毕业生分享
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年毕业生，现任中学数学科老师）
自从于2013年大学毕业后，我曾任教初中科学科及高中物理科。最近几年兼教数学，发现科学跟数学虽然有相通之处，但当中的学科教学知识 (pedagogical content knowledge) 仍有许多细节有所不同，深感有自己在数学教育方面有很多进步的空间。
在疫情爆发初期，教学模式的急剧转变逼使自己对教学有更多反思。为了可以成为称职乃至优秀的数学教师，因此决定要去进修，增强自己数学教育能力，留意到香港中文大学有一个数学教育理学硕士课程，其中包含数学及教育的内容能让老师在数学能力及教育能力双方面都有所提升，特意在疫情之初就决定报读。
两年过去，当初报读时没有想过去到今天修毕硕士，疫情尚未完结，幸好硕士课程的课堂能够以遥距方式进行，使大家在疫情严峻中亦可学习进修。在上网课期间，老师亦可以学生的角度，反思自己日常工作上网课的课堂设计及课堂活动，对平日的教学工作实在有很大裨益。
值得一提，在修读硕士这两年间，会有很多课堂讨论、分享及研习的机会，从中可以认识到一班经历相近、能在教育及进修路途上砥砺前行的同工，实在相当宝贵。
陈华辉（2024年毕业生，现任中学数学科老师）
经过多年的教学生涯后，有感于自己在数学及教育知识上的不足，于是决心修读香港中文大学数学教育硕士课程，满足我在数学和教育两方面的进修需求。
在第一学期，老师教授的「变易理论」尤其令我印象深刻，我重新审视如何在自己的数学课堂设计上透过运用不同例题以「变易」突显数学本质及刺激学生思考，使数学课不会沦为没有意义的操练，而是一次次有意义的思维训练。
课程的数学内容也十分丰富，高等几何、组合数学、数学规划都让我在现有的中学数学课题增加了额外延伸的知识。这丰富了我作为一个数学老师的涵养，让我反思自己为何要教，而不只是为了要满足公开试的要求。
而课程的教育范畴也启发了我对于教育政策发展与教师自身的反思，宏观或微观地审视一个老师的社会角色与功能。
总括而言，修读这个硕士从不同维度都启发了我对数学与教育的思考，虽然在繁重的日常教育工作下仍然要兼顾功课考试、协作报告及论文写作，这两年在繁忙中匆匆过去，但回顾起来实在是获益良多，终身受用﹗
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.