Now showing 1 - 4 of 4
  • 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
    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
    Concretisations: A support for teachers to carry out instructional innovations in the mathematics classroom
    (2019) ; ; ;
    Quek, Khiok Seng
    ;
    Yap, Romina Ann Soon
    We recognize that though teachers may participate in various forms of professional development (PD) programmes, learning that they may have gained in the PD may not always lead to corresponding perceivable changes in their classroom teaching. We offer a theoretical re-orientation towards this issue by introducing a construct we term “concretisation”. Concretisations are resources developed in PD settings which can be converted into tangible tools for classroom use. In theorising such resources, we contribute in informing the design process of teacher professional development for better impact into actual classroom practice. We purport principles of design which render concretisations effective. Subsequently, we test these principles by presenting a specific case of teaching mathematical problem solving.
    WOS© Citations 4Scopus© Citations 4  135  178
  • Publication
    Open Access
    Teaching undergraduate mathematics: A problem solving course for first year
    In this paper we describe a problem solving course for first year undergraduate mathematics students who would be future school teachers.
      49  79