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Redesigning pedagogy for mathematics with the help of technology
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Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
Many teachers have experienced at one time or another the frustrations of trying to impart their knowledge to their students but the latter somehow seem not to grasp the full meaning of the content taught. This may be due to the constructivists’ belief that knowledge cannot be transmitted from teachers to learners but is actively constructed by the learners themselves as they attempt to make sense of their experiences. So this paper attempts to look at how mathematics teachers can redesign their pedagogy by taking into account new
teaching methods that are made possible by technology. The paper will also give a few examples of how to use various mathematical software to guide pupils to explore mathematical concepts so that they can construct their own knowledge.
Appears in Collections:CRPP - Conference Papers

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