| Description |
1 online resource ( ix, 322 pages) |
| Contents |
Intro -- Contents -- Foreword -- Introduction -- Part I: Enhancing Teaching -- 1 Use of whiteboard for mathematics teaching -- 1 Introduction -- 2 Theoretical underpinnings for use of whiteboard -- 3 Blackboard planning in Japan -- 4 Use of whiteboard in my mathematics lessons -- 4.1 Helping students to make connections -- 4.2 Present different solutions -- 4.3 Record of key concepts -- 5 Concluding thoughts -- References -- 2 Designing technology-enhanced mathematics lessons with SAMR model -- 1 Introduction -- 2 Historical context of issues in the use of technology in education |
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3 The SAMR Model: a simple analytical framework -- 4 Lesson ideas to deepen mathematics learning through technology -- 4.1 Introducing a topic through informative tools -- 4.2 Situative tools to reinforce and make learning fun -- 4.3 Constructive tools to bring mathematics alive -- 4.4 Communicative tools for discussions about mathematics -- 5 Conclusion -- References -- 3 Concrete-Pictorial-Abstract approach: fostering understanding in mathematics -- 1 Introduction -- 2 Concrete-pictorial-abstract and multiple representations -- 3 Examples of C-P-A Approach in Actual Classrooms |
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3.1 Use of concrete manipulative in C-P-A -- 3.2 Use of concrete experience in C-P-A -- 4 Reflection on C-P-A approach in mathematics teaching -- 5 Conclusion -- References -- 4 Assessing students' learning through the Newman Error Analysis Guidelines -- 1 Introduction -- 2 Newman Error Analysis Guidelines -- 3 Practice in the classroom -- 4 Conclusion -- References -- 5 A mathematics teacher's example use: less noise to more noise -- 1 Introduction -- 1.1 What are concepts in mathematics -- 2 Theory-practice nexus -- 2.1 Teacher knowledge -- 3 Practices in the classroom -- 4 Discussion |
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5 Conclusion -- References -- 6 Harnessing contrasting examples to support robust understanding in Algebra -- 1 Introduction -- 2 Theory-practice nexus -- 2.1 Use of examples in mathematics education -- 2.2 Use of contrasting examples in mathematics education -- 3 Practice in the classroom -- 3.1 Design principles of contrasting example tasks -- 3.2 Contrasting example task on simultaneous linear equations -- 3.3 Contrasting example task on sketching of quadratic functions -- 4 Reflections -- 4.1 Role of teacher -- 4.2 Impact on student learning -- 5 Conclusion -- Acknowledgements -- References |
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Appendix -- 7 Strategies to foster mathematical reasoning and communication -- 1 Introduction -- 2 Theory-practice nexus -- 3 Practice in the classroom -- 4 Some issues to address -- 4.1 Design of mathematical tasks -- 4.2 Role of teacher -- 4.3 Nature of classroom -- 5 Conclusion -- References -- 8 Quality mathematics tasks for better learner engagement -- 1 Introduction -- 2 Design considerations -- 3 Conclusion -- References -- 9 A mathematical modelling approach to decision making -- 1 Introduction -- 2 Theory-practice nexus -- 3 Classroom practice |
| Bibliography |
Includes bibliographical references |
| Notes |
4 Design considerations of mathematical modelling task |
|
Online resource; title from PDF title page (EBSCO, viewed May 18, 2020) |
| Subject |
Mathematics -- Study and teaching -- Singapore
|
| Form |
Electronic book
|
| Author |
Lee, Ngan Hoe, editor
|
|
Seto, Cynthia, 1958- editor
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Rahim, Ridzuan Abdul, editor
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Tan, Liang Soon, author
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|
World Scientific (Firm)
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| ISBN |
9789811220159 |
|
9811220158 |
|
