Graduates’ Sharing
李詩雅（現任助理小學學位教師 （APSM），2010年畢業）
我修畢「數學教育理學碩士」課程已有十一年的光景。回想二零零六年的時候，當時已有十年教學經驗的我，對小學的數學課程已有認識，也有教授不同年級課題的經驗。為了讓自己能掌握更多有關「數學教育」的知識，接受更多的「腦激盪（brainstorm）」，為教學注入新元素，我便報讀了「數學教育理學碩士」課程。
該課程包括教育、數學教育及數學(大學) 三部份，內容既有理論，也有不少實際教學的討論，我們更可從中認識一些教學的新趨勢，開闊眼界。其中的「數學」課程，由中文大學數學部講師教授，每堂都有堂課及功課，最後更會有考試。這一學習模式，仿佛讓我重回大學時期，很有親切感。完成整個課程後，我對數學教育有了更深入的認識，最重要的是得到了反思自己教學的機會，令自己學會從不同角度思考，對於未來的教學有了新的看法及抱有更開放的態度。
透過這個課程，我認識了一班志同道合的同學，他們都是現職的中、小學教師。我們至今仍然保持聯絡，這份珍貴的友誼可算是意外收穫呢！
Huey LEI (2013 graduate, current Assistant Professor at Caritas Institute of Higher Education)
The two-year programme of Master of Science in Mathematics Education offered by the Faculty of Education, The Chinese University of Hong Kong was enriching and challenging. As a student, the programme offered a wide range of courses covering the main areas of mathematics knowledge, pedagogical content knowledge and general education issues which enhanced mathematics teachers’ professional practices. I not only benefited from the expertise through theories and practices, but also developed a network connecting passionate educators in mathematics education in Hong Kong.
As a teacher, the countless lectures in the evenings took away my limited time after school work. It was challenging for me to make balance between the study and the work. When approaching the due dates for submissions of assignments, I was often confused about distinguishing between my students’ works and my coursework on a messy table. Although there were difficult moments, I have gained something more than I expected in this unforgettable study journey in CUHK.
黃靜（現任中學數學科老師，2017年畢業）
我在香港中文大學取得學位及完成教育文憑後，一直於中學任教數學科。八年前，我希望自己能在數學教育方面中，有再進一步的突破，一直在尋找適合自己的碩士課程，通過比較不同課程間的特點，發現香港中文大學的數學教育理學碩士課程與別的大學有所不同，會與數學科一起合辦，當中包含數學、數學教育及教育三大範疇，令同學能得到更全面的教育。因此，我選擇了香港中文大學的數學教育理學碩士課程作為我繼續進修的途徑。
轉眼兩年過去，當中的收獲比我想像中豐富，課程的內容及形式多元化，有機會一試反轉教室的滋味，有不同科技程式的應用，令你可以體會最新教學模式的感受。課堂上亦會有不同的嘉賓到場分享教育心得及其他國家的教育情況，再結合教育的理論，帶領你對教學的反思。在這些課程活動裏，通過與不同同學的討論及交流，你可以認識到一班跟你志同道合的朋友，在未來的道路上互相扶持。這些寶貴的經歷及體會，相信會令同學們於教學路上有所得著。
Eugene SZE (2017 graduate, current Mathematics teacher at a secondary school)
I have been on the Masters of Mathematics Education programme from 2015 to 2017. I have been, and still am, teaching at a secondary school as a mathematics teacher. Although the programme has not directly impacted my career, it has opened my mind to the more theoretical side of education. It has gotten me to think about applying different teaching styles and techniques after having read research on them in the course.
The programme has been a great challenge for me. Two night’s commitment per week is no easy task, especially after an exhausting day at work. Luckily all instructors in the course were very understanding. The most challenging aspect of the programme was time management; the assignments and assessments were often within the same time span as school term assessments.
I was attracted to the course due to its nature, with components in mathematics as well as components in education. The mathematics component has certainly developed my knowledge in teaching pre-university level classes, as I found that I have not understood some concepts as well as I thought. It is strange sitting in a mathematics classroom as a student again after years of being on the other side of the room. The feeling is strongest before written exams, having the same anxiety I know my students have before sitting any exams. Overall, the programme has been an enjoyable journey and one that I would recommend to any colleagues looking for their next academic adventure.
徐斈炘（現任中學數學科老師，2022年畢業）
自從於2013年大學畢業後，我曾任教初中科學科及高中物理科。最近幾年兼教數學，發現科學跟數學雖然有相通之處，但當中的學科教學知識 (pedagogical content knowledge) 仍有許多細節有所不同，深感有自己在數學教育方面有很多進步的空間。
在疫情爆發初期，教學模式的急劇轉變逼使自己對教學有更多反思。為了可以成為稱職乃至優秀的數學教師，因此決定要去進修，增強自己數學教育能力，留意到香港中文大學有一個數學教育理學碩士課程，其中包含數學及教育的內容能讓老師在數學能力及教育能力雙方面都有所提升，特意在疫情之初就決定報讀。
兩年過去，當初報讀時沒有想過去到今天修畢碩士，疫情尚未完結，幸好碩士課程的課堂能夠以遙距方式進行，使大家在疫情嚴峻中亦可學習進修。在上網課期間，老師亦可以學生的角度，反思自己日常工作上網課的課堂設計及課堂活動，對平日的教學工作實在有很大裨益。
值得一提，在修讀碩士這兩年間，會有很多課堂討論、分享及研習的機會，從中可以認識到一班經歷相近、能在教育及進修路途上砥礪前行的同工，實在相當寶貴。
