Applying e-learning to conceptual learning in Hong Kong mathematics lessons

Abstract

A number of studies have shown that Hong Kong students do mathematical routine tasks that they have learned in school very well, but are not so good at performing hands-on activities and solving problems they have never learned. It is necessary to switch the students from a passive learner to an active learner to acquire the concepts. Teachers may find difficulties on their mathematical concept developments. A conceptual model, one type of learning objects that combine a representation of key and / or related concepts of a subject, may be an appropriate e-learning tool for this situation. The author adopted self-learning activities with the conceptual model into two groups of total 72 senior form secondary schools. The topic is Quadratic equation. Before and after the activities, pre and post tests regarding to procedural and conceptual knowledge were conducted to test the effectiveness of the learning activities. Observations were also conducted to see how the students learnt and responded to the learning activities. The learning activities with the e–learning tool are benefit to acquisition of both conceptual knowledge and procedural knowledge. The paper will discuss what and how the students learn and address their responses to the learning activities.