Aims

1. Those stipulated in the NSS Mathematics syllabus, summarized as:To develop in students
   • the ability to think critically and creatively, to conceptualize, 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;
   • the ability to communicate with others and express their views clearly and logically in mathematical language;
   • the ability to manipulate numbers, symbols and other mathematical objects;
   • number sense, symbol sense, spatial sense, measurement sense and the capacity to appreciate structures and patterns;
   • a positive attitude towards mathematics learning and an appreciation of the aesthetic nature and cultural aspects of mathematics.
2. To encourage students who have high ability and interest in mathematics to pursue further and develop their potentials.
3. To encourage students who have low ability in mathematics to have a good foundation of mathematics for further studying.

New Senior Secondary

Learning scope：

Strands are categories of mathematical knowledge and concepts for organising the curriculum. Their main function is to organise mathematical content for the purpose of developing knowledge, skills, values and attitudes as a holistic process. The contents of the Mathematics Curriculum are organized into five strands at the primary level and three strands at the secondary level. In particular, the Compulsory Part of the Mathematics Curriculum (S4 – 6) comprises three strands, namely “Number and Algebra”, “Measures, Shape and Space” and “Data Handling”. For the able students can take the Extended Part.  As the contents of the Extended Part are interwoven, they are not categorised into strands.

The Extended Part is 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 further mathematical study in different areas. The Extended Part aims at extending students’ mathematics horizon beyond the Compulsory Part. Students have to handle more complicated problems in the Extended Part than in the Compulsory Part.

Two modules are offered as choices for students in the Extended Part. They are Module 1 (Calculus and Statistics) and Module 2 (Algebra and Calculus). Students are allowed to take at most one of the two modules.

Module 1 (Calculus and Statistics) is intended to cater for those students who will be involved in disciplines or careers which demand a wider scope and deeper understanding of mathematics, and for those who would like to learn more mathematical applications at the senior secondary level. It aims to:

• provide students with skills and concepts beyond the Compulsory Part;
• emphasise applications rather than mathematical rigour with a view to widening students’ perspectives on mathematics; and
• provide students with intuitive concepts of calculus and statistics, related basic skills and useful tools for their future studies and careers.

Module 2 (Algebra and Calculus) is designed to suit the needs of students who will be involved in mathematics-related fields and careers, and those who would like to learn more in-depth mathematics at the senior secondary level. It aims to:

• provide students with skills and concepts beyond the Compulsory Part;
• emphasise understanding of mathematics for further progress in mathematically inclined disciplines; and
• provide students with a concrete foundation in algebra and calculus for their future studies and careers.

Purpose：

The overall curriculum aims of the Mathematics Education Key Learning Area are to develop in students:

1. 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;
2. the ability to communicate with others and express their views clearly and logically in mathematical language;
3. the ability to manipulate numbers, symbols and other mathematical objects;
4. number sense, symbol sense, spatial sense, measurement sense and the capacity to appreciate structures and patterns;
5. a positive attitude towards mathematics learning and an appreciation of the aesthetic nature and cultural aspects of mathematics.

Learning mode：

Besides value drill and practice, the “Inquiry and Investigation” learning units of the Compulsory Part, Module 1 and Module 2 provide opportunities for students to discover and construct knowledge, and to improve their ability to inquire, communicate, reason and conceptualise mathematical concepts through various learning activities.

Pre-requisite：

Students who want to take Extended Part, they should have a great interest in Mathematics.  They have to handle more complicated problems in the Extended Part than in the Compulsory Part.

Assessment：

Table below outlines the assessment design for the public assessment for the Compulsory Part and Modules 1 and 2. This is still subject to continual refinement in the light of feedback. Full details will be provided in other supplementary documents, in particular the approved Regulations and Assessment Frameworks for the year of the examination.

An outline of the assessment design

Compulsory Part

Module 1 (Calculus and Statistics)

Module 2 (Algebra and Calculus)

Career consideration：

The Extended Part is 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 further mathematical study in different areas.

Teachers Responsible

Mr. Cheng Wai Leung (Convenor), Miss Lam Yeuk See (Deputy Convenor), Miss Lam Man Ki (Secretary), Mr. Tang Sai Cheong, Mr. Cheung Wah Sang, Miss Lam Choi Ling, Ms Lee Hoi Yan, Miss Yu Pik Ching