Cases of Mathematics Professional Development in East Asian by Swee Fong Ng

By Swee Fong Ng

This booklet exhibits how video know-how can be utilized to notify lecturers’ own perform, and offers new facts and real-world case reports now not lined by way of any earlier booklet at the subject.

Initial chapters discover how working towards academics can view their very own recorded classes and take steps to enhance their equipment, whereas next chapters learn how pre-service and in-service academics can use recorded classes to enhance how they educate chosen techniques, or to raised express particular studying techniques equivalent to mathematical modeling and challenge solving.

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Explain why and how you choose the two fractions. Explain why your story sum is appropriate. • Whole class discussion: Selected groups are asked to present their story sums for activity 1 followed by activity 2. During the presentations, students are asked to explain why their story sums are appropriate Fig. 2 Fraction division lesson idea developed by the teachers • • • • Conversion Lesson Benchmarking using the height of one of the students Convert the height from cm to m Predict the length of the items before measuring and recording their answers on the worksheet provided Whole class discussion on reasonableness of measurement and accuracy of the conversion from cm to m Fig.

2010). Tracing primary 6 pupils’ model development within the mathematical modelling process. Journal of Mathematical Modelling and Application, 1(3), 40–57. Chan, C. M. , Ng, K. E. , & Seto, C. (2012). Assessment of primary 5 students’ mathematical modelling competencies. Journal of Science and Mathematics Education in Southeast Asia, 35(2), 146–178. Curriculum Planning and Development Division [CPDD]. (2006). Mathematics syllabus (Primary). Singapore: Ministry of Education. Curriculum Planning and Development Division [CPDD].

Later as you [John] guide him, Sean realise, ‘I shouldn’t have converted the first one’. I remember John did not tell Sean he was wrong. John did something and Sean realise for himself that he should not invert the first fraction. Do you remember what John did? I asked the rest of the class what their answers were. [L1] John asked for more answers and wrote the answers, 4 options, on the board. Then Sean realised he made a mistake. [L2] What do you think about this approach? Not telling Sean the correct answer, instead elicit more responses from the class and put the 4 options on the board for discussion?

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