Now showing 1 - 10 of 92
  • Publication
    Open Access
    Using comics to contextualise the teaching of percentages: An adaptation of a comics-based teaching package for primary school mathematics classrooms
    (Informit, 2022) ;
    In this article, an adaptation of a secondary school mathematics comics-based instructional package for primary school mathematics classroom, and the teachers' and students' perceptions about the use of comics in the classroom are discussed. Further suggestions by the teachers on fine-tuning the package are also discussed.
      89  340
  • Publication
    Open Access
    NMASTE: Network meta-analysis in translating educational neuroscience
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2024) ; ;
      52  434
  • Publication
    Open Access
    On using geometer’s sketchpad to teach relative velocity
    (The Education University of Hong Kong, 2003)
      123  343
  • Publication
    Metadata only
    Problem posing and problem-solving in mathematics education: International research and practice trends
    (Springer, 2024) ;
    Santos-Trigo, Manuel
    ;
    Chua, Puay Huat
    ;
    Nor Azura Abdullah
    ;
    Zhang, Dan

    This book presents both theoretical and empirical contributions on problem solving and posing in relation to the framing of teaching and learning scenarios of mathematics in schools. Mathematical problem solving has been the focus in mathematics education traceable to at least seven decades since the publishing of George Pólya’s seminal book How to Solve It in 1945.

      35
  • Publication
    Open Access
    Reconceptualising problem solving in the school curriculum
    (2009-07)
    Dindyal, Jaguthsing
    ;
    ;
    Quek, Khiok Seng
    ;
    ;
    In this paper, we discuss the development of a very specific problem solving curriculum in an independent school in Singapore as part of the first phase of our research project. We are using a design research methodology to fine-tune the problem solving curriculum in which we are introducing the mathematics practical, an idea borrowed from science education.
      106  196
  • Publication
    Open Access
    Mathematical problem solving for everyone: Infusion and diffusion (MInD)
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ; ;
    Quek, Khiok Seng
    ;
    ;
    Dindyal, Jaguthsing
    ;
    Ho, Foo Him
    This research project is an attempt to realise the ideals of mathematical problem solving, which is at the heart of the Singapore mathematics curriculum in the daily practices of mainstream mathematics classrooms. This work builds on the foundation of M-ProSE (OER 32/08 TTL) to diffuse the findings to the mainstream school curriculum. Our work involves three steps: (1) initialisation of problem solving as an essential part of the mathematics curriculum in a school at the foundational year; (2) infusion of problem solving as an embedded regular curricular and pedagogical practice across all year levels in the school, and (3) diffusion of this innovation from this school to the full range of schools in Singapore. In each of the above steps, we take a complex systems approach and include curriculum, instructional practices, assessment and teacher professional development in our overall design research process. Our current project builds upon the initial foundation of MProSE to scale out (infuse) and scale up (diffuse) the innovation to mainstream schools in Singapore, hence the project is named MInD. With the experience and data collected from MProSE research school, the design needs to be re-adjusted in order for problem solving to be diffused throughout the mainstream schools. The importance and relevance of this research project to schools is readily observed by the schools' responses: To the researchers' pleasant surprise, four mainstream schools readily expressed their commitment to participate in this research as the school leaders see the relevance of this project to their school curriculum. Further, the Principal of MProSE research school expressed his interest to get his school involved for the infusion phase(step (2)) of the research. The research team of MInD consists of the original researchers from MProSE and two more new team members. The entire team consists of expertise from different fields: mathematicians, mathematics educator, educational psychologist, curriculum specialist, senior teacher, a school principal (who is also a mathematician), an expert of change management and leadership studies, a senior MOE curriculum specialist.
      168  90
  • Publication
    Open Access
    Infusing problem solving into mathematics content course for pre-service secondary school mathematics teachers
    (Association of Mathematics Educators, 2013) ;
    Quek, Khiok Seng
    ;
    ; ; ;
    Ho, Foo Him
    ;
    Dindyal, Jaguthsing
    This paper presents a re-design of an undergraduate mathematics content course on Introductory Differential Equations for pre-service secondary school mathematics teachers. Based on the science practical paradigm, mathematics practical lessons emphasizing problem-solving processes via the undergraduate content knowledge were embedded within the curriculum delivered through the traditional lecture-tutorial system. The pre-service teachers' performance in six mathematics practical lessons and the mathematics practical test was examined. They were able to respond to the requirements of the mathematics practical to go through the entire process of problem solving and to carry out "Look Back" at their solution: checking the correctness of their solution, offering alternative solutions, and expanding on the given problem. The use of Mathematics Practical has altered the pre-service teachers’ approach in tackling mathematics problems in a positive direction.
      235  593
  • Publication
    Open Access
    Use of practical worksheet in teacher education at the undergraduate and postgraduate levels
    (2012) ; ;
    Ho, Foo Him
    ;
    Quek, Khiok Seng
    We have applied the ‘practical paradigm’ in teaching problem solving to secondary school students. The key feature of the practical paradigm is the use of a practical worksheet to guide the students’ processes in problem solving. In this paper, we report the diffusion of the practical paradigm to university level courses for prospective and practising teachers. The higher level of mathematics content would demand higher order thinking skills. Learners without a model of problem solving would often revert to solving by referring to many examples of the same ‘type’ of problem. Polya-type problem solving skills framed by the practical worksheet was used as an attempt to elicit more effective problem solving behaviour from them. Preliminary findings show that they were able to use the practical worksheet to model their solution of problems in the courses.
      224  225