Now showing 1 - 10 of 49
  • Publication
    Open Access
    Translating productive failure in the Singapore A-level statistics curriculum
    (National Institute of Education (Singapore), 2018) ;
    Chua, Lai Choon
    ;
    Manu Kapur
    ;
    Lam, Rachel Jane
    ;
    ;
      344  188
  • Publication
    Open Access
    The role of virtual manipulatives on the concrete-pictorial-abstract approach in teaching primary mathematics
    (2015) ;
    Tan, Jeremy Boon Leong
    This abstract presentation summarises the work to review the key pedagogical approach advocated in Singapore Primary Mathematics Curriculum – the Concrete-Pictorial-Abstract Approach or C-P-A Approach in view of the changes brought about by technological advances. In particular, the Concrete-Virtual-Pictorial-Abstract Approach or C-V-P-A Approach is proposed to take into account the role that virtual manipulatives play in enriching the representations of mathematical concepts in the mathematics classrooms.
      1026  866
  • Publication
    Open Access
      105  83
  • 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
      227  193
  • Publication
    Open Access
    Living and feeling mathematics learning
    (2000-09)
    School mathematics has often been taught in a rather mechanical manner, and frequently outside the context of everyday life. Frequent over-emphasis on arithmetic, manipulation of algebraic expressions, and pure memorisation of facts and theorems have left many students feeling that mathematics is mechanical, abstract, and unsuitable for the common person's consumption. This is ironical, since mathematics has developed out of the pure necessity of a routine of daily life - counting. Learning need not be fun at every stage. However, as teachers, we could create contexts at each stage of learning so that students' learning of mathematics does not become merely a mechanical process, but consists of experiences that they could live and feel. In this paper, I will share experiences in my mathematics classrooms that evoke emotions of some strength, so that mathematics will become part of the repository of unforgettable memories in students' lives. This is, in fact, in line with the findings of brain research which reveal the important role that emotions play in learning.
      130  91
  • Publication
    Open Access
    Developing global citizens through Gardner's "Five minds for the future"
    (2008-11)
    Chang, Agnes Shook Cheong
    ;
    There is a number of definitions to the term "global citizenship". To the young and trendy, it means international exposure through extensive travelling and having an overseas education. But a philosophical and sociological review of the term in a global and multiracial society like Singapore indicates that matters like knowledge of other cultures, races, religions, economic issues, health issues, unemployment, critical review of information from a wide range of media, justice and integrity should be of concern to a global citizen. Compassion, respect and social responsibility transcend beyond geographical borders, race, language , gender and religious barriers Developing Singaporean students into global citizens may not be easy as many aim single mindedly for good grades, a well-paid job and speedy promotion. Howard Gardner published Five Minds for the Future in 2006. In his book, he stresses that for people to move forward in the 21st Century, they need to have a: 1) Disciplined Mind for lifelong learning; 2) Synthesized Mind to critically select and integrate relevant information; 3) Creative Mind to develop new products and new approaches to problem solving; 4) Respectful Mind to appreciate diversity; and 5) Ethical Mind to ensure integrity and justice. Conscious attempts to develop the Five Minds in students may help to promote global citizenship.
      586  362
  • Publication
    Open Access
    Infusing thinking skills through the use of graphic organizers in primary mathematics to enhance weak pupils’ learning
    (2000-09)
    Chang, Agnes Shook Cheong
    ;
    Yeap, Ban Har
    ;
    A popular topic for local mathematical research is investigating the factors underlying difficulties encountered by weak pupils in word problem solving. With the emphasis on infusing thinking skills into English, Mathematics, Science and Social Studies in primary classes, there is now an urgent need to look for alternative ways of helping weak pupils to learn thinking skills through mathematics word problem solving. Thinking strategies such as the use of graphic organizers that build thinking skills have been successfully used to teach English, Science and Social Studies to slow learners. The organizers have helped pupils to decompose problems into smaller parts for easier understanding, to organize information into schemata and to establish links between the schemata. This paper attempts to show that weak pupils in primary school could be helped to learn and think in mathematics classes through the use of graphic organizers while solving word problems. The thinking processes illustrated are part-whole, sequencing, comparing and contrasting, decision making and predicting.
      265  262
  • Publication
    Open Access
      272  321
  • Publication
    Open Access
    Trainee teachers’ reaction to the use of multiple intelligences in the mathematics classroom
    (2001-12) ;
    Wong, Joon Hwang
    ;
    Chang, Agnes Shook Cheong
    ;
    Lee, P. Y. (Peng Yee)
    As the educational system in Singapore shifts from an efficiency driven approach to one that is ability driven, there is now a more urgent need to look at individual students' learning style. The concept of multiple intelligences, as proposed by Howard Gardner, fits in well as a framework for such a consideration. Since teachers are found to teach the way they were taught, this study looks at the reaction of trainee teachers’ reaction to the use of musical intelligence in learning activities for lower primary mathematics. In this study, the teachers were brought through the steps of such a lesson as part of their pre-service training. A short video clip of the session will be used to illustrate participatory level of the teachers in such a session.
      127  120