- Toh, Tin Lam

###### Options

# Toh, Tin Lam

Preferred name

Toh, Tin Lam

Email

tinlam.toh@nie.edu.sg

Department

Mathematics & Mathematics Education (MME)

Personal Site(s)

ORCID

6 results Back to results

### Filters

##### Date

##### Author

##### Subject

##### Has files

##### Type

### Settings

Sort By

Results per page

Now showing 1 - 6 of 6

- PublicationOpen AccessFallacies about the derivative of the trigonometric sine function(2021)
; ; Tong, Cherng LuenShow more 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”.Show more 89 173 - PublicationOpen AccessInfusing problem solving into mathematics content course for pre-service secondary school mathematics teachers(2013)
; ;Quek, Khiok Seng; ; ; ;Ho, Foo HimDindyal, JaguthsingShow more 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.Show more 219 495 - PublicationOpen AccessA study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools(National Institute of Education (Singapore), 2018)
; ; ; ; Show more 54 41 - PublicationOpen AccessTeaching undergraduate mathematics: A problem solving course for first year(2022)
; ; ; ; ; ;Quek, Khiok SengShow more In this paper we describe a problem solving course for first year undergraduate mathematics students who would be future school teachers.Show more 50 81 - PublicationUnknownHow formal should calculus in the school mathematics curriculum be: Reflections arising from an error in a calculus examination question(2023)
; ; ; ; Lee, HenryShow more This paper examines the calculus curriculum in the current Singapore secondary and pre-university levels. Two concepts, (1) increasing and decreasing functions and their derivatives, and (2) the second derivative test for the nature of stationary points, are elaborated. An example of an incorrect calculus item in a national examination is brought up in relation to conditional reasoning involving calculus concepts. We reckon that the current emphasis on procedural knowledge in calculus is useful. However, we argue that formal conditional reasoning should not be introduced prematurely for school students.Show more 274 175 - PublicationOpen AccessMathematical problem solving for everyone: A new beginning(2012)
;Dindyal, Jaguthsing; ; ; Quek, Khiok SengShow more 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.Show more 551 727