Now showing 1 - 10 of 23
  • Publication
    Open Access
    Mathematical problem solving for everyone: A new beginning
    (2012)
    Dindyal, Jaguthsing
    ;
    ; ; ;
    Quek, Khiok Seng
    Mathematical problem solving has been at the core of the Singapore mathematics curriculum framework since the 1990s. We report here the features of the Mathematical Problem Solving for Everyone (M-ProSE) project which was carried out in a Singapore school to realise the learning of mathematical problem solving and as described by Pólya and Schoenfeld. A mathematics problem solving package comprising “mathematics practical” lessons and assessment rubric was trialled in the school for Grade 8 in 2009. Responses from three students show mixed perceptions to the module, but an end-of-module assessment shows that the students were able to present their solutions along Pólya’s four stages. We also describe teacher preparation for teaching the module. After the trial period, the school adopted the module as part of the curriculum and it is now a compulsory course for all Grade 8 students in that school.
      550  725
  • Publication
    Open Access
    Effects of geometer's sketchpad on spatial ability and achievement in transformation geometry among secondary two students in Singapore
    (Association of Mathematics Educators, 2003) ;
    Lim-Teo, Suat Khoh
    Does the use of a common construction programme - the Geometer's Sketchpad - in different pedagogical settings have an impact spatial ability and achievement scores of students within concepts in transformation geometry? The subjects were 13 to 14 year-old students from a school with above-average ranking among Singapore schools. The software was employed differently in the three classes: In Class A, the approach adopted by the teacher was that of guided-inquiry where students explored concepts and made conjectures with extensive hands-on experience with the software; in Class C, the teacher's predominant role was that of an expositor and the students' role that of knowledge-recipients, and the software was used as a teacher's tool to demonstrate dynamicallv the properties of transformations; in Class B , the 'in between' class, the pedagogy of guided-inquiry in whole-class discourses was adopted but with the teacher manipulating objects on the projected screen as directed by the students. The results showed that spatial ability improved for all three classes with no significant difference between the classes although classes A and B performed significantly better than Class C in the transformation geometry achievement test.
      610  574
  • Publication
    Open Access
    Four solutions of a geometry problem
    This article focuses on a challenging geometry problem that was originally posed to primary school students. Four solution approaches, ranging from elementary to advanced, are discussed. Reflections on these approaches and the problem solving processes are also shared.
      316  134
  • Publication
    Open Access
    Diffusion in the use of teacher-designed mathematics instructions materials in Singapore schools: A school-level and domain-specific analysis
    (2023) ; ;
    Chin, Sze Looi
    Successful diffusion of innovation at scale is hard to find, much less one that originates from ‘the ground’. In recent years, the practice of Secondary Mathematics teachers in Singapore designing and using teacher-designed instructional materials (known as “worksheets” locally) has become pervasive across many schools. It is an “innovation” that was not driven by policy mandates; rather, the initiation and spread started from the schools. Taking an oral history approach to elicit recollections from main actors who lived through the spread of worksheet-use in the schools they worked in, this paper is a report of the diffusion processes in these schools. Non-trivial insights can be gleaned from these experiences that may potentially inform efforts to spread domain-specific educational innovations at scale.
      33  78
  • Publication
    Open Access
    Use of the geometer's sketchpad in secondary schools
    (Association of Mathematics Educators, 2003)
    This paper presents and discusses the results of a survey of Singapore secondary school teachers' use of the Geometer's Sketchpad in their mathematics classrooms. Questionnaires were completed by 41 teachers from ten schools. Responses in the questionnaires were elicited to inform two main questions: Which geometry topics were taught using the software; and, how do teachers prefer to use the software? Findings include that the potential for classrooms to become lab-like environments is not being realized in most classrooms.
      427  507
  • Publication
    Open Access
    A listing approach for counting problems
    (2021)
    Ng, Wai Kuen
    ;
    It is well-known that Counting Problems are difficult for many students. Mistakes such as the wrong use of formulas or the insensitivity to over/under-counting are common. This study draws on the work of Lockwood (2013, 2014) to conceptualise the interacting components in the work of solving counting problems. In particular, we implemented a “listing approach” in the teaching of counting problems in a Polytechnic course for engineering students in Singapore. From the close interview of three students in the course that corresponded to three profile types, we evaluate the specific usefulness of the approach for each of these types of students. We also propose a provisional model that can guide the restructuring of a course on combinatorics.
      70  96
  • Publication
    Open Access
    Uneven teacher learning in lesson study: Towards a theory of teacher learning
    (2017) ; ;
    Quek, Khiok Seng
    ;
    Yap, Sook Fwe
    ;
    Toh, Karen Wei Yeng
    In this article, we confront the (hardly acknowledged) issue of uneven learning among members of Lesson Study teams. The site of research is a Singapore secondary school where the mathematics department had been involved in a number of Lesson Study projects over a five-year period. Based on interviews with two mathematics teachers who had different backgrounds and histories of participation in these projects, we examine the trajectories of their learning in a most recent Lesson Study on Number Patterns. We conjecture lessons for teacher development in relation to the framing concept of “standpoints”.
      150  128
  • Publication
    Open Access
    Lesson study on the area of a parallelogram for Year 7 students
    (2012) ;
    Phyllis, Joseph
    ;
    Lee, Hui Ling
    ;
    Tan, Felicia Yi Wei
    ;
    Herma Ayuni Hassan
    ;
    Tay, Hui Yih
      336  308
  • Publication
    Open Access
    A tri-lens approach for unpacking teachers' design of instructional materials
    (2021)
    Chin, Sze Looi
    ;
    ;
    Teacher-designed notes and worksheets are common instructional materials used in Singapore mathematics classrooms that are critical to guiding the flow of a lesson. However, making sense of how teachers design these materials is complex and research that reports on their creation is only just emerging. In this paper, we propose a tri-lens approach for capturing teachers’ design processes by using notions of pedagogical reasoning and action, curricular noticing, and resources, orientations and goals. We demonstrate how these frameworks combine to form a tri-lens for unpacking important aspects of teachers’ design work using the example of Mrs Fung, an experienced secondary mathematics teacher. We further illustrate how a tri-lens approach can provide a more comprehensive portrait of the teacher and argue that this approach can potentially address the complexity of teachers’ design processes when crafting instructional materials.
      78  118