Now showing 1 - 10 of 18
  • Publication
    Open Access
    The delivery role and assessment role of computer-based technology in a flipped university mathematics course
    (2019) ; ;
    Wong, Khoon Yoong
    ;
    Kwan, Kang Ling
    In recent years, computer-based technology (CBT) has enabled university lecturers to teach their courses using non-traditional pedagogies. One such pedagogy is the flipped learning model. Under this model, students learn the basic content on their own using pre-class tasks and then come to class to engage in more challenging work such as solving difficult problems. CBT can play two important roles in flipped learning, namely to deliver learning materials efficiently and to assess student achievement effectively. This paper describes how these two roles were applied to a flipped Linear Algebra II course in the National Institute of Education (Singapore), taken by a group of student teachers (n = 15) over a 12-week period from January to April 2018. Their perceptions of flipped activities were gathered using weekly surveys, mid-semester survey, end-of-course survey, and end-of-course interviews. They generally agreed that flipped learning using CBT was helpful and enjoyable. As flipped learning becomes more common among university lecturers in Asian countries, it is beneficial to share experiences of utilising CBT to promote active learning of mathematics among university students.
      153  77
  • Publication
    Open Access
    Transformational leadership and the integration of information and communications technology into teaching
    Information and communications technology (ICT) has now permeated nearly every facet of society and there is a growing need for school leaders to play a more active role in integrating ICT into teaching. While it is conceivable that transformational leadership, which has been found to be an essential form of leadership in dealing with challenges facing contemporary schools, has effects on efforts to implement school innovations such as ICT integration, to date no such study has been conducted. This study therefore field-tests a questionnaire designed to investigate teachers' perceptions of positive influence of transformational leadership practices on the integration of ICT into teaching.
      992  1892
  • Publication
    Open Access
    Flipped linear algebra and calculus for pre-service teachers.
    (National Institute of Education (Singapore), 2020) ;
      96  111
  • Publication
    Open Access
    Teaching and learning calculus with the TI-Nspire: A design experiment
    (2009) ;
    Tan, Wee Chuen
    ;
    Ng, Nancy Meow Leng
    A design experiment was conducted to examine the role of the TI-Nspire, the latest graphing calculator from Texas Instruments, in teaching and learning calculus. This paper reports details on, and preliminary results of, the design experiment involving the design and conduct of a TI-Nspire Intervention Programme for an intact class of thirty-six secondary four students (15-16 years) from a secondary school in Singapore. Use of the TI-Nspire was integrated into teaching and learning Calculus concepts with the aid of the TI Navigator, a wireless classroom network system that enables instant and active interaction between students and teachers. Mathematics attitudes surveys and structured interviews were administered to assess the effects of the use of the TI-Nspire on students’ attitudes towards mathematics. It was found that appropriate use of graphical, numerical and algebraic representations of Calculus concepts using the TI-Nspire could enable the subjects to better visualize the concepts and make generalizations of relevant mathematical properties. Results of paired samples t-tests and interviews with students suggest that there the use of the TI-Nspire has a positive effect on students’ confidence in and perceived usefulness of mathematics.
      74  76
  • Publication
    Open Access
    A retrospective study on the effects of flipping a calculus course
    The purpose of this study was to examine the effects of a calculus course using the flipped classroom model on undergraduate students’ achievement in mathematics which was measured by their scores on three quizzes, a test, and a final written examination, as well as their overall scores. The scores of a total of 58 second year students, comprising 17 students in the experimental group and 41 students in the control group, enrolled in a university degree programme in Singapore were analysed retrospectively using analysis of covariance (ANCOVA) so as to control for initial differences. The experimental group comprised students who took the flipped calculus course in the August 2016 semester while the control group comprised students who took the same calculus course taught using a lecture-tutorial approach in the August 2013 semester. Results of ANCOVA show that after controlling for initial differences the experimental group scored statistically significantly higher in the test but lower in the final examination than the control group.
      271  55
  • Publication
    Restricted
    Flipped linear algebra and calculus for pre-service teachers (FLACPT)
    (Office of Education Research, National Institute of Education, Singapore, 2024)

    In recent years, university instructors in many countries have implemented “flipped” learning as one form of “blended learning” to bring about more active learning of undergraduate courses, in particular Mathematics, Science, Engineering, Computer Science, and Information Technology. Under this model, the traditional pedagogy of using class time to lecture on new academic content followed by completing assignments outside class is “flipped” so that students learn some of the new content on their own and then come to class to resolve their confusions and to engage in extended problem solving. The details of flipped learning vary considerably, but the main claim, based on learning theories and research findings, is that under this learning model, supported by digital resources, students will enjoy this type of learning, master the academic contents, and develop intellectual skills, such as independent learning using technology and print materials, critical thinking, and collaboration (Bishop & Verleger, 2013; Brewley, Boindala & Sinclair, 2017; Fulton, 2014; Hamdan, McKnight, McKnight & Arfstrom, 2013; Herreid & Schiller, 2013; Love, Hodge, Grandgenett & Swift, 2014; O’Flaherty & Phillips, 2015).

    In Singapore, DPM Heng Swee Keat, then Minister for Education, in his keynote address at Work Plan Seminar 2013, recommended developing flipped classroom as an initiative to enrich student learning in schools. At the university level, Nanyang Technological University (NTU), through the NTU Education 2013 initiative, has begun to trial flipped classroom in some of its schools, as preparation for introducing this model across the university in the coming years. Hence, there is a need to study the nature and effects of flipped classrooms to address the current dearth of local research about this model. The theorization, resources, and findings from this project will also highlight Singapore’s contribution to the ongoing global discussion about this exciting pedagogy.

      7  72
  • Publication
    Open Access
    An alternative definition of the Henstock-Kurzweil integral using primitives
    (2018) ;
    Lee, P. Y. (Peng Yee)
    We introduce the notion of an H-primitive being the limit of a sequence of absolutely continuous functions satisfying certain conditions and use it to formulate an alternative definition of the Henstock-Kurzweil integral on a closed bounded interval. Furthermore, the definition provides a characterisation of the primitive of a Henstock-Kurzweil integrable function.
      67  126
  • Publication
    Open Access
    Developing a Computer Algebra System (CAS) attitude scale: A survey of pre-service teachers' attitudes toward CAS
    (Association of Mathematics Educators, 2003)
    Computer algebra systems or software that can manipulate mathematical objects numerically, symbolically and graphically are poised to change the way teachers teach and students learn mathematics. In this paper, to address this change, the development of the Computer Algebra System Attitude Scales, through adapting a widely used computer attitude scale and writing new items, is described. A field test of this instrument in assessing the attitudes of 50 pre-service teachers toward computer algebra system (CAS) upon completion of a CAS-related module requirement of their teacher training programme. The results of the field testing are also discussed.
      344  279
  • Publication
    Open Access
    Development and field-testing of an instrument for rating cognitive demands of mathematical assessment items
    (2017)
    Tan, June Hwee Chiat
    ;
    ;
    Teachers’ judgements of the cognitive demand of mathematical assessment items have implications for the nature of students’ learning experiences. However, existing taxonomies for classifying cognitive demand are often not customised for pre-university or A-level mathematics teachers to use. This paper reports on the development and field-testing of a cognitive demand instrument specifically for helping A-level mathematics teachers to sharpen their judgements of the cognitive demand of A-level mathematical assessment items. Fourteen A-level Mathematics teachers from a junior college and an Integrated Programme school in Singapore participated in this study, where they rated the cognitive demand of assessment items on selected Pure Mathematics topics from the national A-level examinations using the cognitive demand instrument. The instrument was found to be useful to the teachers in providing them with an awareness of how the cognitive demand of A-level mathematical assessment items could be understood through the dimensions of complexity, abstractness, and strategy.
      273  266
  • Publication
    Open Access
    A semester-long flipped calculus course for pre-service teachers in Singapore
    (2021) ; ;
    Wong, Khoon Yoong
    ;
    Kwan, Kang Ling
    This paper reports on a study on a semester-long flipped university mathematics course (Calculus II) taught to a cohort of pre-service teachers enrolled in the Bachelor of Science (Education) programme at the National Institute of Education, which is the autonomous teacher training institute of Nanyang Technological University, Singapore. The current study is the second phase of a three-phase project which developed a comprehensive framework to guide the design of three stages of flipped learning activities: pre-class tasks; in-class interactions; and post-class consolidation. A mixed methods research design was used to collect quantitative and qualitative data over many occasions, through methods such as weekly surveys, to investigate students’ perceptions of flipped learning activities. Results of the study suggest that the students generally found the flipped learning activities helpful and enjoyable.
      75  70