Now showing 1 - 10 of 13
  • Publication
    Open Access
    Problem solving in the school curriculum from a design perspective
    (2010-07) ; ;
    Dindyal, Jaguthsing
    ;
    Quek, Khiok Seng
    In this symposium, we discuss some preliminary data collected from our problem solving project which uses a design experiment approach. Our approach to problem solving in the school Curriculum is in tandem with what Schoenfeld (2007) claimed: “Crafting instruction that would make a wide range of problem-solving strategies accessible to students would be a very valuable contribution … This is an engineering task rather than a conceptual one” (p. 541). In the first paper, we look at how two teachers on this project taught problem solving. As good problems are key to the successful implementation of our project, in the second paper, we focus on some of the problems that were used in the project and discuss the views of the participating students on these problems. The third paper shows how an initially selected problem led to a substitute problem to meet our design criteria.
      156  197
  • Publication
    Open Access
    Assessment in a problem solving curriculum
    (2009) ;
    Quek, Khiok Seng
    ;
    ;
    Dindyal, Jaguthsing
    ;
    In this paper we elaborate on the ways for assessing problem solving that goes beyond the usual focus on the products of the problem solving process. We designed a ‘practical’ worksheet to guide the students through the problem solving process. The worksheet focuses the solver’s attention on the key stages in problem solving. To assess the students’ problem solving throughout the process, we developed a scoring rubric based on Polya’s model (1954) and Schoenfeld’s framework (1985). Student response to the practical worksheet is discussed.
      304  325
  • Publication
    Open Access
    Four factors to consider in helping low achievers in mathematics
    (2013) ;
    Yap, Sook Fwe
    ;
    In this paper, we propose and describe in some detail a framework for helping low achievers in mathematics that attends to the following areas: Mathematical content resources, Problem solving disposition, Feelings towards the learning of mathematics, and Study habits.
      193  198
  • Publication
    Open Access
    Incorporating partially completed worked examples with scaffolding instructions in a calculus course to facilitate student learning: To what effect?
    (2011)
    Ho, Foo Him
    ;
    Quek, Khiok Seng
    ;
    ;
    Lee, Tuo Yeong
    The teaching of calculus in undergraduate courses has its share of curricular and pedagogical challenges. Suggestions on how to teach it well abound. To facilitate the learning of calculus of students enrolled on teacher education programmes, the authors devised an instructional strategy called guided exercise in the form of a series of partially completed worked examples with instructional scaffoldings which the students used alongside the lectures, with assistance from the lecturers when necessary. This paper describes the rationale, design and use of these guided-exercises as an instructional strategy to facilitate and enrich student learning. It reports the students’ perception on the effect the strategy has on their learning. Implications are discussed also.
      203  161
  • Publication
    Open Access
    Research should not inform practice
    (2017-07)
    Hunter, Roberta
    ;
    This paper establishes the context for the debate to oppose the motion that "Research should not inform practice". The paper first defines what is meant by the terms research and practice in the context they are used in this debate. Four key points are then offered which illustrate the importance of research informing practice.
      90  149
  • Publication
    Open Access
    Teacher preparation for a problem solving curriculum
    (2009) ; ;
    Quek, Khiok Seng
    ;
    Dindyal, Jaguthsing
    ;
    The role of the teacher is central to the success of any curriculum innovation. Thus, teachers’ professional development has become an increasingly important subject of discussion in recent education literature. In the design and implementation of the project reported here, teachers’ preparation for the problem-solving curriculum featured prominently. This paper discusses the challenges of selecting a suitable problem and ways of using it productively within a professional development programme that the authors carried out for the teachers involved in the project.
      300  166
  • Publication
    Open Access
    Considerations for teaching with multiple methods: A case study of missingvalue problems in proportionality
    (2022)
    Chin, Sze Looi
    ;
    ;
    In this paper, we present a case study of a secondary mathematics teacher, Isaac (pseudonym), and his considerations for teaching with multiple methods for solving missing-value problems. While his students preferred methods that drew more closely on their intuitive understanding of proportionality, Isaac emphasised the algorithmic cross-multiplication method. Analysis of Isaac’s introduction and use of the cross-multiplication method suggest his key considerations were linked demonstrating the efficiency of the cross-multiplication method, while also helping students to make making meaning from the cross-multiplication method.
      38  47
  • Publication
    Open Access
    Exploring the affordances of a worked example offloaded from a textbook
    (2022)
    Chin, Sze Looi
    ;
    ;
    In designing a set of instructional materials to use in his classroom, a teacher heavily offloaded items (e.g., worked examples, practice questions, exercises) from school-based materials and textbooks. At a cursory level, one may easily dismiss this as a thoughtless lifting of curricular materials. But upon careful analysis – as is detailed in this paper – a different picture emerges. In this paper, we describe and analyse how this teacher adapted one of many worked examples, beyond its typical use, during instruction to develop students’ conceptual understanding of proportionality. We argue that he noticed and harnessed multiple affordances in a single item that most teachers may overlook, without the need to modify the example, and propose a notion of “affordance space” as a lens to view teachers’ design of instructional materials.
      63  63
  • Publication
    Open Access
    Positive feelings towards the learning of mathematics for low achievers
    (2013)
    Tong, Cherng Luen
    ;
    ;
    Quek, Khiok Seng
    A common area of difficulty and frustration for low achieving students is the operations involving negative numbers. The main objective of our innovations in this area with two classes of Year 7 low achieving students was to develop positive feelings towards mathematics, in particular of an appreciation for the 'reasonableness' and clear visualisation of the negative numbers 'in action'.
      119  210
  • Publication
    Open Access
    Diffusion of the mathematics practical paradigm in the teaching of problem solving: Theory and praxis
    (2012)
    Quek, Khiok Seng
    ;
    ; ; ;
    Dindyal, Jaguthsing
    In this paper, we discuss the diffusion (of an innovation) and relate it to our attempt to spread our initial design of a mathematics practical paradigm in the teaching of problem solving.
      251  172