Now showing 1 - 10 of 17
  • Publication
    Open Access
    A case study on developing a teacher’s capacity in mathematical modelling
    (2015)
    Chan, Eric Chun Ming
    ;
    ;
    Wanty Widjaja
    ;
    Seto, Cynthia
    Research has indicated that for teachers to facilitate mathematical modelling activities in the mathematics classroom, they need to be familiar with the process of mathematical modelling. As such, it is imperative that teachers experience the whole mathematical modelling process. This paper reports on a Multi-tiered Teaching Experiment designed to help a teacher develop his capacity in the domain of mathematical modelling. Drawing on part of a larger case-based study conducted using Design Research phases situated within the Multi-tiered Teaching Experiment framework, the purpose of the paper is to exemplify how the research design fostered growth in teacher capacity through the natural development of critical moments of learning by the teacher during interactions between the researchers and the teacher-modeller himself. The potentials of the Multi-tiered Teaching Experiment as a useful non-prescriptive teacher development approach building upon the existing repertoire of individual teachers will be discussed.
      327  163
  • Publication
    Open Access
    Assessment of Primary 5 students’ mathematical modelling competencies
    (2012)
    Chan, Eric Chun Ming
    ;
    ;
    Wanty Widjaja
    ;
    Seto, Cynthia
    Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes and competencies needed to develop in their students during mathematical modelling. This paper reports on the assessment of two groups of Primary 5 students’ (aged 11) mathematical modelling competencies in their first attempt in completing a modelling task. The students’ competencies are assessed to be at levels 1 and 2 of a researcher-designed rubric. Findings appear to suggest that students faced particular challenges in formulating a mathematical problem from the real-world problem through making assumptions. Implications on teacher education on the facilitation of problem formulation and mathematisation during mathematical modelling at the primary level are drawn.
      512  846
  • Publication
    Open Access
    Using geometer’s sketchpad for teaching and learning of geometry: The case of eighty pre-service teachers
    (2003-11) ;
    Teong, Su Kwang
    This paper reports on the investigation of pre-service trainee teachers’ perception of the use of the Geometer’s Sketchpad (GSP) for the teaching and learning of geometry. Findings from the survey design suggested that 80% of trainee teachers perceived GSP as a good teaching and learning tool, indicating that GSP has advantageous features that enhance teaching and learning, and GSP can be used as an alternative mode to traditional methods of teaching. Moreover, a large majority of trainee teachers commented positively on the framework for planning GSP tasks, describing it as a ‘helpful’ guide to lesson planning.
      278  309
  • Publication
    Restricted
    Collective reasoning and sense making processes during a real-world mathematical project
    The Singapore mathematics curriculum framework emphasises sense-making, requiring teachers to use varied methods to develop students' understanding of mathematical concepts so as to make sense of ideas, connections, and applications. Mathematical reasoning, which refers to the ability to analyse mathematical situations and construct logical arguments, is also one of the key focuses in the Singapore mathematics syllabus. Research in Singapore on reasoning and sense making during the negotiation of meaning in group collaborative problem solving involving real-world mathematical tasks is limited albeit the importance of such tasks in engaging the learner. This paper compares and contrasts key features of the reasoning and sense making journeys of two case study groups as they participated in a real-world design-based mathematical project. It was discovered that the two groups had contrasting reasoning and sense making processes related to the reasonableness of measurements within their interpretations of the real-world constraints of the project. This was mainly due to group dynamics and their members' ability to communicate their mathematical arguments effectively during group discussions.
      162  75
  • Publication
    Open Access
    Constructivist learning design: Classroom tasks for deeper learning
    (2020) ;
    Chua, Boon Liang
    ;
    ; ; ;
    Lee, June
    ;
    Liu, Mei
    ;
    Wong, Zi Yang
    ;
    Gayatri Balakrishnan
    ;
    Seto, Cynthia
    ;
    Pang, Yen Ping
    ;
    Chew, Chong Kiat
    ;
    Chen, Ouhao
      412  528
  • Publication
    Open Access
    Interdisciplinary learning: Development of mathematical confidence, value, and the interconnectedness of mathematics
    (2007-07) ;
    Stillman, Gloria
    This paper describes the process of developing a survey instrument aimed at measuring aspects of mathematical confidence, value, and the interconnectedness of mathematics as part of a larger study investigating the thinking processes and attitudes towards mathematics of Singaporean secondary school students (aged 12-14) during interdisciplinary learning. Results from exploratory and confirmatory factor analyses on scale items tested revealed six scales with sound validity and reliability properties. The scales are intended for measuring attitudes towards mathematics particularly during interdisciplinary education.
      290  127
  • Publication
    Open Access
    Constructivist learning design: Classroom tasks for deeper learning (2nd ed.)
    (2021) ;
    Chua, Boon Liang
    ;
    ; ; ;
    Lee, June
    ;
    Liu, Mei
    ;
    Wong, Zi Yang
    ;
    Gayatri Balakrishnan
    ;
    Seto, Cynthia
    ;
    Pang, Yen Ping
    ;
    Chew, Chong Kiat
    ;
    Chen, Ouhao
      228  199
  • Publication
    Open Access
    Project work: Background and future research
    The introduction of Project Work (PW) to schools in 1999 could be seen as an attempt to prepare students for the challenges posed by a knowledge-based economy. This paper hopes to present the background of PW and share some concerns related to the implementation of PW in schools. It also hopes to suggest potential areas of educational research into PW.
      124  744
  • Publication
    Open Access
    Activating teacher critical moments of learning through reflection
    (2015) ;
    Chan, Eric Chun Ming
    ;
    Wanty Widjaja
    ;
    Seto, Cynthia
    Mathematical modelling is one of the current focuses in the Singapore Mathematics Curriculum Framework. A multi-tiered teaching experiment using design research methodology was conducted to build teachers' capacity in designing, facilitating, and evaluating learning during mathematical modelling tasks for Primary 5 students (aged 10-11). This paper illustrates the use of the retrospective analysis phase within design research cycles to activate a critical moment of teacher learning involving the interplay between questioning and listening during her first attempt at facilitating a mathematical modelling task. The teacher affirmed her deliberate focuses in the use of questions to (a) refine students' models, (b) encourage articulation of student ideas in self-evaluation of the models, and (c) clarify and understand student reasoning. However, she also discovered the importance of interpretative listening in conjunction with questioning to promote more sophisticated mathematisation processes in model development. Implications from the use of the retrospective analysis phase on activating critical moments of learning during teacher education will be discussed.
      216  263