Yeo Kai Kow, Joseph

This study explores the problem-solving frameworks of twenty prospective secondary mathematics teachers. Twenty prospective secondary mathematics teachers were asked to complete in writing the statement ‘When I am given a mathematics problem to solve, this is what I do....’ Prospective secondary mathematics teachers were found to rely on individual problem-solving frameworks to guide them when solving problems. The frameworks of prospective secondary mathematics teachers were very detailed and comprehensive. Problem-Solving Frameworks of Prospective Secondary Mathematics Teachers.

Researchers have highlighted the significance of affective factors and their influences on problem-solving performance. Moreover, it was been reported that research on the cognitive processes in mathematical problem solving has been over-represented resulting in a neglect of non-cognitive factors such as emotions and anxiety. Therefore, the purpose of this study was to identify interrelationships among mathematics anxiety, test anxiety and problem-solving performance. A total of 621 Secondary 2 students from ten secondary schools in Singapore participated in the study. The data showed a positive relationship between mathematics anxiety and test anxiety. In addition, mathematics anxiety and performance on a nonroutine mathematical problem solving test showed a marginal linear relationship whereas test anxiety had almost no relationship with the performance on the nonroutine mathematical problem solving test.

The use of scientific calculators will be first allowed in Singapore Primary School Leaving Examination (PSLE) for all primary level mathematics subjects from the year 2009 onwards. All Primary 5 and 6 mathematics teachers will be expected to explore the use of calculators into their mathematics lessons from 2008 onwards. To meet the new assessment requirements, primary school mathematics teachers are required to be proficient in using the calculator and adept at facilitating pupils’ usage of the calculator. Evidence from literature review and research has showed that calculator is an effective tool for enhancement of mathematical concepts, development of mental arithmetic skills, pattern recognition, mathematical investigation, solving real-life problems and improving problem-solving ability. The purpose of this paper is to review what research says about outcome of calculator use in the learning of primary mathematics. This paper also describes six appropriate calculator activities that can be incorporated in the teaching and learning of mathematics at the primary level.

Assessment is an essential part of the teaching and learning process. Since assessment plays such a significant part in the educational process, it is imperative that we examine closely the individual questions that make up the assessment paper. This paper is based on a preliminary investigation into about 30 sets of secondary one semestral examination papers. In this paper only a sample of problematic short-ended and structured / long-answer questions have been highlighted and discussed. From this sample, it could be seen that short-ended and structured / long-answer questions are challenging and demanding to design. The questions were scrutinized based on the following criteria involved in the designing of test/examination questions: (1) Questions with incorrect Mathematical Concept, (2) Questions which test trivial facts, (3) Questions with ambiguous verbal communication, (4) Questions with inconsistent symbols and notations, (5) Questions with misleading diagrams, (5) Questions with impracticality of scenarios, and (6) Questions with imbalanced learning objectives.

Teachers tend to design worksheets to assist their students to develop their spatial skills. Many secondary schools students may not have sufficient concrete experiences to tackle abstract reasoning in geometrical concepts competently. In addition, students who are nonvisual and spatial learners may have difficulties in learning geometrical topics. The aim of this study was to use the software, ProDesktop, to facilitate the teaching and learning of Plan and Elevation Geometry in a computer laboratory. A total of forty students from the Express stream of a neighborhood school in Singapore was selected to participate in the study. The results suggested that the use of ProDesktop had enhanced the learning of Plan and Elevation geometry both in terms of interest and proficiency of the topic.