Now showing 1 - 10 of 69
  • Publication
    Metadata only
    Movie clips in the enactment of problem solving in the mathematics classroom within the framework of communication model
    (Springer, 2024) ;

    In this chapter, we propose that the teaching of mathematical problem solving can be understood through a classical model of communication. The use of movie clips for the teaching of mathematical problem solving can be seen as a communication process. The role of the movie clips, serving in addition to being a narrative hook, presents the mathematical problem in a way understandable and relatable to students through its appropriate contextualization of the mathematical problem. The chapter further discusses the characteristics of two movie clips that can be used for teaching mathematical problem solving.

      18
  • Publication
    Restricted
    Building an evidence-base for ITE in NIE: A bridging project
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ; ;

    In 2009, a project—OER 13/09 LEL Building an Evidence-base for ITP in NIE: A Formative Project—was funded to initiate a program of research activities that seeks to achieve a rich and contextualised understanding of the nature, substance and professional impact of student teachers’ learning within NIE’s ITE programmes. This project was a further formative step on that journey, and had four related purposes/objectives.

    The first involved the extension of work begun in OER 13/09 LEL involving the making of video observations of classroom pedagogical practices, and the subsequent coding of those. The intention was to extend this work to include representative samples of teaching in Academic Subject (AS) courses.

    The second was to support the work of the TE21 implementation steering group (ISG), through mapping of student teachers’ perceptions of the contribution that their program makes to the development/achievement of the V3SKs and GTCs. A new survey, the Perceptions of Programme Coverage and Achievement on V3SK and GTCs Survey, was developed for this purpose.

    The third involved an extension of data collection to involve the use of interviews. These interviews sought to understand how student teachers’ attitudes, beliefs and values were engaged during their PGDE experiences, and the impact of those engagements on participants’ ‘teacher identity’.

    The fourth purpose involved improvement of the research processes and tools, in anticipation of their use in subsequent research.

      65  18
  • Publication
    Open Access
    Mathematical Problem Solving for Everyone (MProSE)
    (Office of Education Research, National Institute of Education, Singapore, 2020) ;
    Quek, Khiok Seng
    ;
    ; ;
    Dindyal, Jaguthsing
    This project involves the development and implementation of a problem solving package (M-ProSE) in the secondary school mathematics curriculum. It aims to induct secondary school mathematics students into the discipline of mathematics via a programme that turns well established theories of mathematical problem solving into praxis. In contrast with conventional training for mathematics competitions which tend to be restricted to a small number, M-ProSE is designed for all mathematics students Development of the project: In a pilot study conducted over two years in an Integrated Programme of a junior college, the research team observed that students were generally resistant to following the stages of Polya's model. In an attempt to 'make' the students follow the Polya model, especially when they were clearly struggling with the problem, we decided to construct a worksheet like that used in science practical lessons and told the students to treat the problem solving class as a mathematics 'practical' lesson. In this way, we hoped to achieve a paradigm shift in the way students looked at these 'difficult, unrelated' problems which had to be done in this 'special' class. Practical work to achieve the learning of the scientific processes has a long history of at least a hundred years. It is certainly conceivable that similar specialised lessons and materials for mathematics may be necessary to teach the mathematical processes, including and via problem solving. Implementation of the project: M-ProSE is an attempt to teach problem solving in 'practical' setup. Students will be taught Polya's model and problem solving in general in two or three dedicated lectures. The main mode of learning is then through a series of 'mathematics practical' lessons. Students work on usually one or at most two problems which have to be worked out on a special worksheet which requires the student to systematically and metacognitively go through the Polya model. M-ProSe is to be implemented as part of the mathematics curriculum and will be assessed. In order to implement M-ProSE, we need to build the teachers' capacity first to solve non-routine mathematics problems and thereafter to teach problem solving to their students. This involves the researchers conducting a series of workshops for the school teachers to widen their repertoire of problem solving resources. Next, we will develop with the teachers the instructional strategies to teach problem solving to their students, by means of a lesson study approach. Some of the researchers will initially teach some student classes as a model for the teachers before they take over entirely. To contribute to the understanding of teaching mathematical problem solving in general, the researchers will collect data over some cohorts which will enable them to further improve the package and make the package useful to other schools. The evidence collected will provide the basis for pedagogical practices in the mathematics classrooms.
      161  154
  • Publication
    Open Access
    Tangrams: On attention and error
    (Association of Mathematics Educators, 2021)
    Even in mathematics, a lack of attention may result in a publication with errors. This article postulates a reason why errors are made in mathematics and their consequences. The discussion revolves around the possibility of using certain numbers of Tangram sets to form squares of sides of different lengths. Implications for pedagogy are drawn to avoid and to capitalise on errors.
      83  155
  • Publication
    Open Access
    Infusing problem solving into mathematics content course for pre-service secondary school mathematics teachers
    (Association of Mathematics Educators, 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.
      237  601
  • Publication
    Metadata only
    The evolution of mathematics education research in Singapore

    Up until 1990, the Institute of Education in Singapore was primarily a teaching institute involved in training teachers for Singapore schools. Since the inception of the National Institute of Education (NIE) in 1990, as an institute of the Nanyang Technological University, the focus of the institute has been enlarged to include research in education. This chapter examines, through a documentary analysis, how a research culture specifically in mathematics education at the National Institute of Education was nurtured, developed and supported from 1990 onwards. Development of the culture for Mathematics Education Research (MER) has been in tandem with all other areas of research at the NIE. Both top-down and bottom-up approaches have been adopted to support research as part of an academic’s work at the institute. Policies related to recruitment and promotion of academics were developed to ensure that emphasis was on both teaching and research. Development of research, from individually led bite-sized grains to team-based project with coherent themes, was supported. The setting up of the Centre for Research in Pedagogy and Practice in 2004 and dedicated funding from the Ministry of Education Singapore for research of the Singapore education system heralded an era of MER that has made significant contributions both nationally and internationally. This chapter will also illuminate the four main areas of focus and sources on MER through examples of studies carried out in Singapore since 2000. In addition, it briefly outlines the contribution of MER in ASEAN countries.

      45
  • Publication
    Open Access
    Reading mathematics
    (Association of Mathematics Educators, 2001)
    Steen (1999) stated that 'quantitative literacy - or numeracy, as it is known in British English - means different things to different people'. He then proposed that quantitative literacy is both more than and different from mathematics - at least as mathematics has traditionally been viewed by school and society.
      157  290
  • Publication
    Open Access
    Nail it! Normal academic: Improvements for learning, innovations in teaching
    (National Institute of Education (Singapore), 2018) ; ;
    Quek, Khiok Seng
    ;
    Yap, Sook Fwe
    ;
    Toh, Karen Wei Yeng
      189  197
  • Publication
    Open Access
    Arc reversals of cycles in orientations of G vertex-multiplications
    (Elsevier, 2022)
    Wong, Willie Han Wah
    ;
    Ryser proved that any two tournaments with the same score sequence are -equivalent while Beineke and Moon proved the -equivalence for any two bipartite tournaments with the same score lists. In this paper, we extend these results to orientations of G vertex-multiplications. We focus on two main areas, namely orientations with the same score list and with score-list parity. Our main tools are extensions of the refinement technique, directed difference graph and a reduction lemma.
    WOS© Citations 1Scopus© Citations 1  87  14