By Pee Choon Toh, Tin Lam Toh, Berinderjeet Kaur
This 6th quantity, within the sequence of yearbooks by means of the organization of arithmetic Educators in Singapore, entitled Learning studies to advertise arithmetic studying is unique in that it specializes in a unmarried subject matter in arithmetic schooling. the target is for lecturers and researchers to increase the educational of arithmetic via significant reviews. numerous well known overseas and Singapore students have released their paintings during this quantity. The fourteen chapters of the ebook illustrate evidence-based practices that college academics and researchers can scan with of their personal school rooms to result in significant studying results. 3 wide issues, particularly basics for lively and influenced studying, studying reviews for constructing mathematical strategies, and use of ICT instruments for studying via visualizations, simulations and representations, form the guidelines in those chapters. The booklet makes an important contribution in the direction of the educational of arithmetic. it's a sturdy source for arithmetic lecturers, educators and examine students.
Readership: Graduate scholars, researchers, practitioners and academics in arithmetic.
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Additional info for Learning Experiences to Promote Mathematics Learning: Yearbook 2014, Association of Mathematics Educators
Cheang, W. , Teo, K. , Lee, P. , Yen, Y. , Fan, L. , Teo, B. , Quek, K. , & So, H. J. (2012). Real-life mathematics tasks: A Singapore experience. Singapore: Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University. , & Walkup, V. (2013). ). Harlow: Pearson Education. Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics TOH Tin Lam In the recent review of the Singapore secondary mathematics curriculum, learning experience has been incorporated as one of the main emphases besides the revision in the mathematical content.
As an example, the difference of two squares may be given as just another algebraic rule. Instead, present students with the following diagram (Figure 5) and note that: 6 × 8 = 48, one less than 72 = 49. Does this pattern work with any three consecutive integers? What happens when the three numbers differ by two instead of one, say, 6, 8, and 10? Hopefully, this is puzzling enough to make the learning more enjoyable than just follow given rules. 7 6 8 72 = 49 48 Figure 5. Difference of two squares The above activity may be followed by asking students to think about what Fibonacci wrote more than 700 years ago: a square number exceeds its preceding square number by the sum of the two roots.
L. (2008). ). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Sousa, D. A. (2008). How the brain learns mathematics. Thousand Oaks, CA: Corwin Press. Steele, C. F. (2009). The inspired teacher: How to know one, grow one, or be one. Alexandria, VA: ASCD. Stipek, D. J. (2002). ). Boston, MA: Allyn and Bacon. Tan, W. , Wong, A. F. , & D’Rozario, V. (2002). Philatelic forays across the curriculum. Singapore: Singapore Philatelic Museum. von Glasersfeld, E. (1998). Why constructivism must be radical.
Learning Experiences to Promote Mathematics Learning: Yearbook 2014, Association of Mathematics Educators by Pee Choon Toh, Tin Lam Toh, Berinderjeet Kaur