Now showing 1 - 10 of 43
  • Publication
    Open Access
    Using comics to contextualise the teaching of percentages: An adaptation of a comics-based teaching package for primary school mathematics classrooms
    In this article, an adaptation of a secondary school mathematics comics-based instructional package for primary school mathematics classroom, and the teachers' and students' perceptions about the use of comics in the classroom are discussed. Further suggestions by the teachers on fine-tuning the package are also discussed.
      63  188
  • Publication
    Open Access
    Use of real-world contexts in instructional materials designed by pre-university mathematics teachers
    (2023)
    Tan, Zheng Han Hans
    ;
    ;
    Fah, Lay Yoon
    Pre-university education in Singapore serves as a bridge between secondary and university education. Despite its importance in the Singapore education system, few studies have been conducted on Singapore pre-university mathematics. We also notice that problems in real-world contexts have been increasingly emphasized in the Singapore mathematics curriculum. In this paper, we study the infusion of real-world contexts in the design of instructional materials in a typical pre-university institution, with a focus on the topic of vectors. The real-world contexts used in the instructional materials are categorized into neutral contexts or real-life experiences, where each of these categories has their benefits. These include the potential to raise students’ awareness that mathematics can be used to solve real-world problems and explain real-world phenomena. Their alignment to the Singapore mathematics syllabus and 21st Century Competencies is also discussed.
      43  53
  • 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.
      12  74
  • 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
    An experienced and competent teacher's instructional practice for normal technical students: A case study
    This paper presents a case study of an experienced and competent mathematics teacher’s classroom instructional practice in a Normal Technical Mathematics course. The topic that was observed was Volume and Surface Area of a Pyramid, a subtopic within the mensuration topic in Secondary Two syllabus. The teacher used a video clip on the Egyptian Pyramids to integrate students’ prior knowledge on pyramids, which raised their attention on the topic. This was followed by engaging the students in hands-on activity to understand the formulae.
      55  92
  • Publication
    Open Access
    Many pathways towards "excellence" in Singapore mathematics education
    This paper presents a snapshot of Singapore’s journey towards excellence in mathematics education by examining the role of the traditional notion of mathematics competition and other competitive activities. It could be seen using the context of mathematics competition that the notion of “excellence” has evolved over time. Excellence as a high standard for individuals to achieve or as a set of obstacles for individuals to pit against the norm has been gradually broadened to include excellence as an internal goal for an individual to achieve, and even excellence as a goal for the mathematics education landscape.
      114  139
  • 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  124
  • Publication
    Open Access
    Use of dynamic geometry software in the teaching of matrix and transformation: An exemplar of a classroom enactment
    (SEAMEO RECSAM, 2023) ;
    Chen, Kexin
    ;
    Zhu, Tianming
    Purpose and Research Question - In this paper, we propose a SCCG framework for using a dynamic geometry software (DGS) to enact a lesson on “Matrix and Transformation” based on intuitive-experimental approach. Methodology - A systematic literature review was conducted focusing on the impact of DGS on students’ learning, drawing on various learning theories, including Skemp’s relational understanding, social dimensional constructivism, and discovery learning. Findings - We demonstrate with an exemplar the use of SC2G framework in designing one lesson on “Matrix and Reflection” for senior high school students.
      27  276
  • Publication
    Metadata only
    Primary school students' perceptions of using comics as a mode of instruction in the mathematics classroom
    (2023)
    Tay, Xiu Wen
    ;
    ;
    A research project on using comics for teaching mathematics was initiated in one Singapore primary school. One class of Grade 5 (students of age 11–12) students was exposed to comics for mathematics instruction. This paper reports a case study of seven students’ perception of the features of the comics instructional package and how these features impacted their learning of mathematics. The students’ responses in an interview with the researchers were analysed using Thematic Analysis and presented using the Singapore mathematics curriculum framework. Four main features of the comics instructional package: (1) humour; (2) story narrative; (3) scaffolding provided by the questions and (3) visuals and four main themes: Increase in (a) enjoyment; (b) understanding; (c) appreciation of real-world applications of mathematics and (d) participation during lessons; were uncovered. The use of comics could potentially impact positively on developing students’ Attitudes, Skills, Concepts and Processes of the Singapore mathematics curriculum framework in learning mathematics.
      61
  • Publication
    Open Access
    Teaching students to apply formula using instructional materials: A case of a Singapore teacher's practice
    It is easy to dismiss the work of “teaching students to apply formula” as a low-order priority and thus trivialises the professional knowledge associated with this practice. Our encounter with an experienced teacher—through the examination of her practices and elaborations—challenges this simplistic assumption. There are layers of complexities that are as yet under-discussed in the existing literature. This paper reports a case study of her practices that reflect a complex integration of relevant theories in task design. Through examining her praxis around the theme of “recognise the form”, we discuss theoretical ideas that can potentially advance principles in the sequencing of examples for the purpose of helping students develop proficiency in applying formula.
    WOS© Citations 6Scopus© Citations 8  155  297