Toh, Tin Lam

The objective of this paper is to present a conceptualization and creation of a game-based assessment to address student anxiety and accelerate students’ learning through the immediate feedback given in-game. We used a revised form of Computerized Adaptive Testing in order to adapt to the test-takers’ ability and knowledge level. We adapted the Computerized Adaptive Testing to design our game-based assessment. Our design is guided by the existing education literature about student learning and the context of the game is based on the current trend of popular culture among school-going age children. We propose a game which incorporates the features of the three types of assessment: assessment for learning, assessment of learning and assessment as learning. The structure of the game-based assessment allows students to proceed as a pace which is suitable for the individuals. Through the use of a technology enhanced game-based assessment, we hope to reduce students’ anxiety related to assessment, and that they are able to progress at a customized learning.

This chapter discusses how Singapore strives for excellence in mathematics education in various ways. The chapter begins with the importance that Singapore has placed in identifying and developing its mathematically talented students for the prestigious mathematics competitions. Simultaneously, local mathematics community attempt to popularise mathematics competition among more interested student population and even attempt to align mathematics competition with the school curriculum, so as to benefit more student population in a variety of ways. The chapter continues to discuss the notion of mathematics competitive activities to include mathematics research and real-world problem-solving in order to identify and nurture a much wider group of mathematics talents among the Singapore students. At the systemic level, various attempts to develop and stretch our talents are emplaced, such as the Gifted Education Programme and the Integrated Programme. Within the curriculum structure, much has been done to provide differentiated instructions for students from primary to preuniversity education. This will culminate in the imminent subject-based banding, which will be implemented in full scale in the near future.

This paper discusses the changes in classroom instructions due to technology over the years in mathematics education, and how these changes have impacted mathematics learning and teaching. The impact on learning can be seen over a few phases in Singapore: The use of scientific and graphing calculators has allowed the focus on the developing of higher order thinking skills, while at the same time de-emphasizing the routine computation. With the introduction of various computer softwares such as spreadsheets, mathematics teaching and learning has moved towards the next level of emphasis on coding and computational thinking. Technology can and has been harnassed by teachers to enhance student learning. These will be discussed in details in the talk, with particular reference to the Singapore education context.

This project is a continuation from the earlier research project MAGICAL on using comics for mathematics instruction for the low attaining students.

This paper presents a snapshot of Singapore’s journey towards excellence in mathematics education by examining the role of the traditional notion of mathematics competition and other competitive activities. It could be seen using the context of mathematics competition that the notion of “excellence” has evolved over time. Excellence as a high standard for individuals to achieve or as a set of obstacles for individuals to pit against the norm has been gradually broadened to include excellence as an internal goal for an individual to achieve, and even excellence as a goal for the mathematics education landscape.

Studies have shown that teachers do not have good understanding of calculus concepts. This paper reports a study of teachers' content knowledge of calculus, on 27 in-service mathematics teachers. A questionnaire dealing with the concept images and concept definitions of various calculus concepts was administered to the group of participating teachers. The responses to the questionnaire showed that most of the participants had not built up sufficiently rich and comprehensive concept images related to the various differential calculus concepts, and they generally turned to procedures in handling calculus tasks. This study sheds light on the type of calculus content needed by school teachers.

This paper outlines an analytical framework that was developed, to examine the mathematics in mathematics lessons of competent teachers in Singapore secondary schools. The framework is guided by Schoenfeld's Teaching for Robust Understanding (TR U) framework and also the field notes of the project - A study of the enacted school mathematics curriculum which is presently underway in Singapore. The framework was trialled and the indicators were suitable but may not be comprehensive. Therefore more trials and also more codes on how the teacher aided students in developing mathematical knowledge and student engagement with mathematical ideas are needed. In addition student perspectives of the lesson are also necessary to make any valid claims related to the quality of the lessons.

Mathematics education in Singapore is a shared responsibility of the Ministry of Education (MOE) and the National Institute of Education (NIE) . The MOE overseas the intended, implemented and attained curriculum in all schools while the NIE is involved in teacher preparation and development and also research in mathematics education. Therefore this report has two sections respectively , the first describes the education system and school mathematics curricula while the second briefly provides relevant information on teacher preparation and development and mathematics education research in Singapore.