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Lee, Ngan Hoe
- PublicationOpen AccessMetacognition and mathematical problem solving – Teaching and learning at the primary levels [metamaps (primary)](National Institute of Education (Singapore), 2018)
; ; 285 482 - PublicationOpen AccessThe effect of constructivist instruction on learning engagement in mathematics lessons: A flow theory perspective(Association of Mathematics Educators, 2022)
; 138 222 - PublicationOpen Access
255 402 - PublicationOpen AccessA metacognitive approach in kick-starting the understanding and planning phases of mathematical problem solving(2015)
; Yeo, Darren Jian ShengPupils have consistently fared poorly in solving non-routine Mathematical problems and the main obstacle is in understanding problems fully and planning for an effective problem-solving approach. The present study explored the impact of a metacognitive scheme on pupils' ability to solve non-routine Mathematical problems. Using a pretest-posttest design involving 63 pupils from two intact mixed-ability Primary Four classes, pupils' findings revealed that the intervention was effective, to a small extent, in improving pupils' awareness of problems, personal control of their problem-solving behaviour and emotions as well as regulation of their own thinking. Pupils also became more confident and engaged in problem solving, and they ultimately achieved greater problem-solving success. Limitations and instructional implications were discussed.472 526 - PublicationOpen AccessAn exploratory analysis of current pedagogical practices in primary mathematics classrooms(2001)
; 377 747 - PublicationOpen AccessThe role of virtual manipulatives on the concrete-pictorial-abstract approach in teaching primary mathematics(2015)
; Tan, Jeremy Boon LeongThis abstract presentation summarises the work to review the key pedagogical approach advocated in Singapore Primary Mathematics Curriculum – the Concrete-Pictorial-Abstract Approach or C-P-A Approach in view of the changes brought about by technological advances. In particular, the Concrete-Virtual-Pictorial-Abstract Approach or C-V-P-A Approach is proposed to take into account the role that virtual manipulatives play in enriching the representations of mathematical concepts in the mathematics classrooms.1053 1004 - PublicationRestrictedMetacognition & mathematical problem solving: Teaching and learning at the primary levels (MetaMaps (Primary))
Metacognition is a feature of Singapore’s Problem-Solving Mathematics Curriculum for more than twenty years, but there has limited formal effort to examine its impact in the mathematics classrooms from both the teaching and learning perspectives. Given the research which links metacognition strongly to success in problem solving and the role which metacognition plays in preparing our students for the 21st Century, this project aims to take on this role with an intention to better develop a plan to prepare primary mathematics teacher in addressing metacognition in the primary mathematics classrooms.
The objectives of the exploratory project is to develop preliminary teacher conceptions of metacognition and metacognitive instructional practices grounded based on the phenomenon under observation. The project is based on some initial findings as well as theoretical constructs and framework carried out by a doctoral study, one school-based curriculum development project and an in-service course on metacognition for mathematics teachers:
(a) Doctoral Studies – Lee, N. H. (2008). Enhancing mathematical learning and achievement of secondary one normal (academic) students using metacognitive strategies. Unpublished PhD thesis, Nanyang Technological University, Singapore.
(b) School-Based Curriculum Development Project – Lee, N.H., Yeo, D.J.S., & Hong, S.E. (2014). A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems. ZDM - The International Journal on Mathematics Education, 46(3), 465-480.
(c) Inservice Course – IME 2055: Metacognition in the mathematics classroom (conducted once a year by Lee, N.H. since July 2009).32 25 - PublicationOpen AccessTranslating productive failure in the Singapore A-level statistics curriculum(National Institute of Education (Singapore), 2018)
; ; 368 257 - PublicationOpen AccessCreating lifelong learners: Investigating metacognition as support for learning and learning transfer(National Institute of Education (Singapore), 2022)
; ; ; ; Wu, Longkai329 337 - PublicationOpen Access
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