Browsing by Author "Wong, Khoon Yoong"
Now showing 1 - 20 of 43
Results Per Page
Sort Options
- PublicationOpen AccessConcept maps as a potential assessment tool in mathematics(2008-11)
;Jin, HaiyueWong, Khoon YoongConcept maps are a direct method of looking into the organization of an individual's knowledge within a particular domain. Research has shown that concept maps are effective instruments for assessing conceptual understanding in science education. Comparatively little use of concept mapping has been made in mathematics. It is worthwhile to explore the use of concept maps in mathematics, especially in the light of current emphasis on conceptual understanding in mathematics curriculum. This paper provides a brief overview of the use of concept maps as a tool for assessing secondary students' conceptual understanding of a mathematics topic, quadrilateral. The way how concept maps are introduced, constructed, and assessed are described. Students’ performance of concept mapping is discussed, together with selected examples of their concept maps. Suggestions for future implication are also provided.152 447 - PublicationOpen AccessThe delivery role and assessment role of computer-based technology in a flipped university mathematics course(2019)
; ; ;Wong, Khoon YoongKwan, Kang LingIn recent years, computer-based technology (CBT) has enabled university lecturers to teach their courses using non-traditional pedagogies. One such pedagogy is the flipped learning model. Under this model, students learn the basic content on their own using pre-class tasks and then come to class to engage in more challenging work such as solving difficult problems. CBT can play two important roles in flipped learning, namely to deliver learning materials efficiently and to assess student achievement effectively. This paper describes how these two roles were applied to a flipped Linear Algebra II course in the National Institute of Education (Singapore), taken by a group of student teachers (n = 15) over a 12-week period from January to April 2018. Their perceptions of flipped activities were gathered using weekly surveys, mid-semester survey, end-of-course survey, and end-of-course interviews. They generally agreed that flipped learning using CBT was helpful and enjoyable. As flipped learning becomes more common among university lecturers in Asian countries, it is beneficial to share experiences of utilising CBT to promote active learning of mathematics among university students.154 90 - PublicationOpen Access
125 148 - PublicationRestrictedDeveloping the repertoire of heuristics for mathematical problem solving(2005-01)
;Hedberg, John G. ;Wong, Khoon Yoong ;Ho, Kai Fai ;Lioe, Luis Tirtasanjaya ;Tiong, John Yeun SiewMPS Team (Mathematics Problem Solving Team)"Mathematical problem solving (MPS) is at the centre of the Singapore Mathematics programme's framework. How has the programme been integrated into the school system? This study investigates three aspects: teachers' classroom practices, students' problem-solving heuristics, and students' metacognitive behaviours in paired problem solving. "-- [p. 1] of executive summary.416 155 - PublicationRestrictedDeveloping the repertoire of heuristics for mathematical problem solving, project 1: establishing baseline data for mathematical problem solving practices in Singapore schools(2009-03)
;Teong, Su Kwang ;Hedberg, John G. ;Ho, Kai Fai ;Lioe, Luis Tirtasanjaya ;Tiong, John Yeun Siew ;Wong, Khoon Yoong286 168 - PublicationRestrictedDeveloping the repertoire of heuristics for mathematical problem solving, project 2: cognitive tools to support mathematical thinking and to extend students' problem solving repertoire(2009-03)
;Teong, Su Kwang ;Hedberg, John G. ;Ho, Kai Fai ;Lioe, Luis Tirtasanjaya ;Tiong, John Yeun Siew ;Wong, Khoon Yoong419 72 - PublicationOpen AccessDiverse pathways for life-long teacher professional development(2013-01)Wong, Khoon YoongTeaching has become increasingly more complex in recent years. All over the world, education reforms demand that teachers teach contents new to them, inculcate 21st century competencies among their students, use interactive, student-centred pedagogies that may not match the predominant cultural norms, embed high technologies to suit students who are digital natives, and so on. To cope with these new responsibilities and teaching strategies, teachers must become life-long learners to regularly upgrade their competencies and change their mind-set such that whatever one is already doing well now can be further improved on. Many pathways in teacher professional development can be created to help them do so. This talk will discuss four pathways: coherent transition from pre-service training to in-service education, inquiry into personal practices through participation in education research, use of locally validated materials and practices, and building communities for mutual support such as lesson study. Practices from Singapore mathematics teacher education will be cited to illustrate these diverse pathways and seven reflection tasks are included to stimulate international discussion of critical issues about teacher professional development for mutual benefits.
223 481 - PublicationOpen AccessDiversity in heuristic use among Singapore pupils(2006-05)
;Wong, Khoon YoongTiong, John Yeun SiewThe ability to use heuristics to solve non-routine problems has been one of the important aims of the Singapore mathematics curriculum for the past fifteen years. Mathematics teachers are expected to teach their pupils how to use several heuristics listed in the curriculum documents to solve problems. In order to achieve this aim, the teacher needs information about which heuristics pupils are likely to be able to use to successfully solve various types of problems. The project, “Developing the Repertoire of Heuristics for Mathematical Problem Solving”, funded by CRPP, aims to provide the relevant information to teachers so that they can effectively plan their lessons. In April 2004, a sample of P5 pupils from three primary schools and S1 pupils from two secondary schools completed a problem solving exercise consisting of nine different types of questions. Four months later, they took a parallel posttest. The different heuristics they used to solve these questions and their success in solving them were analysed. This paper discusses the findings about two of these questions which involve the use of five different heuristics: systematic listing, guess and check, equations, logical argument, and diagrams. Further work will include a compilation of the heuristics used and the difficulties encountered by the pupils in solving the problems. The teachers should find this information useful in planning lessons that address the diversity of pupil responses to solving various types of mathematics problems.145 388 - PublicationOpen AccessDo Chinese and Malay students report different ways of studying mathematics?(2007)
;Wong, Khoon YoongQuek, Khiok SengStudents engage in different activities when they study mathematics. These could range from traditional work like doing homework and asking for help to newer ones such as exploring mathematics with software and working with buddies. There are few studies about how often students use these activities and how useful they perceive these activities to be as their repertoires for studying mathematics. No study has been found that examines these perceptions by ethnic groups. A CRPP-funded project entitled Enhancing Mathematics Performance has one of its aims to understand how mathematically weak students handle the study of mathematics. Data were collected from Primary 4 and Secondary 1 students about their perceptions of different study techniques and home environments for studying mathematics. Findings by Chinese and Malay groups will be reported in this paper. The information will contribute toward the discussion about home and ethnic factors in mathematics learning, which have not received much attention locally and internationally. Pedagogy needs to be “re-designed” to take into consideration some of these factors, in particular for teachers who teach students of different ethnic groups in their classes, often the case in Singapore.326 305 - PublicationOpen AccessEncouraging student questioning among mathematically weak students(2006-05)
;Wong, Khoon YoongQuek, Khiok SengMuch research has been done on classroom questioning that examines the phenomenon from the teacher’s perspective. Comparatively rare are studies that look at student questioning as an instructional strategy, which has a strong metacognitive aspect. In contrast to the days in the classroom when students listen passively during lessons, a vibrant classroom learning environment is nowadays recognised as one that engenders and supports students who participate actively by asking questions. How may students be supported in asking questions during a lesson and how do they respond to attempts to make them ask more questions in class? This paper reports on some findings from a study on the use of a student questioning approach with mathematically weak students. Four mathematics teachers from three different schools designed their lessons to include specific times for student to ask questions, in contrast to the common practice of students asking questions whenever they feel the need to do so. The students were given laminated cards containing some pre-designed question prompts chosen by the teachers. These prompts were designed to assist students in asking questions about the meaning, method, reasoning, and the application aspects of the mathematics topics being taught. At the designated time, the teacher paused for the students to select a question prompt. The teacher then called on some students to read the selected question from the cards or to ask their self-generated question. The teacher would answer some of these questions on the spot. At the end of a student questioning episode, the students would record their experiences of the learning and responses to the question-and-answer interaction that had just taken place. Quantitative (survey) and qualitative (interview) data were analysed to determine the student reactions to this innovative learning technique. Teachers of other subject areas can easily incorporate this approach in their lessons to promote active learning through students formulating and asking their own questions.223 234 - PublicationRestrictedEnhancing mathematics performance of mathematically weak pupils: An exploratory study(2009-03)
;Wong, Khoon YoongQuek, Khiok SengThis report describes three sub-studies that were supported by this project on understanding mathematically weak pupils. These pupils were from two primary and two secondary classes. These pupils reported information about their study environment, the frequency and usefulness of various study behaviours, classroom learning experiences through a novel technique called in-class reflection, and responses to an innovative technique called Student Question Cards (SQC). Traditional modes of learning and teaching were evident from the data collected. Several implications for teacher education and policy are deduced for further investigation.483 780 - PublicationUnknownExploring attitude toward statistical graphs among Singapore secondary school students(Association of Mathematics Educators, 2007)
;Wu, Ying KangWong, Khoon YoongThis study investigated attitude toward statistical graphs among a large sample of Singapore secondary school students (n = 907) in 2003. Attitude toward Statistical Graphs (ASG) was defined in terms of five aspects: enjoyment, confidence, usefulness, critical views and learning preferences. These students (13 to 15 years old) completed a Questionnaire of Attitude toward Statistical Graphs (QASG). In general. boys and girls held similar neutral to positive views about enjoyment, confidence, and usefulness of statistical graphs were neutral about critical views aspect about statistical graphs, and preferred the traditional teaching approaches, namely teacher's clear explanation and practice. Grade level (S1 to S3) and stream (Special, Express, Normal Academic, and Normal (Technical) had statistically significant but small interaction effects on the enjoyment, confidence, and usefulness aspects. Implications for teaching and future research are discussed.332 581 - PublicationOpen AccessIncongruence in actual and preferred teaching activities in mathematics classrooms(1988-07)Wong, Khoon Yoong
80 92 - PublicationOpen AccessMathematics education in Singapore(2015)
; ;Wong, Khoon Yoong; ; ; ;Ng, Swee Fong ;Dindyal, Jaguthsing ;Yen, Yeen Peng ;Loh, Mei Yoke ;Tan, June Hwee ChiatTan, Lay ChinMathematics education in Singapore is a shared responsibility of the Ministry of Education (MOE) and the National Institute of Education (NIE) . The MOE overseas the intended, implemented and attained curriculum in all schools while the NIE is involved in teacher preparation and development and also research in mathematics education. Therefore this report has two sections respectively , the first describes the education system and school mathematics curricula while the second briefly provides relevant information on teacher preparation and development and mathematics education research in Singapore.514 602 - PublicationOpen AccessMetacognitive awareness of problem solving among primary and secondary school students(2007)Wong, Khoon YoongThe ability to solve mathematics problems is the central focus of the Singapore mathematics curriculum. This curriculum postulates that metacognition is one of the five key factors that can facilitate success in problem solving. Metacognition means that the problem solvers become aware of their own problem solving process, take control of this process, and seek help whenever necessary. One component of the CRPP-funded project entitled Developing the Repertoire of Heuristics for Mathematical Problem Solving (MPS) examines metacognitive awareness among a sample of P5 and S1 students. The questionnaire on metacognition asks about what the students do during problem solving and their levels of enjoyment and confidence while solving problems. This was administered as a “pretest” around April 2004, and a “posttest” several months later. There were few changes in students’ metacognitive awareness between the two tests. Their responses were fairly general, lacking in deep awareness of personal metacognition. Many students wrote about trying to understand the problem, but very few mentioned about checking their work. Most students expected the teachers to teach and explain more and better, but few could give specific suggestions. If metacognition were to become a standard learning and problem solving process as intended by the Singapore mathematics curriculum framework, structured programs that aim to inculcate various aspects of metacognition need to be developed and researched.
322 483 - PublicationOpen AccessMy best mathematics teacher: Perceptions of Singapore and Brunei pupils(1999-12)
; ;Koay, Phong Lee ;Jamilah Mohd Yusof ;Zaitun Mohd TahaWong, Khoon YoongA study on Primary School Pupils’ Perception on Studying Mathematics was conducted jointly by researchers from the National Institute of Education (NIE) in Singapore and the Sultan Hassanal Bolkiah Institute of Education (SHBIE) in Brunei Darussalam. Altogether 543 twelve year olds from Singapore and Brunei participated in the study. As part of the study pupils were asked to respond to the question “Describe the qualities of the best mathematics teacher you have ever had?” Pupils were also asked to “Draw a picture of your best mathematics teacher teaching in class.” This paper reports the perceptions of the pupils and discusses them in relation to the teaching / learning activities in mathematics classrooms in Singapore and Brunei.219 327 - PublicationOpen AccessNational education in secondary mathematics: Framework and teacher training(2008-11)Wong, Khoon YoongNational Education (NE) is a reform unique to the Singapore education system. It was first introduced in 1997 to engage the pupil's mind and heart about Singapore through the standard school subjects. Since its inception, this has been achieved mainly through lessons about Singapore history, geography, and social issues, but the incorporation of NE into Mathematics is rare. The stumbling block is the lack of suitable examples that mathematics teachers can use, especially for topics in the secondary school mathematics curriculum. This paper outlines a framework developed in 2003 to extend the scope of NE by including personal experiences of the pupils and global issues that are relevant to Singapore. This extended framework provides a more holistic conception of NE, and it also highlights how mathematics can be used to understand critical issues related to the six NE messages. Examples are then created within the framework to encompass standard mathematics contents, mathematics processes, and cultural values related to mathematics. Teachers who had attended in-service courses about this NE × ME framework became more positive in their perceptions about the incorporation of NE into mathematics lessons.
137 208 - PublicationOpen AccessNature and perceptions of pre-class tasks used in a flipped linear algebra course for pre-service teachers(Association of Mathematics Educators, 2020)
; ; ;Wong, Khoon YoongKwan, Kang LingIn recent years, computer-based technology has enabled university lecturers to teach their courses using non-traditional pedagogies. One such pedagogy is the flipped learning model. As flipped learning is being used more frequently to teach undergraduate mathematics, instructors need to collect data to identify practices that work well to promote student mathematics achievement and favourable perceptions toward this new learning mode. This paper describes six different types of pre-class tasks for a flipped Linear Algebra II course in a Singapore university, such as short videos narrated by the instructor, synopses, summary sheets, worksheets of problems and activities, and online quizzes. The sample comprised 15 pre-service teachers, who had adequate to good mathematics backgrounds, and their participation in this project would prepare them to implement flipped learning in school mathematics in the future. On average, they spent about one hour to complete these weekly pre-class tasks, but the stronger ones reported spending less time on these tasks than the other students. Almost all the students rated very highly these tasks in terms of helping them to learn and enjoyment at mid-semester and end-of-course surveys. These perceptions had weak correlations with the course grade. Suggestions for practice and future research are discussed.108 92
- «
- 1 (current)
- 2
- 3
- »