Now showing 1 - 2 of 2
  • 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.
      31  280
  • Publication
    Open Access
    Enacting a problem-solving lesson using scaffolding to emphasize extending a problem
    (2021)
    Chor, Emily Wai Si
    ;
    In this paper, we describe our conceptualization of teaching mathematical problem-solving at the upper primary level, emphasizing Polya’s Stage Four in extending a problem. Geometry is used as a context of the presentation. The objective is to engage pupils more metacognitively in their problem-solving process. By reviewing existing education literature, features that will support authentic problem solving were identified. The frameworks explored in this study include Polya’s 4-step problem-solving model, Schoenfeld’s framework, and the synthesis of the two frameworks through “Making Mathematics Practical” which utilize an extensive use of teacher scaffolding. The proposed scaffolding stresses pupils to problem solve beyond finding a solution as well as independently check and expand the given mathematics problem.
      120  176