HKIER

Abstract

In the new senior secondary mathematics curriculum launched in 2009 in Hong Kong, schools and teachers were granted the autonomy to decide which modules are to be offered to students. Such a move is an important step in curriculum decision making in Hong Kong which for a long time has been characterized by its centralized nature. The move has had a significant impact on the quality of the school curriculum as the decision makers are now vested with the responsibility for choosing the curriculum options most appropriate to their students. Who are the decision makers in the schools? What factors do they consider? To answer these questions, a study was conducted in six secondary schools; 14 school administrators and teachers were interviewed. The study showed that students, mathematics teachers, mathematics panel heads and principals all influenced each other in the curriculum decision-making process. The process was far from simple. On the one hand, the needs, interests and abilities of students were considered with the aim of preparing them for the university entrance examinations; and on the other hand, practical considerations including the availability of suitable and qualified teachers were also influential. These findings point to the importance of taking curriculum decision making at the school level into consideration when formulating curriculum policy and the structure of the school curriculum.

Keywords: curriculum decision making; curriculum reform; Hong Kong; mathematics curriculum design

摘要

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