毕业生分享
李诗雅（现任助理小学学位教师 （APSM），2010年毕业）
我修毕「数学教育理学硕士」课程已有七年的光景。回想二零零六年的时候，当时已有十年教学经验的我，对小学的数学课程已有认识，也有教授不同年级课题的经验。为了让自己能掌握更多有关「数学教育」的知识，接受更多的「脑激荡（brainstorm）」，为教学注入新元素，我便报读了「数学教育理学硕士」课程。
该课程包括教育、数学教育及数学(大学) 三部份，内容既有理论，也有不少实际教学的讨论，我们更可从中认识一些教学的新趋势，开阔眼界。其中的「数学」课程，由中文大学数学部讲师教授，每堂都有堂课及功课，最后更会有考试。这一学习模式，仿佛让我重回大学时期，很有亲切感。完成整个课程后，我对数学教育有了更深入的认识，最重要的是得到了反思自己教学的机会，令自己学会从不同角度思考，对于未来的教学有了新的看法及抱有更开放的态度。
透过这个课程，我认识了一班志同道合的同学，他们都是现职的中、小学教师。我们至今仍然保持联络，这份珍贵的友谊可算是意外收获呢！
Huey LEI (2013 graduate, current Assistant Professor at University of Saint Joseph, Macau)
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.
黄静（现任中学数学科老师，2017年毕业）
我在香港中文大学取得学位及完成教育文凭后，一直于中学任教数学科。两年前，我希望自己能在数学教育方面中，有再进一步的突破，一直在寻找适合自己的硕士课程，通过比较不同课程间的特点，发现香港中文大学的数学教育理学硕士课程与别的大学有所不同，会与数学科一起合办，当中包含数学、数学教育及教育三大范畴，令同学能得到更全面的教育。因此，我选择了香港中文大学的数学教育理学硕士课程作为我继续进修的途径。
转眼两年过去，当中的收获比我想象中丰富，课程的内容及形式多元化，有机会一试反转教室的滋味，有不同科技程序的应用，令你可以体会最新教学模式的感受。课堂上亦会有不同的嘉宾到场分享教育心得及其他国家的教育情况，再结合教育的理论，带领你对教学的反思。在这些课程活动里，通过与不同同学的讨论及交流，你可以认识到一班跟你志同道合的朋友，在未来的道路上互相扶持。这些宝贵的经历及体会，相信会令同学们于教学路上有所得着。
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.