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Tay, Eng Guan
- PublicationMetadata onlyMovie clips in the enactment of problem solving in the mathematics classroom within the framework of communication model
In this chapter, we propose that the teaching of mathematical problem solving can be understood through a classical model of communication. The use of movie clips for the teaching of mathematical problem solving can be seen as a communication process. The role of the movie clips, serving in addition to being a narrative hook, presents the mathematical problem in a way understandable and relatable to students through its appropriate contextualization of the mathematical problem. The chapter further discusses the characteristics of two movie clips that can be used for teaching mathematical problem solving.
15 - PublicationOpen AccessMathematical problem solving for everyone: Infusion and diffusion (MinD)(2016)
; ; ; ;Quek, Khiok Seng; ;Dindyal, Jaguthsing ;Ho, Foo Him ;Hang, Kim HooYen, Yeen Peng246 295 - PublicationOpen AccessPreparing teachers for the 21st century
The quality of any education system is significantly dependent on the quality of teachers in that system. A 21st century teacher professionalism requiring specialist knowledge and skills is essential for ensuring the quality of teachers. This paper will describe the key features of the teacher education model used in Singapore. In addition, the paper will discuss some key challenges for the teaching profession in the 21st century and possible ways to prepare teachers for the 21st century. Since its establishment as the Teacher Training College in 1950, the National Institute of Education (NIE) has served as the national teacher education institute in Singapore. NIE provides all levels of teacher education, from initial teacher education programmes to professional development programmes as well as higher degree programmes. The NIE's Teacher Education Model for the 21st Century (TE21) and how this model addresses several key challenges for teacher education are explained in this paper. NIE's TE21 Model revolves around the Values, Skill and Knowledge (V3SK) model which focus on three value paradigms: Learner-centredness, Teacher Identity, and Service to the profession and community. Finally, the paper will outline some possible issues relevant for the improvement of teacher education.
418 1694 - PublicationOpen AccessA study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools(National Institute of Education (Singapore), 2017)
; ; ; ; 70 178 - PublicationOpen AccessConcretisations: A support for teachers to carry out instructional innovations in the mathematics classroom(Springer, 2019)
; ; ; ;Quek, Khiok SengYap, Romina Ann SoonWe recognize that though teachers may participate in various forms of professional development (PD) programmes, learning that they may have gained in the PD may not always lead to corresponding perceivable changes in their classroom teaching. We offer a theoretical re-orientation towards this issue by introducing a construct we term “concretisation”. Concretisations are resources developed in PD settings which can be converted into tangible tools for classroom use. In theorising such resources, we contribute in informing the design process of teacher professional development for better impact into actual classroom practice. We purport principles of design which render concretisations effective. Subsequently, we test these principles by presenting a specific case of teaching mathematical problem solving.WOS© Citations 4Scopus© Citations 3 151 279 - PublicationOpen Access
160 361 - PublicationOpen AccessNail it! Normal academic: Improvements for learning, innovations in teaching(National Institute of Education (Singapore), 2018)
; ; ;Quek, Khiok Seng ;Yap, Sook FweToh, Karen Wei Yeng189 193 - PublicationOpen AccessPreparing mathematics teachers in Singapore: The issue of mathematics content knowledgeLee Shulman (1986) brought to the forefront the need to distinguish the different dimensions of teacher knowledge that will help guide teacher preparation. Instead of the then prevalent view of ensuring that the student teacher enters teacher education with adequate subject content knowledge and then equipping her with generic pedagogical knowledge, Shulman introduced the dimension at the nexus of subject content knowledge and generic pedagogical knowledge as pedagogical content knowledge. We, as Mathematics educators, are happy to claim Shulman as one of our own, as he based much of his research and writing on the discipline of Mathematics.
Scopus© Citations 1 130 190 - PublicationOpen AccessTeacher preparation for a problem solving curriculum(2009)
; ; ;Quek, Khiok Seng ;Dindyal, JaguthsingThe 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.378 249 - PublicationOpen AccessTeaching undergraduate mathematics: A problem solving course for first year(University of Debrecen, 2022)
; ; ; ; ; ;Quek, Khiok SengIn this paper we describe a problem solving course for first year undergraduate mathematics students who would be future school teachers.85 206