3 - 1 2019. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 1-8). Pretoria, South Africa: PME. REASONING-AND-PROVING TASKS IN HONG KONG SENIOR SECONDARY LEVEL PUBLIC MATHEMATICS EXAMINATION Chun Yeung Lee 1 , Kwong-Cheong Wong 2 1 University of Oxford, 2 The Hong Kong Polytechnic University The reasoning-and-proving (RP) tasks in Hong Kong senior secondary level public mathematics examination are investigated. The results show that a predominant proportion of the RP tasks require the students to produce reasoning that merely involves calculation and memorisation of facts and procedures. The findings are compared and discussed with the curriculum aims. This study indicates some of the reasons for the marginal role that proof plays in school mathematics in Hong Kong. INTRODUCTION Proof can not only verify the truth of a mathematical statement, but also promote sense making and understanding in mathematics through explanation (Knuth, 2002). Consequently, mathematics educators from many countries suggest that proof and proof-related reasoning (RP) permeate school mathematics at different levels and across different content areas (e.g., Ball, Hoyles, Jahnke, & Movshovitz-Hadar, 2003). In response to this international call, in recent years many studies have been conducted to investigate how RP is being treated in the curriculum (e.g., Stylianides, 2009; Thompson, Senk, & Johnson, 2012; Davis, Smith, Roy, & Bilgic, 2014; Fujita & Jones, 2014; Wong & Sutherland, 2018). The focus of these studies, however, has been exclusively on examining students’ learning opportunities of RP from textbooks. Few studies have been conducted to examine the RP in examination papers and the influence of the latter on the former. It is a common perception that examination papers have an influence on the students’ learning experience in general and learning opportunities of RP in particular, particularly in East-Asian countries (e.g., Hong Kong, Singapore, South Korea), just because these countries have a highly examination- driven culture. For instance, both Leung (2000) and Wong (2002) claimed that the learning experience of students in East-Asian classes is heavily aligned with the tasks in the public examinations. However, no direct evidence has been provided to support such a claim. This paper is intended to fill these gaps. Specifically, it studies the influence of examination papers on the students’ learning opportunities of RP. This is done by directly examining the RP tasks of the senior secondary level public mathematics examination papers in Hong Kong. THE CONTEXT: HONG KONG Hong Kong launched its new senior secondary curriculum, Hong Kong Diploma of Secondary Education (HKDSE), in 2009 (CDC & HKEAA, 2015). This new curriculum consists of a Compulsory Part and an elective Extended Part, and is aimed at developing in students: “(a) the ability to think critically and creatively, to conceptualise, inquire and reason mathematically, […]; (b) the ability to communicate