Now showing 1 - 10 of 80
  • 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
    Open Access
    Problem solving in the school curriculum from a design perspective
    (2010-07) ; ;
    Dindyal, Jaguthsing
    ;
    Quek, Khiok Seng
    In this symposium, we discuss some preliminary data collected from our problem solving project which uses a design experiment approach. Our approach to problem solving in the school Curriculum is in tandem with what Schoenfeld (2007) claimed: “Crafting instruction that would make a wide range of problem-solving strategies accessible to students would be a very valuable contribution … This is an engineering task rather than a conceptual one” (p. 541). In the first paper, we look at how two teachers on this project taught problem solving. As good problems are key to the successful implementation of our project, in the second paper, we focus on some of the problems that were used in the project and discuss the views of the participating students on these problems. The third paper shows how an initially selected problem led to a substitute problem to meet our design criteria.
      156  201
  • Publication
    Open Access
    Learning from the implementers in a design experiment
    (2013) ;
    Dindyal, Jaguthsing
    ;
    In a design experiment, the feedback from the teacher-implementer is crucial to the success of the innovation simply because the teacher is finally the one that brings the innovation to life in front of the students. We describe in this paper the feedback made by the teacher-implementer after teaching one cycle of the problem solving module in a mainstream school, and the modifications the researchers and the teacher-implementer have made in our design of the module to fit into the requirement of the school.
      123  94
  • 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
    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  134
  • 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
    Infusing problem solving into mathematics content course for pre-service secondary school mathematics teachers
    (2013) ;
    Quek, Khiok Seng
    ;
    ; ; ;
    Ho, Foo Him
    ;
    Dindyal, Jaguthsing
    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.
      219  495