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|Additional Physical Format:||Print version:
Wong, Khoon Yoong.
Effective mathematics lessons through an eclectic Singapore approach
|Material Type:||Document, Internet resource|
|Document Type:||Internet Resource, Computer File|
|All Authors / Contributors:||
Khoon Yoong Wong; Association of Mathematics Educators (Singapore)
|Description:||1 online resource (xiii, 307 pages) : illustrations.|
|Contents:||Foreword; Acknowledgements; Chapter 1 Curriculum: Map the Intended, Implemented, and Attained Landscape; 1 Nature of Mathematics; 2 Three Types of Curriculum; 3 Intended Mathematics Curriculum: Why?; 4 Intended Mathematics Curriculum: What?; 5 Intended Mathematics Curriculum: Curriculum Framework; 6 Mathematics Curriculum Development: How to?; 6.1 Strands of mathematics curriculum development; 6.2 Situated Socio-Cultural Framework; 7 Implemented Mathematics Curriculum: How?; 8 Attained Curriculum: How Well?; 8.1 Assessment goals; 8.2 Quality of assessment 8.3 Interpretations of assessment data9 Concluding Remarks; Chapter 2 Concepts: Build Meanings and Connections; 1 Hierarchies of Concepts; 2 Meanings, Examples, Non-examples; 2.1 Meanings; 2.2 Examples; 2.3 Non-examples; 2.4 Frayer Model; 3 Modes of Representation; 3.1 Functions of representations; 3.2 Concrete Pictorial Abstract (CPA); 3.3 Multi-Modal Strategy (MMS); 3.4 Modes of representation vs. modes of processing; 4 Conceptual Connections; 4.1 Carroll diagram; 4.2 Venn diagram; 4.3 Tree diagram; 4.4 Concept maps; 5 Concept Questions; 6 Concluding Remarks Chapter 3 Skills: Use Rules Efficiently1 Nature of Mathematical Skills; 1.1 Alternative procedures; 1.2 Conditions for procedures; 1.3 Hierarchies of mathematical skills; 2 Skills vs. Concepts; 2.1 An example from fraction division; 2.2 Procept; 2.3 Limit and recurring decimals; 3 Direct Instruction: An Overview; 4 Frameworks of Direct Instruction; 5 Telling and Explaining; 6 Worked Examples; 6.1 Correct mathematics and real-world information; 6.2 I do --
We do --
You do; 6.3 Cognitive Load Theory; 6.4 Problem solving set; 7 Deliberate Practice; 7.1 Check seatwork or classwork 7.2 Students work on the board7.3 Homework; 8 Address Student Mistakes; 9 Skill Questions; 10 Concluding Remarks; Chapter 4 Processes: Sharpen Mathematical Reasoning and Heuristic Use; 1 Mathematical Processes: Domain-Generic vs. Domain-Specific; 2 Mathematical Reasoning: Definition; 3 Intuitive-Experimental Justification; 3.1 Teaching inductive-experimental justification; 3.2 Examples of inductive-experimental justification; 3.3 Caveats about inductive thinking; 3.4 A brief summary about inductive thinking; 4 Deductive Proofs; 4.1 Some proof examples; 4.2 Logical forms 4.3 Converse of Pythagoras' Theorem4.4 Zero Product Rule (Zero Factor); 4.5 Axiomatic system; 5 Acceptance of Results without Justifications; 6 Heuristics; 6.1 Some local studies about teaching of heuristics; 6.2 Model drawing; 7 Question-and-Answer (Q&A); 8 Mathematics Discussions; 9 Reasoning Questions; 10 Concluding Remarks; Chapter 5 Applications: View the World Through Mathematical Lenses; 1 Query about Mathematical Applications; 2 Context Knowledge; 3 Direct Applications of Specific Skills; 4 Applications of Processes; 5 Applications across School Subjects
|Series Title:||Yearbook (Association of Mathematics Educators (Singapore)), 2015.|
|Responsibility:||Wong Khoon Yoong.|
- Mathematics -- Study and teaching -- Singapore.
- Mathematics -- Study and teaching (Elementary)
- Mathematics -- Study and teaching (Secondary)
- MATHEMATICS / Essays
- MATHEMATICS / Pre-Calculus
- MATHEMATICS / Reference
- Mathematics -- Study and teaching.
- Mathematics -- Study and teaching (Elementary).
- Mathematics -- Study and teaching (Secondary).