Now showing 1 - 10 of 80
  • Publication
    Open Access
    On using geometer’s sketchpad to teach relative velocity
    (The Education University of Hong Kong, 2003)
      115  288
  • Publication
    Open Access
    Use of practical worksheet in teacher education at the undergraduate and postgraduate levels
    (2012) ; ;
    Ho, Foo Him
    ;
    Quek, Khiok Seng
    We have applied the ‘practical paradigm’ in teaching problem solving to secondary school students. The key feature of the practical paradigm is the use of a practical worksheet to guide the students’ processes in problem solving. In this paper, we report the diffusion of the practical paradigm to university level courses for prospective and practising teachers. The higher level of mathematics content would demand higher order thinking skills. Learners without a model of problem solving would often revert to solving by referring to many examples of the same ‘type’ of problem. Polya-type problem solving skills framed by the practical worksheet was used as an attempt to elicit more effective problem solving behaviour from them. Preliminary findings show that they were able to use the practical worksheet to model their solution of problems in the courses.
      196  133
  • Publication
    Open Access
    Teaching mathematical problem-solving in the mathematics classroom
    (National Institute of Education (Singapore), 2018)
      47  48
  • Publication
    Open Access
    A framework to examine the mathematics in lessons of competent mathematics teachers in Singapore
    (2017-07) ;
    Wong, Lai Fong
    ;
    This paper outlines an analytical framework that was developed, to examine the mathematics in mathematics lessons of competent teachers in Singapore secondary schools. The framework is guided by Schoenfeld's Teaching for Robust Understanding (TR U) framework and also the field notes of the project - A study of the enacted school mathematics curriculum which is presently underway in Singapore. The framework was trialled and the indicators were suitable but may not be comprehensive. Therefore more trials and also more codes on how the teacher aided students in developing mathematical knowledge and student engagement with mathematical ideas are needed. In addition student perspectives of the lesson are also necessary to make any valid claims related to the quality of the lessons.
      224  358
  • Publication
    Open Access
    Use of comics in teaching mathematics
    (National Institute of Education (Singapore), 2018) ; ; ;
      137  270
  • Publication
    Restricted
    Scaling UP the education research: MAGICAL (SUPER-MAGICAL): Use of comics in teaching mathematics
    (Office of Education Research, National Institute of Education, Singapore, 2024)
    This project is a continuation from the earlier research project MAGICAL on using comics for mathematics instruction for the low attaining students.
      8  74
  • Publication
    Open Access
    Positive social climate for enhancing students' math self-concept: some research findings
    (2005)
    Lui, Elena Hah Wah
    ;
    ; ;
    In Nov 2002, a research team in the National Institute of Education, NTU, launched a cross-discipline quasi-experimental study on “Positive Social Climate for Enhancing Students’ Math Self-concept”. Its main objective was to find the attributes (variables) in the social climate which are accountable for the increase of self-concept of Secondary Two students in the Math remedial classes in Singapore neighbourhood schools. Phase I of this study ( in 2003) was Instrumentation: validating the scales used in the measurement of treatment effect. H.W. Marsh’s Self-Description Questionnaire (SDQ-II, 1990), and B. Fraser’s “What Is Happening In This Class?” questionnaire (WIHIC) were validated together with the Motivational Orientation scale and Intellectual Achievement Responsibility (IAR) questionnaire. More than 700 Secondary Two students from four neighbourhood schools took part in this validating exercise. Phase II was Intervention`(in 2004): the teachers’ interactions with students, the enhancement of students’ capabilities and confidence. A training workshop for teachers in the experimental groups was conducted before the intervention. Two schools had the experimental groups and another two neighbourhood schools’ samples were held as the control groups of this study. Based on the results in Phase I, only two instruments: SDQII and WIHIC were selected to measure the effect of intervention. The total sample in this phase was close to 1000 Sec 2 students.
      128  222
  • Publication
    Open Access
    What is spoken in a junior college mathematics lecture?
    (Association of Mathematics Educators, 2002)
    The dissertation English in Mathematics Discourse highlights for mathematics educators a body of practical knowledge about Junior College mathematics lecture discourse from the linguistic perspective. Although this dissertation is found among the collection of the dissertations done by postgraduate students of linguistic studies, it is of value to mathematics educators, particularly, mathematics teachers at the Junior College level.
      320  178
  • Publication
    Open Access
    Comics for mathematics instruction for future-ready learners
    (Association of Mathematics Educators, 2023) ; ; ;
    In this paper we present the views that the roles of comics for mathematics instruction extend beyond the role of addressing the affective needs of students, in particular the lower achieving students. We argue that within the broader framework of contextualization, comics have the potential to reach out to the entire spectrum of students to develop their higher order thinking skills and even raise their cognizance to environmental issues. Two exemplars based on the research carried out by us are presented.
      56  89
  • Publication
    Open Access
    A framework for designing comics-based mathematics instructional materials
    (2022)
    Cher, Zheng Jie
    ;
    Purpose and Research Question - In this paper we propose a PATH framework for designing comicsbased instructional material for classroom lesson enactment through conducting a literature review in mathematics education.

    Methodology – Systematic review was made with a focus on the potential benefits of comics for education, in particular, on developing students’ motivation for learning and facilitating their knowledge retention.

    Findings – We further demonstrate with an exemplar the use of the framework in designing one set of comics-based instructional material for lower secondary mathematics lessons on mensuration.

    Significance and Contribution in Line with Philosophy of LSM Journal – An exemplar of a comics-based instructional material designed according to the PATH-CoHANa framework.
      60  122