畢業生分享
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（2022年畢業生，現任中學數學科老師）
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。
陳華輝（2024年畢業生，現任中學數學科老師）
經過多年的教學生涯後，有感於自己在數學及教育知識上的不足，於是決心修讀香港中文大學數學教育碩士課程，滿足我在數學和教育兩方面的進修需求。
在第一學期，老師教授的「變易理論」尤其令我印象深刻，我重新審視如何在自己的數學課堂設計上透過運用不同例題以「變易」突顯數學本質及刺激學生思考，使數學課不會淪為沒有意義的操練，而是一次次有意義的思維訓練。
課程的數學內容也十分豐富，高等幾何、組合數學、數學規劃都讓我在現有的中學數學課題增加了額外延伸的知識。這豐富了我作為一個數學老師的涵養，讓我反思自己為何要教，而不只是為了要滿足公開試的要求。
而課程的教育範疇也啟發了我對於教育政策發展與教師自身的反思，宏觀或微觀地審視一個老師的社會角色與功能。
總括而言，修讀這個碩士從不同維度都啟發了我對數學與教育的思考，雖然在繁重的日常教育工作下仍然要兼顧功課考試、協作報告及論文寫作，這兩年在繁忙中匆匆過去，但回顧起來實在是獲益良多，終身受用﹗
LEUNG Chung Hei (2024 graduate, current Mathematics teacher at a secondary school)
The two-year Master of Science in Mathematics Education Programme at The Chinese University of Hong Kong provided a professional learning opportunity for me to deepen my mathematical knowledge and pedagogical skills. The advanced mathematics courses challenged me to expand my content mastery, while the pedagogical modules equipped me with cutting-edge teaching methodologies.
A key highlight of the programme was the close collaboration with mathematics teachers from other local schools. Through these structured learning circles, I could share teaching experiences, discuss challenges, and co-develop innovative instructional approaches with other mathematics teachers. For example, the learning community would brainstorm creative ways to make mathematics more meaningful for students to drive their engagement. It involves designing interactive activities that connect mathematics to real-world problems and incorporating learning with software simulations to visualise abstract concepts. After trialing these innovative teaching strategies in our respective classrooms, we reconvened to reflect on our experiences. We shared feedback, troubleshot issues, and further refined the lesson plans and activity designs. The iterative action research process ensured that the teaching approaches were continuously improved to better address the diverse learning needs of students.
In addition to the benefits of the learning community, the programme equipped me with a robust toolkit for creating inspiring learning tasks. Besides, I gained expertise in aligning learning objectives, content, and evaluation methods to optimise students’ learning.
Overall, the programme has been a transformative experience that advances my mathematical knowledge and pedagogical capabilities. The knowledge and skills acquired will help me perform more effectively as a mathematics educator amidst the current dynamic educational landscape.