Options
Leong, Yew Hoong
Preferred name
Leong, Yew Hoong
Email
yewhoong.leong@nie.edu.sg
Department
Mathematics & Mathematics Education (MME)
Personal Site(s)
ORCID
25 results
Now showing 1 - 10 of 25
- PublicationOpen AccessTeaching undergraduate mathematics: A problem solving course for first year(University of Debrecen, 2022)
; ; ; ; ; ;Quek, Khiok SengIn this paper we describe a problem solving course for first year undergraduate mathematics students who would be future school teachers.80 182 - PublicationOpen AccessA listing approach for counting problemsIt 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.
93 138 - PublicationOpen AccessA study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools(Springer, 2018)
; ; ; ; A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools, is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used – their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of “Mathematics pedagogy in Singapore secondary schools” that is evidence based.WOS© Citations 1Scopus© Citations 3 341 522 - PublicationOpen AccessNote-taking in a mathematics classroom(Australian Association of Mathematics Teachers, 2014)
; ; ;Quek, Khiok Seng ;Yap, Sook Fwe ;Tong, Cherng Luen ;Toh, Karen Wei Yeng ;Chia, AlexanderOng, Yao Teck177 394 - PublicationMetadata onlySolving fractional equations: (In)flexibility and its rootsFlexibility in mathematical problem-solving is crucial for developing creative thinking skills. However, recent observations reveal a common issue among students - the inconsistency in using innovative strategies despite understanding them. In this study, we want to explore why Chinese students may lack flexibility in solving a given fractional equation problem by analysing textbooks. We began this study by noting the surprising phenomenon that numerous teachers/students from China considered ‘the case' solution of the given fractional equation to be wrong - when it is correct - and that the sampled Singaporean counterparts provided a more varied response. This prompted us to go to some authoritative textbooks from China - using the Singapore textbooks as comparative foils - to study the features that may answer to this discovered phenomenon. By investigating the relevant sections of school textbooks of China, we found that Chinese textbooks provide a consistent emphasis on the ‘standard strategy'. That is to say, they advocate a quick convergence into a prescribed singular method of solving fractional equations, which likely narrows opportunities to flexibly experiment with other ways. The findings underscore the need to understand how educational materials shape students’ flexibility and call for a broader perspective on fostering creative thinking in mathematics education.
8 - PublicationOpen AccessLesson study on the area of a parallelogram for Year 7 students(Australian Association of Mathematics Teachers, 2012)
; ;Phyllis, Joseph ;Lee, Hui Ling ;Tan, Felicia Yi Wei ;Herma Ayuni HassanTay, Hui Yih370 423 - PublicationOpen AccessA tri-lens approach for unpacking teachers' design of instructional materialsTeacher-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.
117 207 - PublicationOpen AccessUneven teacher learning in lesson study: Towards a theory of teacher learning(Association of Mathematics Educators, 2017)
; ; ;Quek, Khiok Seng ;Yap, Sook FweToh, Karen Wei YengIn 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”.164 201 - PublicationOpen AccessLeveraging on video technology for high-leverage practicesIn redesigning a methods course for Singapore Secondary Mathematics prospective teachers, we leverage on video technology to help them learn about the instructional practice of going through textbook-type questions. We find that this innovation generates learning all round – both for the student teachers as well as teacher educators.
161 174 - PublicationOpen AccessEffects of geometer's sketchpad on spatial ability and achievement in transformation geometry among secondary two students in SingaporeDoes 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.
621 614
- «
- 1 (current)
- 2
- 3
- »