Now showing 1 - 10 of 21
  • Publication
    Open Access
    Learning from the implementers in a design experiment
    (2013) ;
    Dindyal, Jaguthsing
    ;
    In a design experiment, the feedback from the teacher-implementer is crucial to the success of the innovation simply because the teacher is finally the one that brings the innovation to life in front of the students. We describe in this paper the feedback made by the teacher-implementer after teaching one cycle of the problem solving module in a mainstream school, and the modifications the researchers and the teacher-implementer have made in our design of the module to fit into the requirement of the school.
      123  94
  • Publication
    Open Access
    Fallacies about the derivative of the trigonometric sine function
    (2021) ; ;
    Tong, Cherng Luen
    In this paper, several fallacies about the extension of the formula \frac{d}{dx} (\sin x) = \cos x to the erroneous formula \frac{d}{dx} (\sin x^\circ) = \cos x^\circ are discussed. In a Commognitive Theory Framework, misconceptions by ‘newcomers’ can be traced to the use of the word “unit”.
      89  173
  • Publication
    Open Access
    Infusing problem solving into mathematics content course for pre-service secondary school mathematics teachers
    (2013) ;
    Quek, Khiok Seng
    ;
    ; ; ;
    Ho, Foo Him
    ;
    Dindyal, Jaguthsing
    This paper presents a re-design of an undergraduate mathematics content course on Introductory Differential Equations for pre-service secondary school mathematics teachers. Based on the science practical paradigm, mathematics practical lessons emphasizing problem-solving processes via the undergraduate content knowledge were embedded within the curriculum delivered through the traditional lecture-tutorial system. The pre-service teachers' performance in six mathematics practical lessons and the mathematics practical test was examined. They were able to respond to the requirements of the mathematics practical to go through the entire process of problem solving and to carry out "Look Back" at their solution: checking the correctness of their solution, offering alternative solutions, and expanding on the given problem. The use of Mathematics Practical has altered the pre-service teachers’ approach in tackling mathematics problems in a positive direction.
      219  495
  • Publication
    Open Access
    Mathematics education in Singapore
    (2015) ;
    Wong, Khoon Yoong
    ;
    ; ; ;
    Ng, Swee Fong
    ;
    Dindyal, Jaguthsing
    ;
    Yen, Yeen Peng
    ;
    Loh, Mei Yoke
    ;
    Tan, June Hwee Chiat
    ;
    Tan, Lay Chin
    Mathematics education in Singapore is a shared responsibility of the Ministry of Education (MOE) and the National Institute of Education (NIE) . The MOE overseas the intended, implemented and attained curriculum in all schools while the NIE is involved in teacher preparation and development and also research in mathematics education. Therefore this report has two sections respectively , the first describes the education system and school mathematics curricula while the second briefly provides relevant information on teacher preparation and development and mathematics education research in Singapore.
      508  586
  • Publication
    Open Access
    Reconceptualising problem solving in the school curriculum
    (2009-07)
    Dindyal, Jaguthsing
    ;
    ;
    Quek, Khiok Seng
    ;
    ;
    In this paper, we discuss the development of a very specific problem solving curriculum in an independent school in Singapore as part of the first phase of our research project. We are using a design research methodology to fine-tune the problem solving curriculum in which we are introducing the mathematics practical, an idea borrowed from science education.
      95  136
  • Publication
    Open Access
    Mathematical problem solving for everyone: Infusion and diffusion (MinD)
    (2016) ; ; ;
    Quek, Khiok Seng
    ;
    ;
    Dindyal, Jaguthsing
    ;
    Ho, Foo Him
    ;
    Hang, Kim Hoo
    ;
    Yen, Yeen Peng
      239  199
  • 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  176
  • 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
      374  193
  • 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