- Yeo, Joseph Kai Kow

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# Yeo, Joseph Kai Kow

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Yeo, Joseph Kai Kow

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kaikow.yeo@nie.edu.sg

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Mathematics & Mathematics Education (MME)

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- PublicationRestrictedAn exploratory study of secondary two students' mathematics anxiety and mathematical problem solving(2004)
Show more This exploratory study attempted to identify interrelationships between and among mathematics anxiety, test anxiety and problem-solving performance of Secondary 2 students in Singapore, categorise the mathematics-anxiety levels of these students into five levels, and explore their mathematical problem-solving performance in each level. The research also studied the heuristics and mathematical problem-solving framework used by the students in each of the mathematics-anxiety levels to solve problems. It delved further into characteristics of high mathematics-anxiety students and explored their reasons and feelings with regards to choices of problems as well as the difficulties they faced when solving problems.

A total of 621 Secondary 2 students from Singapore schools participated in Phase I of the study. Of these 621 students, 112 high mathematics-anxiety students were selected to participate in Phase II of the study. The sample was representative of the general student population in Singapore schools.

The design involved the development and use of paper and pencil instruments to collect data from the 621 Secondary 2 students during Phase I and from a sub-sample of 112 students during Phase II. During Phase I, the individual reflections of the 621 students on their problem-solving processes were recorded. Interviews were carried out with 56 students during Phase II of the study.

The results of the study showed that there was a positive correlation between test- and mathematics-anxiety scales while test anxiety did not associate with non-routine mathematical problem-solving test. The mathematics anxiety and Problems Test scores showed a marginal linear relationship. The varied performance of the Secondary 2 students on the five problems items also suggests that different mathematics-anxiety levels students may perform differently on different problems. It appears that the students at the low mathematics-anxiety level performed better on a non-routine mathematical problem-solving test than the high mathematics-anxiety students. Particular mathematical problem-solving heuristics were found to be used by students from mathematics-anxiety levels 1 to 5 to solve non-routine mathematical tasks. Although they were found to differ in the repertoire of heuristics, the difference was only marginal. The Secondary 2 students were found to rely on individual problem-solving frameworks to guide them when solving problems. The framework of the different mathematics-anxiety levels students was found to be similar, brief, and specific in nature.

The reasons given by high mathematics-anxiety students when choosing a problem to solve first were: "easiest problem", "familiar problem", "minimum working required", and "understand the problem". The main reasons for choosing to solve a particular problem last were: "difficulty of the problem", "multiple steps required", "more time required", and "lack of understanding". The feelings manifested by high mathematics-anxiety students when choosing a problem to solve first were more positive. However, with a problem that they chose to solve last, they felt anxious, stressed, tensed, irritated, frustrated, angry, fearful, and bewildered. It was found that the difficulties experienced by high mathematics-anxiety students when obtaining a solution were : (a) lack of comprehension of the problem posed, (b) lack of strategy knowledge, (c) inability to translate the problem into mathematical form, and (d) inability to use the correct mathematics.Show more 265 54 - PublicationOpen AccessA critique of paper-and-pencil secondary one mathematics semestral assessment papers(2006-05)
Show more 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.Show more 182 173 - PublicationOpen AccessExploring the use of calculators in the Singapore’s primary mathematics curriculum(2008)
Show more 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.Show more 186 599 - PublicationOpen AccessPedagogical practices of secondary school mathematics teachers.(National Institute of Education (Singapore), 2020)
; ; ; ; ; ; ; ; Wong, Lai FongShow more 324 147 - PublicationOpen AccessExploring plan and elevation geometry with ProDesktop
Show more 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.Show more - PublicationUnknownTalk, language and learning in P1/P2 lessons(2009)
; ; ;Curdt-Christiansen, Xiao Lan; ;Yang, Yanning; Siti Azlinda AmashaShow more - PublicationUnknownProblem-solving frameworks of prospective secondary mathematics teachers
Show more 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.Show more - PublicationUnknownCurriculum implementation in early primary schooling in Singapore (CIEPSS)(2011)
; ;Wright, Susan (Susan Kay) ;Siti Azlinda Amasha; ;Curdt-Christiansen, Xiao Lan; ;Yang, Yanning; Pak, SeungheeShow more "This one-year project was an investigation into the ongoing implementation of recent policy initiatives that influence pedagogies, curriculum innovation, and instructional practices in primary education in Singapore. Investigation covered P1 and P2 in all core subjects: English, Mother Tongue (Chinese, Malay, Tamil) and mathematics. It included investigation of local contextual conditions which impact the work of policy developers and implementers at all levels within the system: class, school, zone, national. Our goal was to assist in developing a more complete understanding of the specific, local challenges of policy implementation." -- p. 2.Show more - PublicationOpen AccessDilemmas in English teaching and learning: Singaporean primary classrooms booklet 2(2019)
; ;Yeo, Lauren Rei-Chi; ; ;Loh, Mei YokeHo, Hsien LinShow more 235 641 - PublicationOpen AccessAnxiety and performance on mathematical problem solving of secondary two students in Singapore
Show more 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.Show more 450 2226

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