PREFACE This syllabus is recommended for use in Hong Kong primary schools. Besides listing the topics to be taught at each level, it also provides notes on teaching and suggestions for pupils’ activities. The overall objectives are: 1. to stimulate the interest of children in the learning of mathematics; 2. to foster mathematical thinking and creativity in children; 3. to teach basic mathematical concepts and computstional skills, providing a foundation on which further leaming of mathematics and science can be built; 4, to develop pupils’ ability in applying mathematics to solve problems in everyday life; 5. to encourage an appreciation of the order and pattern of number and shape. ‘There have been exciting and valuable changes in mathematical education in recent years. The emphasis now is an how children learn rather than how the teacher teaches. itis important to stimulate a genuine interest and develop a right attitude towards learning in children. The teaching of mathematics in primary schools is no longer just the exposition of knowledge; the teacher's task is to guide children to explore mathematical situation and discover relationships. Through active participation, children, besides having opportunities to develop their imaginative and creative power, can also lear to observe, to analyse and reason, and to make judgment, thus developing fundamental patterns of logical thinking, the basis of all learning, It.can be seen that the syllabus places appreciable emphasis on participation by pupils. While notes on teaching and suggestions for pupils’ activities are provided for each topic, they are not intended to be a set of methods to be followed rigidly. Teachers should feel free to adapt the suggestions or devise their own teaching strategies according to the standards and abilities of their classes. Nevertheless, teachers should avoid ‘teaching by telling” and should provide, whenever possible, opportunities for pupils to discover things for themselves. There is still a need to provide practice in the basic skills of computation. However, social requirements have changed, In the present days of calculating machines, it is unnecessary to train pupils in excessively intricate computational techniques. Computation should therefore be limited to the use of small numbers. In lessons on computation, teachers should provide time for class practice, but they should avaid assigning excessive homework. Moreover, drills without understanding are of litte value. Practice must come after understanding In view of the progress in metrication, the practical system of measurement used by pupils in their activities and calculations will now be the metric system of units; traditional units of measurement no longer remain in the syllabus. However, during the transitional period, teachers may, if they consider necessary, briefly discuss those traditional units still in use, but there is no need to give exercises in these units nor conversions to and from the metric units. 3 The inclusion of an aesthetic aim is not meant tobe high sounding, The study ofthe order and patter of 7 er and pattern of aumber an shape sin tslt an important aspect o the subject, and an appreciation leads sionger motvaton Se wall Seeeeng children that mathematics is enjoyable, In the syllabus, tops are grouped for ease of reference for teachers. They aro not necessary listed in the order in which they should be taught. To give some idea of the way in which tons are Telatads flow chet et tap oe a appendix. Howover, teachers ae expected to plan thet own teaching seauones byre-aranging hetrene mien aan or a year fo sut thet own approaches and the standards of ther classe, and alco, orange tanch Btoenctch een number, measurement shape and graph, orto integrate ther in an opportune way 0 se sword Toschai oo ioe topics within a tong period of time. Care should be taken to engure that pupils co not move onto mee the syllabus before they have a good understanding of what has previously been taught Im the comisenee ae Gesirabie for teachers to find outuat the start of a new school year, tom former teachers the enael gern ceyon tS order 10 decide where best to begin, Part of the Primary 6 topics aim mainly at broadening the pupil’ horizon, and are hence listed orion, and are hence listed as optional items (pretived by a a sign). Teachers should take account of thet pupil ably and intoret and she Tesching oe a to decide whether each topic should be deleted of taught in part, The use of appropriate vocabulary is important. The suggested list is by no means an exhaustive one butis considered to be practical and useful by members of the Mathematics Subject Committee, In order that the sylabus be effectively implemented, iis hoped that schools wil 2 itis ho will gather the necessary equipmen Most of the items are for pupil use ond relaively inexpensive fo obtain Somme cant home-made or elecien fan easily, ©, bottle tops and mosaic tiles may te used se counters, and sand bags as weights: Ar aesontecte of I, equipment may be seen at the Mathematics Teaching Centre of the Education Department, Curiculum development is a continuous process. It is sincerely hoped that teachers will help in revising an improving the syllabus by feeding back ther reactions. They may rest asscred that comments and seaeston wit he welcome at all times,