications 6.3.1 evaluate the values of P(X > x 1 ) or P(X < x 2 ) or 8
of normal P(x 1 < X < x2 ) given the values of x 1 , x 2 or vice versa
distribution
6.3.2 use normal distribution to solve problems No derivations of the means and variances
are required
7 Point and interval estimation
7.1 Sampling 7.1.1 recognise the meaning of samples and population 3

distribution of
the sample 7.1.2 recognise the sampling distribution of the sample mean If the population mean is µ and
mean from a random sample of size n population variance is σ2 , then the
mean of the sample mean is µ and the
σ2
variance of the sample mean is
n
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7.1.3 recognise the meaning of point estimates
7.1.4 recognise the concept of Central Limit Theorem
7.2 Confidence 7.2.1 recognise the meaning of confidence interval 7

interval for a
population 7.2.2 determine the confidence interval for a population mean Consider a random sample of size n
mean taken from
(a) a normal population with known
variance
(b) a population with unknown variance,
where n is sufficiently large
7.3 Confidence 7.3.1 determine an approximate confidence interval for a 2 Consider a random sample of size n ,
interval for a population proportion where n is sufficiently large, drawn
population from a Bernoulli distribution, in which the
proportion proportion of successes is p and the
proportion of failures is q (= 1 − p)
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8 Further Learning Unit
8.1 Inquiry and Through various learning activities, discover and construct 10 This is not an independent and isolated
reason and conceptualize mathe matical concepts students to engage in more learning
Grand total: 135 h
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Module 2 (Algebra and Calculus)
2.4.5 Principles of Curriculum Design of Module 2 (Algebra and

Calculus)
This module is designed to suit the needs of students who will be involved in
mathematics related fields and careers and who would like to learn more in-depth
mathematics at the senior secondary level.
The following principles are used to guide the identification of the learning objectives in
Module 2 (Algebra and Calculus):
• providing skills and concepts beyond the Compulsory Part;
• emphasizing understanding of mathematics for further advancement of

mathematically inclined disciplines;
• equipping students with a concrete foundation in mathematics for their studies

and careers; and
• providing mathematics concepts for an in-depth treatment of mathematics in

future.
2.4.6 Organization of Module 2 (Algebra and Calculus)

Module 2 (Algebra and Calculus) is organised into 4 topic areas, namely, Foundation
Knowledge, Limits and Differentiation, Integration, and Matrices and Systems of Linear
Equations. The contents under each topic area are further subdivided into learning units.
2.4.7 Time Allocation of Module 2 (Algebra and Calculus)

The lesson time allocation for the Compulsory Part with Module 2 (Algebra and
Calculus) accounts for 15% of the total lesson time (approximately 405 hours). To aid
teachers in judging how far to take a given topic, a suggested lesson time in hours is
given against each learning unit.
2.4.8 Curriculum Content of Module 2 (Algebra and Calculus)

The proposed curriculum content of this module is listed in the fo llowing table.
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Learning Objectives of Module 2 (Algebra and Calculus)
1. Foundation Knowledge
1.1 Surds 1.1.1. use the technique of rationalisation to rationalise the 2 Rationalisation is an important technique
k for students in taking this module. This
denominators of expressions of the form
a± b topic can be taught with differentiation
(see Learning Objective 2.2.1).
1.2 Mathematical 1.2.1. understand the Principle of Mathematical Induction 6 Only “First Principle of Mathema tical
Induction Induction” is required.
Proving propositions involving

summation of finite sequences and
divisibility of integral expressions are
required.
Proving propositions involving

inequalities is not required.
1.3 Binomial 1.3.1. expand binomials with positive integral indices by the 4 The proof of the Binomial Theorem is
Theorem Binomial Theorem required.
The following contents are not required:

• expansion of trinomials; and
• finding the unknown value a , b or
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n in the expansion of (a + bx)n if

some of the coefficients of x r are
given.
1.4 More about 1.4.1. find arc lengths and areas of sectors by the radian measure 12
trigonometric
functions 1.4.2. recognise the functions cosecant, secant and cotangent and
their graphs
1.4.3. understand the identities It is advisable to have a revision of the

1 + tan2 θ = sec2 θ and 1 + cot2 θ = cosec2 θ identity sin2 θ + cos2 θ = 1.
Simplifying trigonometric expressions

by identities are required.
1.4.4. understand compound angle formulas, double angle The following formulas are required:
formulas for the functions sine, cosine and tangent and
• sin(A ± B) = sin A cos B ± cos A sin B
product-to-sum and sum-to-product formulas for the
• cos(A ± B) = cos A cos B m sin A sin B
functions sine and cosine tan A ± tan B
• tan(A ± B) =
1 m tan A tan B
• sin 2A = 2 sin A cos A
• cos 2A = cos 2 A − sin2 A
= 1 − 2 sin2 A = 2 cos 2 A − 1
2 tan A
• tan 2A =
1 − tan 2 A
1
• sin2 A = (1 − cos 2A)
2
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1
• cos 2 A = (1 + cos 2A)
2
• 2 sin A cos B = sin(A + B) + sin(A − B)
• 2 cos A cos B = cos(A + B) + cos(A − B)
• 2 sin A sin B = cos(A − B) − cos(A + B)
A+B A− B
• sin A + sin B = 2 sin cos
2 2
A+ B A− B
• sin A − sin B = 2 cos sin
2 2
A+B A− B
• cos A + cos B = 2 cos cos
2 2
A+ B A− B
• cos A − cos B = −2 sin sin
2 2
“Subsidiary angle form” is not required.
1
sin 2A = (1 − cos 2 A) and
2
1
cos 2A = (1 + cos 2 A) can be
2
considered as the formulas derived from
the double angle formulas.
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1.5 Introduction of 1.5.1. recognise the definition and the notation of the number e 2 Two approaches on the introduction of e
the number e and natural logarithm can be considered. The first approach
1
introduces e by taking e = lim (1 + ) n .
n →∞ n
A rigorous proof is not required. The
second one is to use a series approach to
introduce ex. Teachers may choose an
appropriate approach to introduce e for
their students.
This section can be taught with Limits.
2. Limits and differentiation
2.1 Limits 2.1.1. understand the intuitive concept of limits of functions and 6 Students should be able to distinguish
find the limits of functions “continuous functions” and
“discontinuous functions” from their
graphs.
Functions such as absolute value

function∣x∣, signum function sgn(x) ,
ceiling function x and floor function
x can be used as examples of
continuous functions and discontinuous
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functions.
Students should be able to recognise the

properties of limits of functions.
(Proofs are not required.)
The topic “Limit of sequences” is not

required.
Sandwich Theorem may be introduced.
The following formulas are required:
sin θ
• lim =1
θ→ 0 θ
e x −1
• lim =1
x→ 0 x
Finding the limits of simple rational
functions at infinity is required.
2.2 Differentiation 2.2.1. understand the concept of derivatives of functions 16 Students should be able to find the
derivatives of elementary functions, such
as C , x n ( n is a natural number),
x , sin x , cos x , e x , ln x from first
principles.
Test for continuity and differentiability

of functions is not required.
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2.2.2. understand the addition rule, product rule, quotient rule and The following formulas are required:
chain rule of differentiation
• (C)' = 0
• (x n )' = n x n − 1 where n is real
• (sin x)' = cos x
• (cos x)' = −sin x
• (tan x)' = sec2 x
• (cot x)' = −csc2 x
• (sec x)' = sec x tan x
• (cosec x)' = −cosec x cot x
• (e x )' = ex
1
• (ln x)' =
x
Ample examples can be discussed in

2.2.3.
2.2.3. find the derivatives of functions involving simple algebraic Sufficient time should be given for
functions, trigonometric functions, exponential functions consolidation.
and logarithmic functions
2.2.4. perform the implicit differentiation
2.2.5. find the second derivatives of explicit functions
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2.3 Applications of 2.3.1. find the equations of tangents and normals to a curve 14
differentiation
2.3.2. find maxima and minima analytically Local and global extrema are required.
2.3.3. sketch simple curves of polynomial functions and rational Students may perform division to the
functions including asymptotes and points of inflexion rational functions to obtain the
“remainder part” and then deduce the
oblique asymptotes by taking limits.
2.3.4. solve problems related to rate of change, maximum and

minimum
3. Integration
3.1 Indefinite 3.1.1. recognise the concept of indefinite integration 16 Indefinite integration can be considered
integration as the reverse process of differentiation.
3.1.2. understand the properties of indefinite integrals and the use The following formulas are required:
of the integration formulas of simple algebraic functions, • ∫ k dx = kx + C
trigonometric functions and exponential functions to find
x n+1
integrals • ∫ xn d x = + C where n ≠ −1
n +1
1
• ∫ d x = ln | x | + C
x
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• ∫ ex dx = ex + C
• ∫ sin x dx = −cos x + C
• ∫ cos x dx = sin x + C
• ∫ sec2 x dx = tan x + C
• ∫ cosec2 x dx = −cot x + C
• ∫ sec x tan x dx = sec x + C
• ∫ cosec x cot x dx = −cosec x + C
For more complicated calculations, see
Learning Objectives 3.1.4 to 3.1.6.
3.1.3. understand the geometric and physical applications of Finding the equations of curves, velocity
indefinite integration and displacement is required.
3.1.4. find the indefinite integrals of algebraic and trigonometric Notations such as du = u'dx (where
functions by the method of substitution u is a function of x) should be
introduced.
3.1.5. use the method of integration by parts to find indefinite The use of integration by parts is limited
integrals to at most two times for a single integral.
3.1.6. use trigonometric substitution to find the indefinite integrals Notations such as sin−1 x and tan−1 x
involving a2 − x2 , x 2 − a 2 or a 2 + x2 and the related principal value should be
introduced.
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3.2 Definite 3.2.1. recognise the concept of definite integration 13 Recognition of the definition of definite
integration integral as the limit of a sum and finding
a definite integral from definition are
expected.
Using a definite integral to find the sum

to infinity of a sequence is not required.
3.2.2. understand the basic properties of definite integrals The following properties are required:
∫ f ( x ) d x = −∫ f ( x) d x
a b
•
b a
∫
a
• f (x ) d x = 0
a
∫ f ( x) d x = ∫ f ( x ) d x + ∫ f ( x ) d x
b c b
•
a a c
where a < c < b
∫ k f ( x ) d x = k ∫ f ( x ) d x for any
b b
•
a a
real cons tant k
∫
b
• ( f ( x ) ± g ( x)) d x
a
∫ f ( x ) d x ± ∫ g ( x) d x
b b
=
a a
∫ f ( x) d x = ∫ f (t ) d t
b b
•
a a
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3.2.3. find the definite integrals of functions involving simple The recognition of the proof of the
algebraic functions, trigonometric functions, exponential Fundamental theorem of calculus,
∫
b
functions and logarithmic functions i.e. f ( x) d x = F(b) − F(a) where
a
d
F(x) = f (x) , is expected.
dx
3.2.4. find the definite integrals by the method of integration by

parts
3.2.5. find the definite integrals by the method of substitution
3.2.6. understand the properties of the definite integrals of even, The following properties are required:
odd and periodic functions
∫
a
• f (x ) d x = 0 if f is odd
−a
a a
• ∫ −a
f (x ) d x = 2 ∫ f ( x ) d x
0
if f
is even
nT T
• ∫ 0
f ( x ) d x = n ∫ f (x ) d x
0
if f (x + T ) = f (x) , i.e. f is
periodic
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3.3 Applications of 3.3.1. understand the application of definite integrals in finding 9

definite the areas of plane figures
integration
3.3.2. understand the application of definite integrals in finding
the volumes of solids and hollow solids of revolution about
the coordinate axes or the lines parallel to the coordinate
axes
4. Matrices and Systems of Linear Equations
4.1 Determinants 4.1.1. recognise the operations and properties of determinants of 4 Properties which can be used to show
order 2 and 3 1
“A−1 = adj A” and Cramer’s Rule
| A|
are required.
4.2 Matrices 4.2.1. understand the concept, operations and properties of 12

matrices
4.2.2. understand the concept, operations and properties of inverse The following properties are required:
matrices of order 2 and 3
• the inverse of A is unique
• (A−1 )−1 = A
• (λA)−1 = λ−1 A−1
• (An )−1 = (A−1 )n
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• (At )−1 = (A−1 ) t

• | A−1 | = | A |−1
• (AB)−1 = B−1 A−1
where A , B are non-singular
matrices and λ is a non-zero
constant.
4.3 Systems of 4.3.1. solve systems of linear equations of order 2 or 3 by 9 The concept of “necessary and sufficient
linear equations Cramer’s rule conditions” may be introduced.
4.3.2. solve systems of linear equations of order 2 or 3 by inverse

matrices
4.3.3. solve systems of linear equations of order 2 or 3 by

Gaussian elimination
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5. Further Learning Unit
5.1 Inquiry and Through various learning activities, discover and construct 10 This is not an independent and isolated
reason and conceptualise mathematical concepts students to engage in more learning
Grand total: 135 h
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Chapter 3 Curriculum Planning
3.1 School-based Curriculum Planning
Different students have different sets of developed intelligence, abilities, personality

traits and educational experience. Stretching the potential of students, enhancing their
learning and developing their uniqueness are considered important in school education.
Therefore, the Senior Secondary Mathematics Curriculum allows for flexibility in
curriculum planning. Schools are advised to design their school-based curriculum to
cater for the diversified needs, interests and abilities of their students, and contexts of
schools. When planning and developing schools’ own curriculum, the following points
should be considered:
(a) In Mathematics, there are lots of abstract concepts which are not always easy to
understand and handle. It would be easier for students to acquire these abstract
concepts if there are more illustrations and concrete examples.
(b) Lesson planning should be based on prior knowledge of students. Before the
introduction of a new concept, teacher should note whether students have
acquired sufficient the prerequisite knowledge. Premature exposure should be
avoided.
(c) The arrangement of learning objectives should progress along various strands.
(d) Apart from addressing the needs of average students, the needs of students at
both ends of the ability scale are equally important. Opportunities to learn
should be maximized for all students. Attention should not be placed only on
less academically- inclined students. The needs of the more able students
should also be catered for.
Also, in designing school-based mathematics curriculum, schools are encouraged to:
(a) set and work on clear and manageable aims and targets for the curriculum;
(b) select the depth of treatment of the learning units;
(c) arrange the learning units in a logical sequence for each year level;
(d) choose and adapt appropriate textbook and other learning resources;
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(e) set and work on learning activities to be carried out in the school year; and
(f) set and work on the methods and modes of assessment.
In selecting learning units and setting depth of treatment of individual units, the
following points should be considered:
(a) the cognitive development of students;
(b) the mathematical abilities and maturity of students;
(c) the learning objectives for each learning unit;
(d) the inter-relation of learning units;
(e) the inter-relation of mathematical learning in different year levels; and
(f) the total time allocated.
It should be noted that there are multiple ways to arrange the learning sequence.
Schools may arrange the learning sequence with the orientation to focus on individual
strands or they may adopt a spiral approach in the learning and teaching of different
strands. Schools may even reserve some time for revision, consolidation and
assessment.
3.2 Progression of Study
It is understandable that some students who are in SS2 may wish to change the module
they selected at SS1 (say from Module 2 to Module 1) or to take up a module that they
did not intend to select at the beginning. To allow for this flexibility, teachers may focus
more on the Compulsory Part.
The following flow charts are possible progression of learning units in the Compulsory
Part, Module 1 (Calculus and Statistics) and Module 2 (Algebra and Calculus). They
are provided for teachers’ consideration in planning their curriculum. Mathematical
knowledge is interrelated both within and across strands. It is not feasible to illustrate
all links in flow chart. Strong links between learning units are shown. These lines are just
for illustrations and do not mean to be exhaustive. Teachers should exercise their
professional judgment in arranging the sequence of learning units with special attention
to the prerequisite knowledge required.
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Flow Chart: Compulsory Part
KS 3 MATHEMATICS EDUATION
Quadratic equations in one unknown Permutation and Measures of

Equations of Basic combination dispersion
straight lines Locus properties
Functions and More about and circles of circles
Inequalities
graphs polynomials
and linear More about Uses and abuses
programming probability of statistics
Arithmetic and Exponential and

geometric
sequences and logarithmic More about
their summations functions equations More about
trigonometry
More about
Variations graphs of
functions
Further applications
FUTURE STUDIES AND CAREERS
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KEY: represents Non- foundation topics.
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Flow Chart: Compulsory Part with Module 1 (Calculus and Statistics)

Inequalities
graphs polynomials More about Uses and abuses
and linear

geometric
trigonometry Foundation knowledge Further probability
More about
Introduction to Binomia l, geometric and
functions
differentiation Poisson distribution
with applications
Normal distribution
Introduction to
integration with
applications Point and interval estimation

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Flow Chart: Compulsory Part with Module 2 (Algebra and Calculus)

Inequalities
graphs polynomials More about Uses and abuses
and linear

geometric
trigonometry
More about Foundation knowledge
functions
Matrices and systems
Limits and differentiation
of linear equations
Integration

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3.3 Time Allocation
The implementation of the curriculum could be flexible and subject to schools’
arrangement. The proposed lesson time allocated for the Compulsory Part ranges from
270 hours to 338 hours, equivalent to 10% to 12.5% of the total lesson time in 3 years.
Meanwhile, the proposed time allocation for the Compulsory Part with one module is
405 hours, equivalent to 15% of the total lesson time in 3 years.
In implementing the Senior Secondary Mathematics Curriculum, schools do not have to
spread the allocated lesson time uniformly over the 3 years. Schools may arrange the
lesson time flexibly according to needs of different classes. For students taking elective
subjects or courses in Career Oriented Studies (COS) requiring more mathematics as
prerequisite knowledge, allocation of more lesson time at SS1 and relatively less lesson
time at SS2 and SS3 for Mathematics would be beneficial to the learning and teaching of
the elective subjects or the COS courses concerned.
For classes taking the Compulsory Part with one module, schools may start the learning
and teaching of the Compulsory Part and the module at the same time at SS1. However,
if teachers find it not appropriate for their students to start the learning and teaching of
the module at the beginning of the SS1, teachers may consider making use of most of the
allocated lesson time for Mathematics at SS1 to teach the Compulsory Part first until
students are more mathematically matured and are equipped with enough mathematical
concepts and knowledge for the learning of the module.
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Chapter 4 Learning and Teaching
4.1 Guiding Principles
In designing learning and teaching activities for the Senior Secondary Mathematics
Curriculum, the following principles should be noted:
• the main concern is to help students learn to learn;

• all students can learn, but at a different pace;
• a learner- focused approach should be adopted; and
• information technology, when used appropriately, increases the effectiveness
of learning and teaching.
The Senior Secondary Mathematics Curriculum has been developed in line with these
principles. Their main focus is not only on what topics should be learnt but also on how
mathematics could be learnt. The acquisition of generic skills and the fostering of
positive attitudes towards mathematics learning should be embedded within the learning
of mathematical content. The teachers’ role is to help students to learn how to learn
mathematics.
4.2 Helping Students Learn to Learn
Our students have a good record of mastery of computational skills and high
performance in solving routine mathematics problems. In an information rich and
technological society of the 21st century, there are many more channels for our
youngsters to grasp factual knowledge. On many occasions, computers and advanced
calculators have outperformed humans in most of the manipulations. Thus, learning
of factual knowledge and developing procedural skills can hardly suffice for a
balanced mathematics curriculum in this modern world where rapid change is
ubiquitous. Helping our students learn to learn is, therefore, the most basic and
important quality of mathematics education. It is essential to develop in students the
ability to apply mathematical knowledge flexibly and to solve any novel problems they
will inevitably encounter in the future. It is also necessary to develop students’
learning capabilities leading to whole-person development and lifelong learning.
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At the senior secondary level, students are relatively more mature and should be allowed
an even greater degree of autonomy in choosing what and how to learn. Specifically
they should be encouraged to:
— set meaningful and realistic goals for their own learning;
— take the initiative to consult the teacher, and share their learning experiences
with peers, to gain feedback and insights about the ways for future
development;
— develop a positive attitude towards learning by engaging actively and

confidently in activities despite the risks of making mistakes or encountering
difficulties;
— collaborate closely with others and treat suggestions positively; and
— seek or create opportunities to learn and apply Mathematics through reading,

and actively participating in classroom activities and in extra-curricular
activities.
4.3 Learning Mathematics with Understanding

As research findings have established, learning without understanding will render
students’ knowledge fragile and subsequent learning more difficult. Only
well-connected and conceptually grounded knowledge could be more readily accessed
for use in unfamiliar situations. It is, therefore, one of our learning and teaching
principles that all students have to learn mathematics with understanding.
Sufficient time should be allocated for students to inquire, communicate, reason and
conceptualize mathematical concepts so as to enable them to understand the knowledge
thoroughly and to master the skills confidently. Classroom discourse and interaction
could be used to enhance learning with understanding. For example, teachers could
encourage students to make conjectures, propose mathematical ideas and talk about their
informal strategies so that they could build on their implicit informal knowledge to
develop new mathematical concepts and recognize the connections amongst concepts.
The progression of experiences from concrete objects to abstract concepts should be

well-planned. Students should have experiences of playing around concrete objects at
the junior secondary level. Teachers should guide students to see the inter-relationship
of experiences of these concrete objects in junior forms and the abstract notions at the
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senior secondary level. Further, it is important to let students see the connection of
mathematics knowledge among different strands and the n connect and relate what they
have learnt.
4.4 Supportive Learning Environment
The willingness to learn depends much upon one ’s interest in learning. It is thus
important for schools to provide a supportive learning environment in order to motivate
students to learn.
At the school level, the design of school-based mathematics curriculum , which has been
discussed in Chapter 3, to cater for the diversified needs, interests and abilities of the
students is essential. At the classroom level, it is important that teachers could allow all
students to have the opportunities to experience the excitement and pleasure that
mathematical inquiries or explorations can bring and to apply mathematics to problems
which they find interesting and important. Three prominent teacher strategies:
scaffolding, pressing students for explanations of their thinking processes and modeling
of high- level performance are also found to have important influences on enhancing
students’ learning motivation. For the affective aspect, it is essential that teachers have
to build students’ learning on their success and not to ignore their emotional reactions
and hurt students’ self-esteem. It should also be noted that some students have failed to
reach the maximum of their potential in mathematics because they had not the
experience of real- life applicability of mathematics. Teachers should encourage
students to connect new mathematical concepts and skills to experiences and knowledge
which they already had possessed so that students could then develop more positive
attitudes towards learning mathematics and their further involvement in mathematics.
4.5 Development of Generic Skills
Knowledge is expanding at an ever increasing pace. Our students should be provided

sufficient opportunities to develop generic skills, such as to communicate with others, to
think creatively and critically, to solve problems, etc, in order to face the challenges
ahead. In the Senior Secondary Mathematics Curriculum, students are expected to
learn mathematics to enhance the development of these skills. On the other hand,
students are also expected to make use of these skills developed to construct their
mathematics knowledge. For example, through classroom discourse, students are
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encouraged to share ideas, to use their own words, symbols or diagrams to explain their
ideas and to construct their critical reflection; in return, students could have a better
understanding of mathematics languages used and the concepts behind and students
could also learn how to communicate with others.
In problem-solving, students could make use of strategies and skills learnt, such as
making guess and conjecture, trial and error, searching patterns, making lists and
tables, drawing diagrams, induction, deduction, backward proofs, reflection and critical
evaluation. Students should also be provided with opportunit ies, individually or
collaboratively, to solve problems drawn from real- life situations as students learn most
effectively through applying concepts and skills learnt in interesting and realistic
contexts which are meaningful to them. In particular, the “Further Learning Unit”
provides students opportunity to solve problems that require them to search the
information for clues, to explore different strategies, and to integrate various pieces of
mathematics which they have learnt.
4.6 Widening Students’Learning Space
In order to develop students the independent learning capability, it is important to widen

students’ learning space. This may include the introduction of diversified mode of
learning activities, the use of information technologies in the learning and teaching
activities and the use of multifarious learning resources available in the community.
Besides the activities that are conducted in the formal classes, mathematics-related
activities also play an important role in both mathematics learning and students’ own
development. Examples include mathematical games/puzzles, mathematics
competitions, mathematics workshops, projects, talks, plays, film shows, mathematics
bulletins, newspaper cuttings and board displays, etc.
In addition, the provision of life-wide learning opportunities also enables students to

learn experiences in real contexts. There are many opportunities for students to learn
mathematics through experience outside schools. Typical examples include visits to
places like the Science Museum and Space Museum, attending pub lic lectures and
making use of learning packages developed by tertiary institutions, professional bodies
or government.
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The appropriate use of Information Technology will widen students’exposure to the new
way of doing mathematics and using mathematics in developing mathematical concepts.
4.7 Process of Learning
The learning process and the end product are both of equal importance in the learning
and teaching of the Senior Secondary Mathematics Curriculum. Students should be
provided opportunities to experience success and happiness in the learning process and
in obtaining accurate results. There are no straight and fast rules to in learning with
understanding. Students should be provided sufficient time to learn mathematical
concepts, to master problem solving skills and to foster thinking abilities and other
generic skills.
Diversified learning and teaching activities are definitely beneficial to students.

Applications of mathematical concepts to real- life situations provide students with
motivation for learning the Senior Secondary Mathematics Curriculum. Maintaining
students’ interest and confidence in mathematics is also very important.
Foundation topics are identified in the Compulsory Part. They are provided as
platforms on which teachers could adjust the curriculum to meet the needs of their
students. For students’ benefit, teachers should enable students to master the
Foundation topics. With reference to the individual needs and maturity in mathematics
of their students, schools may choose Non- foundation Topics or even adjust the depth of
treatment in Non- foundation Topics for their students. It should also be noted that some
knowledge and skills in the Compulsory Part are important pre-requisite knowledge to
the learning of the two modules of the Elective Part. Teachers should ensure that they
have the necessary pre-requisite mathematical knowledge if they take any one of the two
modules.
4.8 Application and Integration of Mathematics Knowledge in

Solving Problems
The “Further Applications ” learning unit is included in the Compulsory Part to

encourage students to further apply mathematical knowledge to solve problems in
complex real- life situations. In this learning module, students should be encouraged, as
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far as possible, to discuss real- life problems and to explore and attempt ways of applying
mathematics.
Some topics are provided and suggested for teachers’ consideration. Topics from
current affairs, which can be transformed into mathematical problems, are of interest to
students. Articles in the newspapers, statistical reports, and advertisement brochures
could be used for discussion. Teachers could guide students to use different approaches
and integrate their knowledge in tackling problems in different situations.
In studying this unit, students do not have to learn new mathematical knowledge.
Instead, students are expected to apply the mathematical knowledge and skills they have
acquired in different real- life contexts. However, if necessary, it would be helpful to
assist students to clarify and understand the contexts through class discussions.
It is also important for students to explore, investigate, discover and construct

mathematical knowledge in the Senior Secondary Mathematics Curriculum. Lesson
time is allocated for the learning unit “Inquiry and Investigation” for students to engage
in learning activities from different learning units. Teachers should note that this is not
an independent and isolated learning unit. Students have to integrate their mathematical
knowledge and skills learnt from different strands to conduct their inquiry activities.
4.9 Contexts for Career Oriented Studies
In general, all studies would have both theoretical learning and applied learning
components. Career Oriented Studies (COS) is characterized by a heavier component in
the latter. The Senior Secondary Mathematics Curriculum provides generic skills and
mathematical competencies for all students with different needs, abilities and interests. It
also provides supporting knowledge for many disciplines. In particular, students taking
COS courses would benefit from the concepts and skills learnt from the Senior
Secondary Mathematics Curriculum. For students taking subjects in COS, teachers may
re-arrange the teaching sequences of the Senior Secondary Mathematics Curriculum to
meet the mathematical requirements of certain COS subjects. Schools may also take the
advantage of the flexible time-tabling to arrange more lesson time for Mathematics at
the beginning of SS1 in order to equip students with the necessary mathematical
knowledge for the COS courses concerned. Adaptation of learning and teaching
materials and examples to more professional and vocational contexts to suit individual
needs of students is desirable.
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Chapter 5 Assessment
5.1 Purposes of Assessment
It is generally agreed that teachers need to evaluate the work of their students and assess
all aspects of their teaching to enhance students’ learning and improve their performance.
Assessment is the practice of collecting evidence of student learning. It includes
collecting, judging and interpreting information about students’performance. It is not an
isolated activity but an integral part of the learning and teaching process. Assessment
aims to improve learning and teaching as well as to recognize the achievement of
students through providing reliable information and feedback. Information collected in
assessment may help:
• students to understand their progress and hence improve their ways of

learning;
• teachers to understand the performance of their students so that suitable
and timely measures can be provided; and
• teachers and parents to plan for the improvement and enhancement of
students’ learning.
Since mathematics is not simply a collection of isolated facts and information, but a
field of inquiry that is built on a network of interrelated ideas, the assessment of the
Senior Secondary Mathematics Curriculum should focus on students’ abilities to
communicate, explore, make conjecture, reason logically and apply a variety of
mathematical methods to solve problems. The assessment design should align with
curriculum aims, curriculum design and learning and teaching processes of the subject.
A balanced and diversified assessment is definitely helpful to obtain a comprehensive
view of students’ achievement and performance. The assessment framework provided
in the figure below shows how learning and assessment should be interrelated.
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A FRAMEWORK OF SCHOOL ASSESSMENT PRACTICES
FORMATIVE ASSESSMENT Leads to SUMMATIVE ASSESSMENT

more successful results
(informs learn ing and teaching) (measures attainment)
Learning and Teaching Internal Assessments External Assessments

Process
• Sharing learning • Diversity • Tests / examinations which are used (e.g. public
objectives with - Different modes of assessment to assign grades or levels (e.g. end examinations)
students to match learning objectives and of school term / year )
• Effective questioning processes
• Recording
• Observation - Different parties (e.g. self / peer
- for tracking students’learning
/ teachers / parents)
• Peer learning progress
- Different strategies to assess the
• Effective feedback quality of learning (e.g. setting • Reporting
• Active involvement of assessments that are both - qualitative feedback, reducing
students in their own challenging and suitable for reliance on grades and marks
learning students’ competence other than
• Raising of students’ reward and punishment)
self-esteem • Tests which are used diagnostically
to inform learning and teaching
• Opportunities for students to learn
and correct rather than compare
marks with others
Feedback Loop (Adapted from Shirley Clarke)
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5.2 Internal Assessment

Internal assessment refers to the assessment practices that schools employ as part of the
learning and teaching strategies. Internal assessment activities aim at improving learning
and teaching. Assessment for learning, which is usually formative, focuses on the
learning process and learning progress. Continuous feedbacks on student achievements
are collected through formative assessment and professional judgments about student
progress, and about how to improve learning and teaching can then be made accordingly.
Information from formative assessment will help mo tivate student learning, and help
teachers find ways of promoting effective learning and teaching. Assessment of learning,
which is usually summative, focuses on the product of learning. As both the learning
process and product are important in the mathematics curriculum, different modes of
assessment in the form of various assessment activities are necessary.
5.2.1 Formative Assessment
Assessment can be formative or summative. Formative assessment is designed to

measure what students know and are learning as they go along. The information
collected is used as feedback to plan the future learning and teaching activities in which
students and teachers are to be engaged. Formative assessment should be regular and
ongoing and can be done in a number of ways including observation, discussion and
examining at the written work of students done in class or at home.
However, for diagnostic purposes aiming to identify students’ strengths and weaknesses,
it is imperative to undertake formative assessment on a regular basis in order to have as
complete a picture of student learning and performance as possible in order to plan for
improvement. Based on students' strengths and weaknesses, teachers can adjust their
teaching plan and provide timely measures to further consolidate students' knowledge.
Assessment activities, such as project work, class discussion, oral presentation and
observations of students’ performance during lessons, can be integrated with other
classroom activities. There is nothing new in this as all teachers do this implicitly or
explicitly in the classes they teach. All teachers would ask students questions, request
them to answer questions either at the blackboard or at their desks, hold discussions and
listen to what they say, organize class activities and observe their performance, etc.
They have already made use of formative assessment to assess their students.
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5.2.2 Summative Assessment

Summative assessment is designed to measure students’ achievements and performance
at certain intervals in time, such as at the end of a term, a school year or a key stage. It
is mainly used for providing a comprehensive and summary description of student
performance and progress in learning.
Formative assessment and summative assessment serve different purposes. Hence, both
formative and summative assessments are important. However, teachers should bear in
mind that the final aim of both is to enhance learning and teaching.
5.3 Public Assessment
Public Assessment of Mathematics leads to a qualification in the subject to be offered by

Hong Kong Examinations and Assessment Authority.
5.3.1 Standards-referenced Assessment

In the public assessment of Mathematics, a standards-referenced approach will be
adopted for grading and reporting student performance. The purpose of this approach is
to recognize what each student has attained in the subject at the end of the 3-year senior
secondary education. Each student ’s performance will be matched against a set of
performance standards, rather than compared to the performance of other students.
Standards-referenced Assessment makes the implicit standards explicit by providing
specific indication of student performance. Descriptors will be provided for the set of
standards at a later stage.
5.3.2 Mode of Assessment
The Public Assessment of the Compulsory Part of the Senior Secondary Mathematics
Curriculum will comprise two components: a Written Examination and a School-based
Assessment (SBA). The Written Examination and the SBA component will constitute
85% and 15% of the total weighting of the Public Assessment respectively. The Public
Assessment of each of the two modules in the Elective Part will comprise a Written
Examination at the first stage.
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A pragmatic and incremental approach would be adopted in the implementation of SBA

in the Public Assessment of Mathematics. It is proposed that, in the first year of
implementation of the senior secondary academic structure, the SBA component will be
introduced in the Compulsory Part only and a relatively modest weighting will be
adopted. Based on the experience of implementing SBA in the Compulsory Part,
considerations would be given to introduce the component in the Elective Part at a
second stage, in five years after implementing the component in the Compulsory Part.
Students’ achievement in the Compulsory Part and the Elective Part will be reported
separately in the Public Assessment.
Written Examination
The Written Examination will consist of various types of items to assess students’
performance in a broad range of skills and abilities. These types of items are currently
adopted in the HKCEE and HKALE examinations of mathematics curricula. However,
it must be emphasized that some of the objectives of the curriculum cannot be
transformed readily into measurable assessment objectives, particularly in the context of
time- limited external written examinations.
The Written Examination of the Compulsory Part will consist of two papers. The types
of items will include conventional questions and multiple-choice questions. As the
curriculum content of the Compulsory Part is categorized into Foundation Topics and
Non-foundation Topics, the Written Examination of the Compulsory Part will include a
section that consists of questions set on the Foundation Topics only.
The Written Examination of each of the two modules in the Elective Part will consist of
one paper of conventional questions.
When the curriculum content and learning outcomes of the Senior Secondary
Mathematics Curriculum are finalized, the detailed specifications of the Written
Examination, together with specimen papers, will be developed and provided to schools
to illustrate the format of the examination and the standards at which the questions are
pitched.
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School-based Assessment
SBA refers to the assessment administered in schools in which a student’s performance

is assessed by the student’s own teacher. The merits of adopting SBA are as follows:
— SBA is able to provide a more valid assessment than external assessment,

since it can cover a more extensive range of learning outcomes through
introducing a wider range of assessment practices; and
— SBA enables the sustained work of student s to be assessed. It provides a

more comprehensive picture of student performance throughout the period of
study rather than their performance in a one-off examination alone. Since
assessments are typically based on multiple observations of students’
performance, SBA can improve the reliability of the public assessment.
The Senior Secondary Mathematics Curriculum aims to provide a balanced and

comprehensive learning experience for students, through which students develop the
necessary mathematical knowledge, skills, values and attitudes for future studies, the
workplace and life in society. However, quite a number of the learning objectives in the
curriculum, particularly those in the skill and attitude domains, cannot be readily
assessed within the confines of external written examinations (some examples of the
limitations imposed may include the duration of the examination, question types, the
wide ability range of candidates, and the tools available, etc.) Introducing an SBA
component can help broadening the scope of assessment in the Public Assessment, as the
mathematical skills and abilities of students in many different aspects can be duly
recognized by awarding their achievement in a wide variety of assessment activities
throughout the learning process. It must be emphasized that external written
examinations still ha ve their strengths and merits and will continue to play a significant
role in Public Assessment. On the other hand, an SBA component not only helps
improving the validity and reliability of the Public Assessment, but also helps enhancing
the integration of curriculum, teaching and assessment.
In the Compulsory Part, students will be required to complete a number of assessment

tasks during the second and third year of the senior secondary education. The
assessment tasks to be adopted for SBA purposes will be more extended in nature than
those questions in traditional tests and examinations. They should provide
opportunities for students to demonstrate their competence in the following areas, which
are embodied in the objectives set out in the curriculum:
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— the skills and abilities in applying mathematical knowledge to solve problems;
— the skills and abilities in reasoning mathematically;
— the skills and abilities in handling data and generating information; and
— the skills and abilities in using the mathematical language to communicate

ideas.
The assessment tasks could be in the form of written assignments or practical tasks, and
will mainly be conducted in school under the supervision of teachers. A wide variety of
types of tasks could be adopted for assessment purpose, some examples of which may
include :
— solving more sophisticated problems in real- life situations or with

mathematics itself;
— mathematical investigations; and
— exploratory work.
Careful considerations will be given in determining the number of assessment tasks to

be completed so as to ensure that the assessment is valid, reliable and also manageable
to both teachers and students.
Teachers currently engage in ongoing internal assessment of their students as a part of

the teaching process. Under the SBA, a part of their internal assessment will become
more formalized and structured because it is a part of the grading system, but it should
also be an integral part of classroom teaching and learning. SBA for Mathematics will
be cautiously designed so that a reasonable and modest scale is adopted and the
emphasis is on quality rather than quantity. In designing the SBA, careful consideration
would be given to ensure that the impact on students is fair and reasonable, and to avoid
unduly increasing the workload of teachers.
Detailed information on the design of the SBA component, including the assessment
criteria, exemplar assessment tasks, and the moderation and quality assurance
mechanism will be provided to teachers in due course. In addition, the following
supports will be provided to teachers in the implementation of SBA:
— designing SBA guidelines and handbooks for teachers and students;
— providing sufficient resources for setting assessment tasks;
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— organizing professional development courses on SBA for teachers; and
— holding regular meetings with teachers to enhance communication and to

share experience.
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Chapter 6 Effective Use of Learning and Teaching

Resources
6.1 Various Kinds of Learning and Teaching Resources
To facilitate the betterment of learning and teaching, teachers could make use of
learning and teaching resources in planning and conducting learning and teaching
activities. The following are some examples of learning and teaching resources:
• textbooks or teaching packages;
• reference books;
• news/journals/periodicals;
• video programmes;
• software packages; and
• resources on the Internet.
6.2 Textbooks
Textbooks are one of the key resources for learning and teaching. Good textbooks
should be aimed at providing students guidance to acquire knowledge, skills and
develop attitudes as well as to assimilate concepts and process information in the texts
and graphics therein. Textbooks should not only serve the purposes of imparting
factual knowledge and just providing exercises to drill on the manipulative skills.
6.3 Reference Books
Reference books are valuable sources for the learning and teaching of mathematics for
both teachers and students. It is excellent if schools could afford to have a good
collection of reference books of their own. However, teachers and students can make
full use of resources in the community, such as the public libraries. The list of
reference books in Appendix 1 is by no means exhaustive and is only provided for
teachers’consideration.
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6.4 Web-based Learning and Teaching Resources
The emergence of the Internet has great impact on the learning and teaching of many
subjects and mathematics is no exception. In addition to the provision of abundant
teaching resources for the mathematics teachers, the Internet could enhance students’
learning in mathematics.
Firstly, the Internet provides an interactive environment for students to engage active ly
with mathematical ideas. With the use of tools like Java applets, students could acquire
the experiences that are very difficult to be provided in other traditional means.
Second ly, in contrast to school libraries whose collections related to mathematics are
mainly restricted to printed materials and cannot be easily accessed at home, Internet has
many interesting materials, and many of them have fascinating multimedia elements and
hyperlinks, that they could be easily accessed no matter where the sources are physically
located and the search engines could enable students to get access to the information
they are going to search in a quicker and more efficient way. Moreover, besides the
traditional references, like mathematics dictionary, the Internet also provides different
types of references for students. For example, the website “QuickMath” allows for
automated execution of many routine mathematical procedures, symbolic manipulations
(such as equation solving, matrix operations and calculus) and a online grapher over the
Internet, using a computer algebra system as the core engine.
Thirdly, the Internet offers opportunities or platforms (in the forms of Forums or
Discussion groups) for students to communicate with each other or even the students or
teachers in other places. For example, “Ask Dr Math” and “Ask NRICH” are two
extraordinary helpful web sites for mathematics students especially those who feel they
cannot ask really basic questions in class or elsewhere. Appendix 2, which contains
lists of addresses of web sites, is attached for teachers’ references.
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References
(1) Ad hoc Committee on Holistic Review of the Mathematics Curriculum (2000). Report
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(2) Australian Education Council (1991). A National Statement on Mathematics for

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Australia : New South Wales Board of Studies.
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(23) Kunihiko Kodaira (1997). Mathematics 2s: Japanese grade 11. USA: American
(24) Kunihiko Kodaira (1996). Basic analysis: Japanese grade 11. USA: American
(25) Kunihiko Kodaira (1996). Algebra and Geometry: Japanese grade 11. USA: American
(26) Leung, F.K.S., Lam, C.C., Mok, I.A.C., Wong, P.K.M. and Wong, N.Y. (1999).
Comparative Study of the Mathematics Curricula of Major Asian and Western Countries.
Hong Kong : Hong Kong Education Department.
(27) National Council of Teachers of Mathematics (1989). Curriculum and Evaluation
76
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Standards for School Mathematics. Reston, VA: National Council of Teachers of

Mathematics.
(28) National Council of Teachers of Mathematics (1998). Exploring Classroom

Assessment in Mathematics – A Guide for Professional Development. Reston, VA:
National Council of Teachers of Mathema tics.
(29) National Council of Teachers of Mathematics (2000). Principles and Standards for
School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
(30) National Council of Teachers of Mathematics (2002). Mathematics Assessment –

Myths, Models, Good Questions and Practical Suggestions. Reston, VA: National
Council of Teachers of Mathematics.
(31) Smith, A. (2004). Making Mathematics Count. London: DfES.
(32) Tomlinson, M. (2004). Working Group on 14-19 Reform – Interim Report. London:
Working Group on 14-19 Reform.
(33) Wang, Jiangpan & Xu, Binyan (2004). Trends and Challenges in Mathematics
Education. Shanghai: East China Normal University Press.
(34) Willoughby, S. (1990). Mathematics Education for a Challenging World.

Association for Supervision and Curriculum Development.
(35) Wong, N.Y., Lam, C.C., Leung, F.K.S., Mok, I.A.C. and Wong, P.K.M. (1999). An
Analysis of the Views of Various Sectors on the Mathematics Curriculum. Hong Kong:
Hong Kong: Education Department.
(36) Fung, Chun-Ip and Wong Ngai-Ying (1997). Mathematics Curriculum for Hong Kong.
Hong Kong: Hong Kong Association for Mathematics Education.
(37) 中華人民共和國(2001)。《全日制義務教育數學課程標準(實驗稿)》。北京：北京師
範大學出版社。
(38) 蕭文強(編) (1995)。《香港數學教育的回顧與前瞻》。香港：香港大學出版社。
(39) 中華人民共和國(2003)。
《普通高中數學課程標準(實驗)》
。北京：人民教育出版社。
(40) 教育署 (2001)。《中學數學輔導教學》。香港：香港印務局。
(41) 數學課程標準研製組(2004)。
《普通高中數學課程標準(實驗)解讀》
。南京: 江蘇教育
出版社。
77
SECOND DRAFT
Appendix 1
Reference Books for Teachers
(1) Bolt, Brain (1982). Mathematical Activities. New York: Cambridge University
Press.
(2) Bolt, Brain (1985). More Mathematical Activities. New York: Cambridge
University Press.
(3) Bolt, Brain (1987). Even More Mathematical Activities. New York: Cambridge
University Press.
(4) Bolt, Brain, & Hobbs, David (1989). 101 Mathematical Projects. New York:
Cambridge University Press.
(5) Bolt, Brain (1989). The Mathematical Funfair. New York: Cambridge University
Press.
(6) Curriculum Development Council (1991). An English-Chinese Glossary of Terms

Commonly Used in the Teaching of Mathematics in Secondary School. Hong Kong:
the Curriculum Development Council, the Education Department.
(7) Gamow, George (1947). One, Two, Three … Infinity. New York: Dover
Publications.
(8) Harold Stevenson (1994). Learning Gap: Why Our Schools Are Failing And What
We Can Learn From Japanese And Chinese Educ. Simon & Schuster; Reprint
edition.
(9) Heath, T.L. (1952). The Thirteen Books of Euclid’s Elements. New York: Dover
Publications.
(10) H.S.M. Coxeter, & Greitzer S.L. (1967). Geometry Revisited. Washington, D.C.:
The Mathematical Association of America.
(11) James W. Stigler, James Hiebert (1999). The Teaching Gap: Best Ideas from the
World's Teachers for Improving Education in the Classroom (Hardcover). Free
Press.
(12) Kline, Morris (1972). Mathematical Thought from Ancient to Modern Times. New
York: Oxford University Press.
(13) Leung, K.T. & Cheung, P.H. (1988). Fundamental Concepts of Mathematics.
78
SECOND DRAFT
Hong Kong: Hong Kong University Press.
(14) Maxwell, E.A. (1959). Fallacies in Mathematics. New York: Cambridge

University Press.
(15) Pappas, Theoni (1989) The Joy of Mathematics. San Carlo: Wide World.
(16) Polya, George (1981). Mathematical Discovery. New York: Wiley.
(17) Polya, George (1990). Mathematics and Plausible Reasoning. New Jersey:
Princeton University Press.
(18) Sobel, Max A. , & Maletsky, Evan M. (1998). Teaching Mathematics: A Sourcebook
of Aids, Activities and Strategies (third edition). Allyn & Bacon.
(19) Struik, Dirk J. (1987). A Concise History of Mathematics. New York: Dover
Publications.
(20) Moore, David S. (2000). The Basic Practice of Statistics. (second edition) New York :
W.H. Freeman and Company.
(21) 藍紀正、朱恩寬(譯)（1992）。《歐幾里得•幾何原本》。台北：九章出版社（本
書原本由陝西科學技術出版社於 1990 年出版）。
(22) 考克塞特、格雷策著，陳維桓(譯)（1986）。《幾何學的新探索》。北京：北京大
學出版社。
(23) 沈康身（2004）。《數學的魅力 1》。上海：上海辭書出版社。
(24) 單墫（2002）。《平面幾何中的小花》。上海：上海教育出版社。
(25) 約翰遜著，單墫(譯)（1999）。《近代歐氏幾何學》。上海：上海教育出版社。
(26) 項武義（2004）。《基礎數學講義叢書基礎幾何學》。北京：人民教育出版社。
(27) 蕭文強、林建（1982）。《概率萬花筒》。香港：廣角鏡出版社。
(28) 陳景潤（1988）。《組合數學簡介》。天津：天津科學技術出版社。
(29) 盧嘉錫（2001）。《十萬個為甚麼（新世紀版）1 — 數學篇 I》。香港：商務出版

社。
(30) 盧嘉錫（2001）
。《十萬個為甚麼（新世紀版）2 — 數學篇 II》。香港：商務出版
社。
(31) 伽莫夫著，暴永寧（譯）（2002）。《從一到窮大》。北京：科學出版社。
(32) 饒忠華（2004）。《放眼看：數理科學》。香港：商務印書館。
79
SECOND DRAFT
(33) 克萊因著，北京大學數學系數學史翻譯組譯（1981）
。《古今數學思想第1至4
冊》。上海科學技術出版社。
(34) 梁宗巨（1995）。《數學歷史典故》。台北：九章出版社。
(35) 李儼（1997）。《中國古代數學簡史》。台北：九章出版社。
(36) 李信明（1998）。《中國數學五千年》。台北：臺灣書店。
(37) Dunham, William 著，林傑斌（譯）

（1995）
。《天才之旅：偉大數學定理的創立》。
台北：牛頓出版社。
(38) 羅浩源（1997）。《生活的數學》。香港：香港教育圖書公司。
(39) 鄭肇楨（1980）。《數學遊戲》。香港：商務印書館。
(40) Bolt, Brain 著，林傑斌(譯）

（1995）
。《數學遊樂園之茅塞頓開》
。台北：牛頓出版
社。
(41) Bolt, Brain 著，黃啟明(譯）

（1995）
。《數學遊樂園之老謀深算》
。台北：牛頓出版
社。
(42) Bolt, Brain 著，林傑斌(譯)（1996）

。《數學遊樂園之趣味盎然》。台北：牛頓出版
社。
(43) Bolt, Brain, & Hobbs, David 著，蔡信行(譯)（1996）

。《數學遊樂園之觸然旁通》。
(44) Bolt, Brain 著，王榮輝(譯)（1996）

。《數學遊樂園之舉一反三》。台北：牛頓出版
社。
(45) 單墫（1999）。《十個有趣的數學問題》。上海：上海教育出版社。
(46) 陸乃超、袁小明（1999）。《世界數學名題選》。上海：上海教育出版社。
(47) 吳文俊（2003）。《數學大師講數學力學在幾何中的一些應用》。香港：智能教

育。
(48) 姜伯駒（2003）。《數學大師講數學 : 筆畫和郵遞路線問題》。香港：智能教育。
(49) 龔昇（2003）。《數學大師講數學 : 從劉徽割圓談起》。香港：智能教育。
(50) 常庚哲、伍潤生（2003）。《數學大師講數學 : 複數與幾何》。香港：智能教育。
(51) 陳膺強（1993）。《應用抽樣調查》。香港：商務印書館。
(52) 孫榮恆（2004）。《好玩的數學趣味隨機問題》。北京：科學出版社。
80
SECOND DRAFT
(53) 復旦大學數學系(編)（1967）。《數學分析》。香港：商務印書館香港分館。
(54) 項武義（2004）。《基礎數學講義叢書基礎代數學》。人民教育出版社。
(55) 寧挺（1985）。《說ｅ》。福建教育出版社。
(56) 華羅庚（1956）。《數學大師講數學 : 從楊輝三角談起》。香港：智能教育。
(57) 華羅庚（1963）。《數學大師講數學 : 數學歸納法》。香港：智能教育。
(58) 華羅庚（1963）
。《數學大師講數學 : 談談與蜂房結構有關的數學問題》。香港：
智能教育。
(59) 馮克勤（2003）。《數學大師講數學 : 費馬猜想》。香港：智能教育。
(60) 戴再平（2000）
。《中小學數學開放題叢書 : 小學數學開放題集》。上海：上海教
育出版社。
(61) 戴再平（2000）。《中小學數學開放題叢書 : 初中數學開放題集》。上海：上海

教育出版社。
(62) 戴再平（2000）
。《中小學數學開放題叢書 : 高中數學開放題集》。上海：上海教
育出版社。
(63) 張奠宙（1996）。《中學教學全書數學卷》。上海：上海教育出版社。
(64) 亞歷山大洛夫等著，孫小禮、趙孟養、裘光明、嚴士健(譯)（2003）。《數學，它
的內容、方法和意義》。北京：科學出版社。
(65) 波利亞著，李心煽、王日爽、李志堯(譯)（1992）。《數學與猜想》。台北：九章
出版社（本書原本由北京：科學出版社於 1984 年出版）。
(66) 九章出版社(譯)（1998）。《數學發現》。台北：九章出版社。
。
(67) Sobel, Max A. , & Maletsky, Evan M.著，張靜嚳、念家興(譯)（1996）《數學教學
方法》。台北：九章出版社。
(68) 黃毅英（1998）。《香港數學教育實地觀察》。香港：香港數學教育學會。
(69) 洪進華（2002）。《數學教學實例研究》。香港：萬里機構•明天出版社。
(70) 李文林（2000）。《數學史教程》。北京：高等教育出版社、海德堡：施普林格出
版社。
(71) Bernstein, S. 著，史道濟(譯)（2002）。《統計學原理(上、下冊)》。北京：科學出

版社。
(72) 斯皮格爾、希勒、斯里尼瓦桑著，戴中維(譯)（2002）。《概率與統計(第二版)》。
81
SECOND DRAFT
北京：科學出版社。
(73) 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。
(74) 王鴻儒 (2004) 。《Excel 在統計學中的應用》。北京：中國鐵路出版社。
(75) 王文中(1997)。《Excel 於資料分析與統計學上的應用(97 最新增訂版)》。台北: 博

碩文化。
(76) 瓊斯 (2005)。《別讓統計圖表唬弄你》。台北: 天下文化出版股份有限公司。
(77) 赫夫 (2005)。《別讓統計數字騙了你》。台北: 天下遠見出版股份有限公司。
(78) 盛立人(2001)。《老百姓的數學: 統計—數字的科學》。安徽: 安徽教育出版社。
(79) 盛立人(2001)。《老百姓的數學: 數學家走進社會學》。安徽: 安徽教育出版社。
(80) 墨爾著，鄭惟厚譯(1998)。《統計，讓數字說話》。台北: 天下遠見出版股份有

限公司。
Reference Books for Students
(1) Bolt, Brain (1982). Mathematical Activities. New York: Cambridge University
Press.
(2) Bolt, Brain (1985). More Mathematical Activities. New York: Cambridge
University Press.
(3) Bolt, Brain (1987). Even More Mathematical Activities. New York: Cambridge
University Press.
(4) Bolt, Brain & Hobbs, David (1989). 101 Mathematical Projects. New York:
Cambridge University Press.
(5) Bolt, Brain (1989). The Mathematical Funfair. New York: Cambridge University
Press.
(6) Curriculum Development Council (1991). An English-Chinese Glossary of Terms

Commonly Used in the Teaching of Mathematics in Secondary School. Hong Kong:
the Curriculum Development Council, the Education Department.
(7) Gamow, George (1947). One, Two, Three … Infinity. New York: Dover
Publications.
(8) Heath, T.L. (1952). The Thirteen Books of Euclid’s Elements. New York: Dover
82
SECOND DRAFT
Publications.
(9) H.S.M. Coxeter, & Greitzer S.L. (1967). Geometry Revisited. Washington, D.C.:
The Mathematical Association of America.
(10) Kline, Morris (1972). Mathematical Thought from Ancient to Modern Times. New
York: Oxford University Press.
(11) Leung, K.T. & Cheung, P.H. (1988). Fundamental Concepts of Mathematics.
Hong Kong: Hong Kong University Press.
(12) Maxwell, E.A. (1959). Fallacies in Mathematics. New York: Cambridge

University Press.
(13) Pappas, Theoni (1989) The Joy of Mathematics. San Carlo: Wide World.
(14) Polya, George (1981). Mathematical Discovery. New York: Wiley.
(15) Polya, George (1990). Mathematics and Plausible Reasoning. New Jersey:
Princeton University Press.
(16) Struik, Dirk J. (1987). A Concise History of Mathematics. New York: Dover
Publications.
(17) 藍紀正、朱恩寬(譯)（1992）。《歐幾里得•幾何原本》。台北：九章出版社。
(18) 考克塞特、格雷策著，陳維桓(譯)（1986）。《幾何學的新探索》。北京：北京大
學出版社。
(19) 沈康身（2004）。《數學的魅力 1》。上海：上海辭書出版社。
(20) 單墫（2002）。《平面幾何中的小花》。上海：上海教育出版社。
(21) 約翰遜著，單墫(譯)（1999）。《近代歐氏幾何學》。上海：上海教育出版社。
(22) 項武義（2004）。《基礎數學講義叢書基礎幾何學》。北京：人民教育出版社。
(23) 蕭文強、林建（1982）。《概率萬花筒》。香港：廣角鏡出版社。
(24) 陳景潤（1988）。《組合數學簡介》。天津：天津科學技術出版社。
(25) 盧嘉錫（2001）。《十萬個為甚麼（新世紀版）1 — 數學篇 I》。香港：商務出版

社。
(26) 盧嘉錫（2001）
。《十萬個為甚麼（新世紀版）2 — 數學篇 II》。香港：商務出版
社。
(27) 伽莫夫著，暴永寧(譯) (2002）。《從一到窮大》。北京：科學出版社。
83
SECOND DRAFT
(28) 饒忠華（2004）。《放眼看：數理科學》。香港：商務印書館。
(29) 克萊因著，北京大學數學系數學史翻譯組(譯)（1981）
。《古今數學思想第1至
4 冊》。上海科學技術出版社。
(30) 梁宗巨（1995）。《數學歷史典故》。台北：九章出版社。
(31) 李儼（1997）。《中國古代數學簡史》。台北：九章出版社。
(32) 李信明（1998）。《中國數學五千年》。台北：臺灣書店。
(33) Dunham, William 著，林傑斌(譯)（1995）。《天才之旅：偉大數學定理的創立》。

(34) 羅浩源（1997）。《生活的數學》。香港：香港教育圖書公司。
(35) 鄭肇楨（1980）。《數學遊戲》。香港：商務印書館。
(36) Bolt, Brain 著，林傑斌 (譯)（1995）。《數學遊樂園之茅塞頓開》。台北：牛頓出

版社。
(37) Bolt, Brain 著，黃啟明 (譯)（1995）。《數學遊樂園之老謀深算》。台北：牛頓出

版社。
(38) Bolt, Brain 著，林傑斌 (譯)（1996）。《數學遊樂園之趣味盎然》。台北：牛頓出

版社。
(39) Bolt, Brain & Hobbs, David 著，蔡信行(譯)（1996）。《數學遊樂園之觸然旁通》。

(40) Bolt, Brain 著，王榮輝 (譯)（1996）。《數學遊樂園之舉一反三》。台北：牛頓出

版社。
(41) 單墫著（1999）。《十個有趣的數學問題》。上海：上海教育出版社。
(42) 陸乃超、袁小明（1999）。《世界數學名題選》。上海：上海教育出版社。
(43) 吳文俊（2003）。《數學大師講數學力學在幾何中的一些應用》。香港：智能教

育。
(44) 姜伯駒（2003）。《數學大師講數學 : 筆畫和郵遞路線問題》。香港：智能教育。
(45) 龔昇（2003）。《數學大師講數學 : 從劉徽割圓談起》。香港：智能教育。
(46) 常庚哲、伍潤生（2003）。《數學大師講數學 : 複數與幾何》。香港：智能教育。
(47) 陳膺強（1993）。《應用抽樣調查》。香港：商務印書館。
84
SECOND DRAFT
(48) 孫榮恆（2004）。《好玩的數學趣味隨機問題》。北京：科學出版社。
(49) 復旦大學數學系 (編)（1967）。《數學分析》。香港：商務印書館香港分館。
(50) 項武義（2004）。《基礎數學講義叢書基礎代數學》。人民教育出版社。
(51) 寧挺（1985）。《說ｅ》。福建教育出版社。
(52) 華羅庚（1956）。《數學大師講數學 : 從楊輝三角談起》。香港：智能教育。
(53) 華羅庚（1963）。《數學大師講數學 : 數學歸納法》。香港：智能教育。
(54) 華羅庚（1963）
。《數學大師講數學 : 談談與蜂房結構有關的數學問題》
。香港：
智能教育。
(55) 馮克勤（2003）。《數學大師講數學 : 費馬猜想》。香港：智能教育。
(56) 亞歷山大洛夫等著，孫小禮、趙孟養、裘光明、嚴士健 (譯)（2003）。《數學，

它的內容、方法和意義》。北京：科學出版社。
(57) 九章出版社 (譯)（1998）。《數學發現》。台北：九章出版社。
(58) 李文林（2000）。《數學史教程》。北京：高等教育出版社、海德堡：施普林格出
版社。
(59) Bernstein, S. 著，史道濟(譯)（2002）。《統計學原理(上、下冊)》。北京：科學出

版社。
(60) 斯皮格爾、希勒、斯里尼瓦桑著，戴中維(譯)（2002）
。《概率與統計(第二版)》。
北京：科學出版社。
(61) 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。
(62) 王鴻儒 (2004) 。《Excel 在統計學中的應用》。北京：中國鐵路出版社。
(63) 王文中(1997)。《Excel 於資料分析與統計學上的應用(97 最新增訂版)》。台北: 博

碩文化。
(64) 瓊斯 (2005)。《別讓統計圖表唬弄你》。台北: 天下文化出版股份有限公司。
(65) 赫夫 (2005)。《別讓統計數字騙了你》。台北: 天下遠見出版股份有限公司。
(66) 盛立人(2001)。《老百姓的數學: 統計—數字的科學》。安徽: 安徽教育出版社。
(67) 盛立人(2001)。《老百姓的數學: 數學家走進社會學》。安徽: 安徽教育出版社。
(68) 墨爾著，鄭惟厚譯(1998)。《統計，讓數字說話》。台北: 天下遠見出版股份有

限公司。
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Appendix 2
A. Learning and Teaching
(1) EMB Mathematics Education Website

http://www.emb.gov.hk/index.aspx?nodeid=2403&langno=1
(2) Support Measure for the Exceptionally Gifted Students

http://gifted.hkedcity.net/
(3) Education Department of The Hong Kong Institute of Education

http://www.ied.edu.hk/math/
(4) HK Association for Mathematics Education

http://www.hkame.org.hk/
(5) HK Association for Science and Mathematics Education Ltd

http://www.hkasme.org/
(6) 母語教學支援中心  數學
http://www.cmi.hku.hk/Teaching/math.html
(7) 初中幾何學教材
http://home.netvigator.com/~adtalent/index.html
(8) All Elementary Mathematics- Online Math School

http://www.bymath.com/stuff/aboutus.html
(9) Ask Dr. Math

http://forum.swarthmore.edu/dr.math/dr- math.html
(10) Association of Teachers of Mathematics in UK

http://www.atm.org.uk/
(11) Centre for Innovation in Mathematics Teaching

http://www.ex.ac.uk/cimt/welcome.html
(12) Centre for Teaching Mathematics, University of Plymouth

http://www.tech.plym.ac.uk/maths/CTMHOME/CTM.HTML
(13) ExploreMath
http://www.exploremath.com/index.cfm
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(14) Fun Mathematics Lessons

http://math.rice.edu/~lanius/Lessons/
(15) Java Applets on Mathematics

http://www.walter-fendt.de/m14e/index.html
(16) Manipula Math with Java

http://www.ies.co.jp/math/java/
(17) Math in Daily Life

http://www.learner.org/exhibits/dailymath/
(18) Maths On-line

http://www.univie.ac.at/future.media/moe/galerie.html
(19) Math Forum T2T Elementary Thoughts

http://mathforum.org/t2t/faq/gail/index.html
(20) Mathematical Association of America Online

http://www.maa.org/
(21) Mathematics LIVE on the Web

http://www.aamt.edu.au/archives/livemath/MathView/home.htm
(22) MathNet
http://mathsnet.net/index.html
(23) MSTE Online Resources

http://www.mste.uiuc.edu/resources.php
(24) Nationa l Council of Teachers of Mathematics

http://www.nctm.org/
(25) Numeracy Teaching Ideas

http://www.teachingideas.co.uk/maths/contents.htm
(26) Open-ended Assessment in Mathematics

http://www.heinemann.com/math/register.cfm
(27) Project Interactivate

http://www.shodor.org/interactivate/
(28) Schools of California Online Resources for Education (SCORE) –

Mathematics
http://score.kings.k12.ca.us/
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(29) Secondary Mathematics Assessment and Resource Database (SMARD)

http://smard.cqu.edu.au/
(30) Shapescape
http://www.shapescape.com/
(31) 華東師範大學數學教育網
http://menet.math.ecnu.edu.cn/index.php
(32) 初中數學網
http://www.czsx.com.cn/
(33) 高中數學網
http://www.pep.com.cn/gzsx/
(34) GSP, Flash, LOGO 教學設計圖

http://www.math.ntnu.edu.tw/~cyc/_private/m14.htm
(35) 國立台灣師範大學數學系
http://www.math.ntnu.edu.tw/index-c.html
B. Interesting Mathematics
(36) Mathematical Excalibur

http://www.math.ust.hk/mathematical_excalibur/
(37) 趣味數學
http://www.plklht.edu.hk/FunMaths/fMaths.html
(38) 摺紙學數學
http://www.math.ied.edu.hk/spkwan/PaperFolding/index.htm
(39) Cartoon of the Week

http://www.carolina.com/math/cartoons/mcarch.asp
(40) Cut-the-knot Interactive Games

http://www.cut-the-knot.com/games.html
(41) Curve Fitting Expert

http://curveexpert.webhop.biz/
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(42) The Integrator

http://integrals.wolfram.com/
(43) Living Mathematics

http://sunsite.ubc.ca/LivingMathematics/
(44) Mathematical Stamp Collecting

http://www.math.wfu.edu/~kuz/Stamps/stamppage.htm
(45) Mathpuzzle
http://mathpuzzle.com/
(46) Mega Mathematics

http://www.cs.uidaho.edu/~casey931/mega- math/index.html
(47) The National Math Trail

http://www.nationalmathtrail.org/
(48) NRICH Mathematics Enrichment Club

http://nrich.maths.org/
(49) Origami and Mathematics

http://www.paperfolding.com/math/
(50) Probability Games

http://www.betweenwaters.com/probab/probab.html
C. Statistical Data
(51) Census & Statistics Department

http://www.info.gov.hk/censtatd/chinese/hkstat/index.html
(52) Agriculture, Fisheries and Conservation Department Country and Marine

Parks Authority
http://parks.afcd.gov.hk/newparks/chi/statistics/index.htm
(53) Narcotics Division, Security Bureau

http://www.nd.gov.hk/c_statistics_list.htm
(54) Environmental Protection Department

http://www.epd.gov.hk/epd/tc_chi/environmentinhk/waste/data/waste_data.ht
ml
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(55) The Land Registry

http://www.landreg.gov.hk/ch/monthly/monthly.htm
(56) Hong Kong Statistical Society

http:/www.hkss.org.hk/
(57) Business-Stat Online

http://stat.tdctrade.com/index_c.html
(58) Hong Kong International Airport-International Air Traffic Statistics at HKIA

http://www.hongkongairport.com/chi/aboutus/statistics.html
(59) Singapore Department of Statistics

http://www.singstat.gov.sg/keystats/mqstats/indicators.html
(60) Macau - Statistics and Census Service

http://www.dsec.gov.mo/c_index.html
(61) Statistical Glossary

http://www. statsoft.com/textbook/glosfra.html
(62) U.S. Census Bureau

http://www.census.gov/main/www/access.html
(63) Economic and Social Commission for Asia and the Pacific (ESCAP) --
Statistics Division
http://www.unescap.org/stat/data/index.asp
(64) Economic Commission for Europe (ECE) -- Statistical Division

http://www.unece.org/stats/data.htm
(65) European Union: Eurostat

http://europa.eu.int/comm/eurostat/
(66) Food and Agriculture Organization of the United Nations (FAO)

http://www.fao.org/waicent/portal/statistics_en.asp
(67) Organization for Economic Co-operation and Development (OECD)

http://www.oecd.org/statsportal/0,2639,en_2825_293564_1_1_1_1_1,00.htm
l
(68) United Nations Development Programme (UNDP)

http://hdr.undp.org/statistics/data/
(69) United Nations Educational, Scientific and Cultural Organization (UNESCO)

http://stats.uis.unesco.org/ReportFolders/ReportFolders.aspx
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(70) United Nations Headquarters -- Statistics Division (UNSD)

http://unstats.un.org/unsd/databases.htm
(71) The World Bank Group

http://devdata.worldbank.org/data-query/
(72) World Health Organization (WHO)

http://www3.who.int/whosis/mort/text/download.cfm?path=whosis,mort,mor
t_download&language=english
D. Dictionaries and Glossaries
(73) 數學科詞彙表
http://www.cmi.hku.hk/Ref/Glossary/Mat/k.htm
(74) Eric Weisstein's World of Mathematics

http://mathworld.wolfram.com/
(75) Interactive Mathematics Dictionary

http://www.intermath- uga.gatech.edu/dictnary/homepg.asp
(76) Wikipedia - Mathematics

http://www.wikipedia.org/wiki/Mathematics
(77) Math Dictionary

http://users.adelphia.net/~mathhomeworkhelp/index.html
(78) Glossary of Mathematical Terms

http://www.cut-the-knot.com/glossary/atop.shtml
(79) The Internet Glossary of Statistical Terms

http://www.animatedsoftware.com/statglos/statglos.htm
(80) Eurostat ISI Glossary of Statistics

http://europa.eu.int/en/comm/eurostat/research/isi/alpha/en/en_list.htm
(81) Xah Visual Dictionary of Special Plane Curves

http://www.xahlee.org/SpecialPlaneCurves_dir/specialPlaneCurves.html
(82) The Encyclopedia of Polyhedra

http://www.georgehart.com/virtual-polyhedra/vp.html
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(83) Mathematical Quotation Server

http://math.furman.edu/mqs.html
(84) A Dictionary of Measures, Units and Conversions

http://www.ex.ac.uk/cimt/dictunit/dictunit.htm - SI
E. History of Mathematics
(85) MacTutor History of Mathematics

http://www-gap.dcs.st-and.ac.uk/~history/
(86) Chronological List of Mathematicians

http://aleph0.clarku.edu/~djoyce/mathhist/chronology.html - 1725
(87) Mathematicians who were born or died today

http://www-history.mcs.st-and.ac.uk/~history/Day_files/Now.html
(88) 中國古代數學
http://www.chiculture.net/0803/html/index.html
F. Software Packages
(89) Cabri Geometry

http://www.ti.com/calc/docs/cabri.htm
(90) QuickMath
http://www.quickmath.com/
(91) Geometer's Sketchpad

http://www.keypress.com/Pages/Prod_Sketchpad.html
(92) Peanut Software (Winplot, Wingeom, Winstats,..)

http://math.exeter.edu/rparris/winplot.html
(93) Poly
http://www.peda.com/poly/
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(94) GAMS Guide to Available Mathematical Software

http://gams.nist.gov/
(95) Math WWW Virtual Library – Mathematics Software

http://www.math.fsu.edu/Science/Software.html
(96) University of Haifa - Mathematical Software Resources

http://math.haifa.ac.il/msoftware.html
(97) NCTM Illuminations - Tools

http://illuminations.nctm.org/tools/index.aspx
G. Mathematics Competitions
(98) Hong Kong Mathematics Olympiad (HKMO)

http://www.ied.edu.hk/math/main.htm
(99) Mathematics Project Competition For Secondary Schools

http://cd1.emb.hkedcity.net/cd/maths/en/ref_res/proj_learn/index.html
(100) Hang Lung Mathematics Award

http://www.hkedcity.net/article/special/hanglung/news.phtml
(101) International Mathematics Olympiad Hong Kong Preliminary Selection

Contest
http://gifted.hkedcity.net
(102) International Mathematical Olympiad

http://www.camel.math.ca/IMO/
(103) Mathematics Challenge for Young Australians

http://www.amt.canberra.edu.au/wwwroot/Mcya.html
(104) World Class Tests

http://www.worldclassarena.org/ondemand/Default.asp?bhcp=1
(105) Web Sites with information about Mathematics Competitions

http://www.mathpropress.com/competitions.html
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H. Miscellaneous
(106) Mathematical Database

http://eng.mathdb.org/
(107) The Math Forum

http://mathforum.org/
(108) Mathematics Virtual Library

http://www.math.fsu.edu/Science/math.html
(109) American Mathematical Society

http://e- math.ams.org/
(110) Lodon Mathematical Society

http://www.lms.ac.uk/
(111) 淡江大學數學系
http://www.math.tku.edu.tw/c_index.htm
(112) 台大數學系
http://www.math.ntu.edu.tw/home_c.htm
(113) 昌爸工作坊
http://www.mathland.idv.tw/
(114) 數裡天地
http://www.mikekong.net/Maths/maths-frame.php
(115) 教育資訊站 – 數學網

http://www.edp.ust.hk/math/
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2.1 Framework of Senior Secondary Mathematics Curriculum 3

2.2 Principles of Curriculum Design 6

2.3 Compulsory Part 7

2.4 Elective Part 26

3.1 School-based Curriculum Planning 53

3.2 Progression of Study 54

3.3 Time Allocation 58

4 Learning and Teaching 59

4.1 Guiding Principles 59

4.2 Helping Students Learn to Learn 59

4.3 Learning Mathematics with Understanding 60

4.4 Supportive Learning Environment 61

4.5 Development of Generic Skills 61

4.6 Widening Students’Learning Space 62

4.7 Process of Learning 63

4.8 Application and Integration of Mathematics Knowledge in Solving 63

4.9 Contexts for Career Oriented Studies 64

5.1 Purposes of Assessment 65

5.2 Internal Assessment 67

5.3 Public Assessment 68

6 Effective Use of Learning and Teaching Resources 73

6.1 Various Kinds of Learning and Teaching Resources 73

6.3 Reference Books 73

6.4 Web-based Learning and Teaching Resources 74

Chief Curriculum Development Officer (Mathematics Education)

The Mathematics Curriculum and Assessment Guide (Senior Secondary) is prepared

The Mathematics Curriculum and Assessment Guide (Senior Secondary) incorporates

The Senior Secondary Mathematics Curriculum is built on the existing secondary

The Mathematics Curriculum and Assessment Guide (Senior Secondary) aims to

• Mathematics is essential for everyone in the modern technology oriented and

• Mathematics provides a means to create, acquire, organise and apply information.

Chapter 2 Curriculum Framework

2.1 Framework of Senior Secondary Mathematics Curriculum

Compulsory Part Elective Part

(1) Students who take the Compulsory Part only

Junior Secondary Mathematics

Senior Secondary Mathematics Curriculum

Senior Secondary Mathematics Curriculum

(Compulsory Part + Module 1)

Junior Secondary Mathematics

Senior Secondary Mathematics Curriculum

(Compulsory Part + Module 2)

As a core subject, the Senior Secondary Mathematics Curriculum accounts for up to

(Approx. number of hours)

Compulsory Part 10% ~ 12.5% (270 hours ~ 338 hours)

Compulsory Part with a module 15% (405 hours)

2.1.1 Overall Aims

(e) a positive attitude towards mathematics learning and the capability of

2.1.2 Aims of Senior Secondary Mathematics Curriculum

The Senior Secondary Mathematics Curriculum is a continuation of the junior secondary

(a) develop in students the generic skills through learning mathematics, in

(b) develop in students positive attitudes and interest towards mathematics

(c) develop in students confidence and competence in dealing with mathematics

2.2 Principles of Curriculum Design

The following principles are used in the design of the curriculum:

• The foundation for all students

• The provision of flexibility and diversity

It is important to maintain students’ interest in learning mathematics. Upon the

− organise the teaching seque nce to meet individual situations ;

− make adaptation to the content; and

− adjust the depth of treatment of the topics.