Now showing 1 - 10 of 14
  • Publication
    Open Access
    School mathematics mastery test and preservice mathematics teachers' mathematics content knowledge
    (2007) ;
    Chua, Boon Liang
    ;
    Yap, Sook Fwe
    As part of the effort to equip preservice mathematics teachers with the necessary secondary school mathematics content that they would need to deliver mathematics lessons, a School Mathematics Mastery Test was implemented for all preservice mathematics teachers in the Postgraduate Diploma in Education programme in the National Institute of Education. This paper describes the rationale and the different phases in the implementation of this test,sample test questions. and the performance of the preservice teachers in the different batches since its implementation. The implication of the implementation of this mathematics content test and the future direction of study on preservice teachers' mathematics content knowledge are also discussed.
      479  959
  • Publication
    Open Access
    A survey on the teaching of relative velocity and pupils’ learning difficulties
    (The Education University of Hong Kong, 2006)
    It has been five years since the chapter on relative velocity was first introduced into the Singapore Additional Mathematics curriculum. This paper reports some general finding on the teaching of relative velocity in mathematics classrooms and the pupils' learning difficulties on relative velocity. Some implications to the teaching of this topic are also discussed.
      111  312
  • Publication
    Open Access
    Assessment in a problem solving curriculum
    (2009) ;
    Quek, Khiok Seng
    ;
    ;
    Dindyal, Jaguthsing
    ;
    In this paper we elaborate on the ways for assessing problem solving that goes beyond the usual focus on the products of the problem solving process. We designed a ‘practical’ worksheet to guide the students through the problem solving process. The worksheet focuses the solver’s attention on the key stages in problem solving. To assess the students’ problem solving throughout the process, we developed a scoring rubric based on Polya’s model (1954) and Schoenfeld’s framework (1985). Student response to the practical worksheet is discussed.
      304  325
  • Publication
    Open Access
    Use of Geometer’s Sketchpad (GSP) to teach mechanics concepts in A Level Mathematics
    (2004-12)
    The use of Geometer’s Sketchpad to enhance students’ learning of Geometry concept in Secondary School mathematics has been well documented. In this note, the use of Geometer’s Sketchpad is extended to enhance the students’ learning of Advanced Level Mechanics concepts in Mathematics. Illustrations are selected from the topics Kinematics and Simple Harmonic Motion.
      116  172
  • Publication
    Open Access
    Students’ math self-concept and correlates: Some preliminary findings
    (2003-11)
    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 is 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 One of this study is Instrumentation: validating the scales used in the measurement of treatment effect. Phase Two is Intervention: the teachers’ / tutors’ interactions with students, the enhancement of students’ capabilities and confidence. These teachers / tutors will attend workshops conducted before the intervention in Phrase Two. The Pretest results will help identify students with high or low Math Self-concept. And the Posttest will help measure the effect of invention on these students’ Math Self-concept. Factors contributed to the significant changes will also be explored. H.W. Marsh’s Self-Description Questionnaire (SDQ-II, 1990) and B. Fraser’s “What is happening in this Class?” questionnaire were validated together with the Motivational Orientation scale and Intellectual Achievement Responsibility (IAR) questionnaire in Phase One. More than 700 Secondary Two students from four neighbourhood schools took part in the survey. Some preliminary findings in Phase One of this study will be presented in this paper. Gender and course differences in Math Self-concept and other variables will also be discussed.
      95  133
  • Publication
    Open Access
    Mathematical problem solving for integrated programme students
    (2006-05) ;
    Quek, Khiok Seng
    ;
    ;
    Lee, Tuo Yeong
    ;
    Lim-Teo, Suat Khoh
    ;
    ;
    Ho, Foo Him
      150  245
  • Publication
    Open Access
    Pre-university students’ errors in integration of rational functions and implications for classroom teaching
    (SEAMEO RECSAM, 2008)
    Ng, Kin Yee
    ;
    This paper reports on students’ errors in performing integration of rational functions, a topic of calculus in the pre-university mathematics classrooms. Generally the errors could be classified as those due to the students’ weak algebraic concepts and their lack of understanding of the concept of integration. With the students’ inability to link integration to differentiation, these errors could not be detected or rectified. From a deeper perspective, these errors were due to a lack of deep mathematical thinking when the students learnt calculus. This paper also presents the implications of the findings of this study in relation to the classroom teaching of mathematics. It is hoped that the articulation of students’ errors and the implications could provide guidance for classroom teachers and prompt further research into students’ errors and misconceptions in calculus concepts.
      180  282
  • 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  230
  • Publication
    Unknown
    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
  • Publication
    Open Access
    On in-service mathematics teachers’ content knowledge of calculus and related concepts
    Studies have shown that teachers do not have good understanding of calculus concepts. This paper reports a study of teachers' content knowledge of calculus, on 27 in-service mathematics teachers. A questionnaire dealing with the concept images and concept definitions of various calculus concepts was administered to the group of participating teachers. The responses to the questionnaire showed that most of the participants had not built up sufficiently rich and comprehensive concept images related to the various differential calculus concepts, and they generally turned to procedures in handling calculus tasks. This study sheds light on the type of calculus content needed by school teachers.
      480  359