23 Victor: I would say the more group projects you work on, the more you can develop yourself in different respects. Not just only focusing on the problems themselves, you can develop the problem by yourself, solve that problem with other people, and learn how to work with them. I think collaboration and communication skills can be developed earlier in life — when some math students are applying for jobs, they have not been trained that intensively to talk to people professionally as business students were. So if I could choose, I would rather prefer more group projects or even opportunities to just present your ideas in front of the class. 我認為參與更多小組作業能更有助不同方面的成長。除了專注於解決問題本身，你還可以自 己一步步提出問題，然後與組員一起解決問題，並學習如何與組員合作。我認為可以在學生時期 就開始發展合作和溝通技巧；在求職時，一些數學畢業生並沒有如商科學生那樣接受過密集訓練 去學習職場溝通技巧，因此如果我可以選擇，我會希望有更多小組作業，或者只是在班上分享想 法的機會也好。 If you could change one thing about how mathematics is taught in schools, what would it be? 如果你可以改變學校裡數學教學方式中的其中一環，你會改變甚麼？ Sonia: At least in Hong Kong, since I came from the local school system, the way math is taught here is very sort of rigid. People often rely on past papers to get “good at math” but college math does not work that way. Also, there are sometimes, arbitrary cuts to the syllabus that occur at the most random times, and it doesn’t really give a full picture of what math is really like. I’m not an expert in education, but I think maybe introducing more options for students in senior secondary school would be good. Right now, the situation is that a bunch of students will be asked to understand the math they will never use, such as 3D geometry projection problems, since they would study history or law; on the other hand, there are students who want to go into engineering or mathematicsheavy degrees and they clearly need more math background. So, introducing more options would be most beneficial. For example, in the extended math curriculum, integration is taught but not integration of trigonometric functions fully. 至少在香港，因為我來自本地學校，這裡教授數學的方式可以說是非常僵化。歷年試題經常被用於證 明一個人「精於數學」，但大學裡的數學並不是這回事。此外，課程中的不同地方時常會被不明所以地隨 意刪減，使中學課程不能反映數學全貌。雖然我不是教育專家，但我認為可以在高中階段為學生提供更多 選擇。現在的情況是許多學生被要求理解一些他們永遠不會用到的數學，例如準備學習歷史和法律的同 學需要理解三維幾何投影問題；另一方面，一些想修讀工程或與數學密切相關學位的同學顯然需要更深 入的數學背景。因此，提供多元選擇將帶來最大益處；例如延伸數學課程中雖然涵蓋了積分，但並沒有完 全包含三角函數的積分。
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