Now showing 1 - 10 of 55
  • Publication
    Open Access
      115  308
  • Publication
    Open Access
    An insight into the ‘balancing act’ of teaching
    (2006) ;
    Chick, Helen L.
    This paper examines some of the complexities involved in the actual work of classroom instruction by examining interactions among the goals of teaching. The research is part of a case study of teaching a Year 7 Singapore class comprising students of average mathematical ability. Among the complexities of teaching analysed here are the problems associated with trying to fulfil the multiple goals of teaching and the conflict experienced by the teacher as he attempts to carry out these goals. This provides insight into how a teacher performs the act of balancing different goals while carrying out instruction in class. The implications of these insights into teaching practice for the wider education community are also discussed.
      338  166
  • Publication
    Open Access
    Note-taking in a mathematics classroom
    (2014) ; ;
    Quek, Khiok Seng
    ;
    Yap, Sook Fwe
    ;
    Tong, Cherng Luen
    ;
    Toh, Karen Wei Yeng
    ;
    Chia, Alexander
    ;
    Ong, Yao Teck
      169  121
  • Publication
    Metadata only
    Mathematics education research: Impact on classroom practices
    The longstanding criticism against education research is: Has it made a difference to actual classroom practice? In this chapter, I present a case for the affirmative in the context of mathematics education research in Singapore – not merely by describing cases but also extracting common underlying features that contribute to impact. These examples include the now well-known ‘model method’, mathematics problem-solving and the concrete-pictorial-abstract instructional heuristic.
      18
  • Publication
    Open Access
    Classroom research as teacher-researcher
    (2007) ;
    Chick, Helen L.
    ;
    Moss, Julianne
    In the field of education, research projects that involve both the researcher and teacher being the same person are common today, as attested by the significant number of teacher-researcher studies. One issue confronting the dual role of teacher-researcher is the nature of interaction between the underlying goals that come with each of these roles. There are some researchers who express concern that the combination of these goals within the teacher-researcher may compromise either or both of the work of teaching and research in an unproductive way. This paper is an account of my' adventure in attempting to fulfil both teaching and research goals in my work as teacher-researcher in a year 7 (Secondary One)geometry class in Singapore. My experience is then re-interpreted in the context of the ongoing conflicting-versus-complementary talk on the interaction between teacher/researcher'selves'. A model is proposed to account for the seemingly opposite sides of the camp as reported in the literature on this issue.
      155  131
  • Publication
    Open Access
    Teacher preparation for a problem solving curriculum
    (2009) ; ;
    Quek, Khiok Seng
    ;
    Dindyal, Jaguthsing
    ;
    The role of the teacher is central to the success of any curriculum innovation. Thus, teachers’ professional development has become an increasingly important subject of discussion in recent education literature. In the design and implementation of the project reported here, teachers’ preparation for the problem-solving curriculum featured prominently. This paper discusses the challenges of selecting a suitable problem and ways of using it productively within a professional development programme that the authors carried out for the teachers involved in the project.
      300  163
  • Publication
    Open Access
    Note-taking in a mathematics classroom
    (2014) ; ;
    Quek, Khiok Seng
    ;
    Yap, Sook Fwe
    ;
    Tong, Cherng Luen
    ;
    Toh, Wei Yeng Karen
    ;
    Chia, Alexander
    ;
    Ong, Yao Teck
      152  297
  • Publication
    Open Access
    Diffusion of the mathematics practical paradigm in the teaching of problem solving: Theory and praxis
    (2012)
    Quek, Khiok Seng
    ;
    ; ; ;
    Dindyal, Jaguthsing
    In this paper, we discuss the diffusion (of an innovation) and relate it to our attempt to spread our initial design of a mathematics practical paradigm in the teaching of problem solving.
      251  172
  • Publication
    Open Access
    Leveraging on video technology for high-leverage practices
    (2012) ;
    Ho, Foo Him
    In redesigning a methods course for Singapore Secondary Mathematics prospective teachers, we leverage on video technology to help them learn about the instructional practice of going through textbook-type questions. We find that this innovation generates learning all round – both for the student teachers as well as teacher educators.
      147  97
  • Publication
    Open Access
    Research should not inform practice
    (2017-07)
    Hunter, Roberta
    ;
    This paper establishes the context for the debate to oppose the motion that "Research should not inform practice". The paper first defines what is meant by the terms research and practice in the context they are used in this debate. Four key points are then offered which illustrate the importance of research informing practice.
      90  146