過去數十年間，亞洲學生的出色表現，尤其是在數學方面，震驚了很多社會學家、教育家和心理學家，形成了「華人學習者現象」的探究方面。許多研究將這些成功歸因於儒家思想本身，與此同時，亦有學者提出不要「過份儒家化」的警號。有關這個課題的注意力漸漸轉到找尋中國傳統教學理念到對當代教學的啟示，希望由此汲取寶貴的教育文化遺產，從而優化今天的教學。與此同時，隨著香港與中國內地教育交流的日漸頻繁，兩地差異亦帶來進一步的反思。如何互相取長補短是值得探討的又一個課題。

In the past decades, the outstanding performance of Far Eastern Asian students in international comparisons, especially in the subject of mathematics, has attracted the interest of sociologists, educators, and psychologists. Numerous studies were conducted trying to solve the “myths” created from the “CHC (Confucius Heritage Culture) learner’s phenomenon.” However, there had been counter-arguments that such associations could be an “over-Confucianisation,” and the attention is turned to the identification of meritorious practices. At the same time, the interactions between Mainland China and Hong Kong educational professionals brought about further reflections. How good practices in various places benefit each other becomes another issue worth exploring.