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Ng Kit Ee, Dawn
Preferred name
Ng Kit Ee, Dawn
Email
dawn.ng@nie.edu.sg
Department
Mathematics & Mathematics Education (MME)
Personal Site(s)
ORCID
17 results
Now showing 1 - 10 of 17
- PublicationOpen Access
247 544 - PublicationOpen AccessProject work: Background and future research(2003-11)The introduction of Project Work (PW) to schools in 1999 could be seen as an attempt to prepare students for the challenges posed by a knowledge-based economy. This paper hopes to present the background of PW and share some concerns related to the implementation of PW in schools. It also hopes to suggest potential areas of educational research into PW.
121 738 - PublicationOpen AccessTowards a conceptual framework for assessment literacy for mathematics(2017-07)
;Tan, Hazel; As part of a mathematics teacher's skillset, knowing what kinds of assessment, when and how to assess, and for what purposes, are important. Although there have been frameworks outlining the various facets of teacher assessment literacy, recent literature suggest that gaps exists on the theoretical underpinnings as well as in psychometric claims of the measures. A framework of assessment literacy is proposed in this paper, informed by the mathematics education literature: (1) knowledge about assessment concepts; (2) skills in applying the knowledge in actual assessment practices; (3) communication and action in providing feedback or changing instructional practices based on assessment information; (4) attitudes and beliefs about assessment and its role in mathematics teaching and learning; and (5) meta-cognition and self-regulation of teachers' own assessment literacy.534 645 - PublicationOpen AccessMetacognition and mathematical problem solving – Teaching and learning at the primary levels [metamaps (primary)](National Institute of Education (Singapore), 2018)
; ; ;Seto, CynthiaLoh, Mei Yoke272 326 - PublicationOpen AccessConstructivist learning design: Classroom tasks for deeper learning (2nd ed.)(2021)
; ;Chua, Boon Liang; ; ; ;Lee, June ;Liu, Mei ;Wong, Zi Yang ;Gayatri Balakrishnan ;Seto, Cynthia ;Pang, Yen Ping ;Chew, Chong KiatChen, Ouhao - PublicationUnknownPedagogical practices of secondary school mathematics teachers.(National Institute of Education (Singapore), 2020)
; ; ; ; ; ; ; ; Wong, Lai Fong - PublicationUnknownConstructivist learning design: Classroom tasks for deeper learning(2020)
; ;Chua, Boon Liang; ; ; ;Lee, June ;Liu, Mei ;Wong, Zi Yang ;Gayatri Balakrishnan ;Seto, Cynthia ;Pang, Yen Ping ;Chew, Chong KiatChen, Ouhao411 508 - PublicationOpen AccessApplying mathematical knowledge in a design-based interdisciplinary project(2009-07)
; Stillman, GloriaThis paper reports mathematical and real world knowledge application by lower secondary students (aged 13-14 years) in a design-based interdisciplinary project with mathematics, science, and geography as anchor subjects implemented in Singapore1. Key findings from two mathematical tasks attempted by 10 case-study groups during the project reveal that whilst students displayed taught knowledge and skill, they lacked in-depth understanding of the use and purpose of scale drawings. There was also limited activation of real-world knowledge during mathematical decision making and little monitoring of accuracy and reasonableness of mathematical results.108 115 - PublicationOpen AccessAssessment of Primary 5 students’ mathematical modelling competencies(2012)
;Chan, Eric Chun Ming; ;Wanty WidjajaSeto, CynthiaMathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes and competencies needed to develop in their students during mathematical modelling. This paper reports on the assessment of two groups of Primary 5 students’ (aged 11) mathematical modelling competencies in their first attempt in completing a modelling task. The students’ competencies are assessed to be at levels 1 and 2 of a researcher-designed rubric. Findings appear to suggest that students faced particular challenges in formulating a mathematical problem from the real-world problem through making assumptions. Implications on teacher education on the facilitation of problem formulation and mathematisation during mathematical modelling at the primary level are drawn.510 834 - PublicationOpen AccessMathematical modelling for Singapore primary classrooms: From a teacher’s lens(2012)
;Seto, Cynthia ;Thomas, Mary Magdalene; ;Chan, Eric Chun MingWanty WidjajaLimited Singapore research indicated a lack of exposure of modelling tasks at primary levels. Teacher reflection is used as a tool in design research cycles exploring the potentials of modelling tasks in a Singapore primary five classroom. Findings reveal that the teacher identified three potentials of a modelling task on children’s mathematisation process: the task provided a platform for children to (a) identify variables and form relationships between them, (b) relate school-based math learning to real-world experiences, and (c) justify their mathematical models. Implications on the promotion of modelling tasks at primary schools as well as teacher education are drawn.184 272