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Assessment in the mathematics classroom [[electronic resource] ] : yearbook 2011 Association of Mathematics Educators / / editors, Berinderjeet Kaur, Wong Khoon Yoong
| Assessment in the mathematics classroom [[electronic resource] ] : yearbook 2011 Association of Mathematics Educators / / editors, Berinderjeet Kaur, Wong Khoon Yoong |
| Pubbl/distr/stampa | Singapore, : World Scientific, 2011 |
| Descrizione fisica | 1 online resource (304 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) |
KaurBerinderjeet <1955->
WongKhoon Yoong |
| Collana | Yearbook |
| Soggetto topico |
Mathematics - Study and teaching - Singapore
Mathematical ability - Testing |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-43400-8
9786613434005 981-4360-99-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Chapter 1 Introduction: Assessment Matters WONG Khoon Yoong Berinderjeet KAUR; 1 Why a Yearbook on Assessment?; 2 Assessment of Mathematics Cognitive Domain; 3 Assessment of Mathematics Affective Domain; 4 No "Final" Words: A list of Questions; References; Chapter 2 Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge Denisse R. THOMPSON Berinderjeet KAUR; 1 Introduction; 2 Why Consider a Multi-Dimensional Approach to Understanding?; 3 What is the SPUR Approach?; 3.1 Examples of SPUR at the primary level
3.2 Examples of SPUR at the secondary level4 A Look at Achievement in Terms of SPUR; 5 Discussion and Conclusion; References; Chapter 3 Assessing Problem Solving in the Mathematics Curriculum: A New Approach TOH Tin Lam QUEK Khiok Seng LEONG Yew Hoong Jaguthsing DINDYAL TAY Eng Guan; 1 Introduction; 2 Mathematical Problem-Solving Model; 3 Mathematics Practical - A New Paradigm; 4 Mathematics Practical Worksheet; 5 Mathematics Practical Lessons; 6 The Scoring Rubric; 7 Students' Responses and Assessment; 8 Conclusion; References; Appendix A; Appendix B Chapter 4 Assessing Conceptual Understanding in Mathematics with Concept Mapping JIN Haiyue WONG Khoon Yoong1 Introduction: What and Why of Concept Mapping; 2 Types of Concept Mapping Tasks; 2.1 High-directed concept mapping tasks: Fill-in-the-map; 2.2 Semi-directed concept mapping tasks; 2.3 Low-directed concept mapping tasks: Free-style mapping; 3 Training on Concept Mapping; 4 Classroom Applications of Concept Map; 4.1 Using concept map to detect students' prior knowledge; 4.2 Using concept map to evaluate learning outcomes; 4.3 Using concept map to track students' progress in learning 4.4 Constructing concept maps as a learning strategy5 Evaluation of Student-Constructed Concept Maps; 5.1 Links between concepts; 5.2 Nature of the whole map; 6 Conclusions; References; Chapter 5 Using Journal Writing to Empower Learning Berinderjeet KAUR CHAN Chun Ming Eric; 1 Introduction; 2 Review of Literature; 3 Two Types of Journal Writing in the Mathematics Classroom; 3.1 Free writing; 3.2 Writing from a prompt; 4 Rubrics for Grading Journals; 4.1 Analytic scoring rubric; 4.2 Holistic scoring rubric; 5 Implementing Journal Writing in your Classroom - Potential Pitfalls 5.1 The potential for teacher to hurt student's feelings5.2 Possible loss of instructional time to teach the syllabuses; 5.3 Tremendous increase in the marking load of the teacher; 5.4 What to grade? Language or mathematics content; 6 Concluding Remarks; Acknowledgement; References; Chapter 6 Implementing Alternative Assessment in the Lower Primary Mathematics Classroom YEO Kai Kow Joseph; 1 Introduction; 2 Assessment Practices in Mathematics Classrooms; 3 Suggested Alternative Assessment Practices for the Lower Primary Mathematics Classroom; 3.1 Practical tests; 3.2 Oral presentations 3.3 Journal writing |
| Record Nr. | UNINA-9910464498103321 |
| Singapore, : World Scientific, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Assessment in the mathematics classroom [[electronic resource] ] : yearbook 2011 Association of Mathematics Educators / / editors, Berinderjeet Kaur, Wong Khoon Yoong
| Assessment in the mathematics classroom [[electronic resource] ] : yearbook 2011 Association of Mathematics Educators / / editors, Berinderjeet Kaur, Wong Khoon Yoong |
| Pubbl/distr/stampa | Singapore, : World Scientific, 2011 |
| Descrizione fisica | 1 online resource (304 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) |
KaurBerinderjeet <1955->
WongKhoon Yoong |
| Collana | Yearbook |
| Soggetto topico |
Mathematics - Study and teaching - Singapore
Mathematical ability - Testing |
| ISBN |
1-283-43400-8
9786613434005 981-4360-99-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Chapter 1 Introduction: Assessment Matters WONG Khoon Yoong Berinderjeet KAUR; 1 Why a Yearbook on Assessment?; 2 Assessment of Mathematics Cognitive Domain; 3 Assessment of Mathematics Affective Domain; 4 No "Final" Words: A list of Questions; References; Chapter 2 Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge Denisse R. THOMPSON Berinderjeet KAUR; 1 Introduction; 2 Why Consider a Multi-Dimensional Approach to Understanding?; 3 What is the SPUR Approach?; 3.1 Examples of SPUR at the primary level
3.2 Examples of SPUR at the secondary level4 A Look at Achievement in Terms of SPUR; 5 Discussion and Conclusion; References; Chapter 3 Assessing Problem Solving in the Mathematics Curriculum: A New Approach TOH Tin Lam QUEK Khiok Seng LEONG Yew Hoong Jaguthsing DINDYAL TAY Eng Guan; 1 Introduction; 2 Mathematical Problem-Solving Model; 3 Mathematics Practical - A New Paradigm; 4 Mathematics Practical Worksheet; 5 Mathematics Practical Lessons; 6 The Scoring Rubric; 7 Students' Responses and Assessment; 8 Conclusion; References; Appendix A; Appendix B Chapter 4 Assessing Conceptual Understanding in Mathematics with Concept Mapping JIN Haiyue WONG Khoon Yoong1 Introduction: What and Why of Concept Mapping; 2 Types of Concept Mapping Tasks; 2.1 High-directed concept mapping tasks: Fill-in-the-map; 2.2 Semi-directed concept mapping tasks; 2.3 Low-directed concept mapping tasks: Free-style mapping; 3 Training on Concept Mapping; 4 Classroom Applications of Concept Map; 4.1 Using concept map to detect students' prior knowledge; 4.2 Using concept map to evaluate learning outcomes; 4.3 Using concept map to track students' progress in learning 4.4 Constructing concept maps as a learning strategy5 Evaluation of Student-Constructed Concept Maps; 5.1 Links between concepts; 5.2 Nature of the whole map; 6 Conclusions; References; Chapter 5 Using Journal Writing to Empower Learning Berinderjeet KAUR CHAN Chun Ming Eric; 1 Introduction; 2 Review of Literature; 3 Two Types of Journal Writing in the Mathematics Classroom; 3.1 Free writing; 3.2 Writing from a prompt; 4 Rubrics for Grading Journals; 4.1 Analytic scoring rubric; 4.2 Holistic scoring rubric; 5 Implementing Journal Writing in your Classroom - Potential Pitfalls 5.1 The potential for teacher to hurt student's feelings5.2 Possible loss of instructional time to teach the syllabuses; 5.3 Tremendous increase in the marking load of the teacher; 5.4 What to grade? Language or mathematics content; 6 Concluding Remarks; Acknowledgement; References; Chapter 6 Implementing Alternative Assessment in the Lower Primary Mathematics Classroom YEO Kai Kow Joseph; 1 Introduction; 2 Assessment Practices in Mathematics Classrooms; 3 Suggested Alternative Assessment Practices for the Lower Primary Mathematics Classroom; 3.1 Practical tests; 3.2 Oral presentations 3.3 Journal writing |
| Record Nr. | UNINA-9910789068603321 |
| Singapore, : World Scientific, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Assessment in the mathematics classroom : yearbook 2011 Association of Mathematics Educators / / editors, Berinderjeet Kaur, Wong Khoon Yoong
| Assessment in the mathematics classroom : yearbook 2011 Association of Mathematics Educators / / editors, Berinderjeet Kaur, Wong Khoon Yoong |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore, : World Scientific, 2011 |
| Descrizione fisica | 1 online resource (304 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) |
KaurBerinderjeet <1955->
WongKhoon Yoong |
| Collana | Yearbook |
| Soggetto topico |
Mathematics - Study and teaching - Singapore
Mathematical ability - Testing |
| ISBN |
1-283-43400-8
9786613434005 981-4360-99-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Chapter 1 Introduction: Assessment Matters WONG Khoon Yoong Berinderjeet KAUR; 1 Why a Yearbook on Assessment?; 2 Assessment of Mathematics Cognitive Domain; 3 Assessment of Mathematics Affective Domain; 4 No "Final" Words: A list of Questions; References; Chapter 2 Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge Denisse R. THOMPSON Berinderjeet KAUR; 1 Introduction; 2 Why Consider a Multi-Dimensional Approach to Understanding?; 3 What is the SPUR Approach?; 3.1 Examples of SPUR at the primary level
3.2 Examples of SPUR at the secondary level4 A Look at Achievement in Terms of SPUR; 5 Discussion and Conclusion; References; Chapter 3 Assessing Problem Solving in the Mathematics Curriculum: A New Approach TOH Tin Lam QUEK Khiok Seng LEONG Yew Hoong Jaguthsing DINDYAL TAY Eng Guan; 1 Introduction; 2 Mathematical Problem-Solving Model; 3 Mathematics Practical - A New Paradigm; 4 Mathematics Practical Worksheet; 5 Mathematics Practical Lessons; 6 The Scoring Rubric; 7 Students' Responses and Assessment; 8 Conclusion; References; Appendix A; Appendix B Chapter 4 Assessing Conceptual Understanding in Mathematics with Concept Mapping JIN Haiyue WONG Khoon Yoong1 Introduction: What and Why of Concept Mapping; 2 Types of Concept Mapping Tasks; 2.1 High-directed concept mapping tasks: Fill-in-the-map; 2.2 Semi-directed concept mapping tasks; 2.3 Low-directed concept mapping tasks: Free-style mapping; 3 Training on Concept Mapping; 4 Classroom Applications of Concept Map; 4.1 Using concept map to detect students' prior knowledge; 4.2 Using concept map to evaluate learning outcomes; 4.3 Using concept map to track students' progress in learning 4.4 Constructing concept maps as a learning strategy5 Evaluation of Student-Constructed Concept Maps; 5.1 Links between concepts; 5.2 Nature of the whole map; 6 Conclusions; References; Chapter 5 Using Journal Writing to Empower Learning Berinderjeet KAUR CHAN Chun Ming Eric; 1 Introduction; 2 Review of Literature; 3 Two Types of Journal Writing in the Mathematics Classroom; 3.1 Free writing; 3.2 Writing from a prompt; 4 Rubrics for Grading Journals; 4.1 Analytic scoring rubric; 4.2 Holistic scoring rubric; 5 Implementing Journal Writing in your Classroom - Potential Pitfalls 5.1 The potential for teacher to hurt student's feelings5.2 Possible loss of instructional time to teach the syllabuses; 5.3 Tremendous increase in the marking load of the teacher; 5.4 What to grade? Language or mathematics content; 6 Concluding Remarks; Acknowledgement; References; Chapter 6 Implementing Alternative Assessment in the Lower Primary Mathematics Classroom YEO Kai Kow Joseph; 1 Introduction; 2 Assessment Practices in Mathematics Classrooms; 3 Suggested Alternative Assessment Practices for the Lower Primary Mathematics Classroom; 3.1 Practical tests; 3.2 Oral presentations 3.3 Journal writing |
| Record Nr. | UNINA-9910828634903321 |
| Singapore, : World Scientific, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Low attainers in primary mathematics [[electronic resource] /] / editors, Berinderjeet Kaur, Masura Ghani
| Low attainers in primary mathematics [[electronic resource] /] / editors, Berinderjeet Kaur, Masura Ghani |
| Pubbl/distr/stampa | Singapore, : World Scientific Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (229 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
KaurBerinderjeet <1955->
GhaniMasura |
| Soggetto topico | Mathematics - Study and teaching (Primary) - Research - Singapore |
| Soggetto genere / forma | Electronic books. |
| ISBN | 981-4374-93-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface; Contents; Chapter 1 An Exploratory Study on Low Attainers in Primary Mathematics (LAPM) Berinderjeet KAUR KOAY Phong Lee FOONG Pui Yee Akhila SUDARSHAN; 1 Why Study Low Attainers in Primary Mathematics; 2 Who are the Low Attainers in Primary Mathematics; 3 Review of Literature; 4 The Research Questions; 5 Method; 5.1 The sample; 5.2 Instruments; 5.2.1 School management questionnaire; 5.2.2 Teacher profile questionnaire; 5.2.3 Teacher interview prompts; 5.2.4 Benchmark mathematics test; 5.2.5 Pupil profile questionnaire; 5.2.6 Pupil behaviour questionnaire
5.2.7 Pupil maths learning questionnaire5.2.8 Pupil interview prompts; 5.2.9 Pupil journal; 5.2.10 Lesson observation analytical questions; References; Chapter 2 Mathematics Content Knowledge of Low Attainers KOAY Phong Lee CHANG Suo Hui Masura GHANI; 1 Introduction; 2 Background; 2.1 Whole numbers; 2.2 Fractions; 2.3 Measurement; 2.4 Geometry; 2.5 Data analysis; 3 The Subjects; 4 Procedures and Instruments; 5 Data and Findings; 5.1 Whole numbers; 5.1.1 Number notation; 5.1.2 Ordinal numbers; 5.1.3 Comparing numbers; 5.1.4 Even numbers; 5.1.5 Number patterns 5.1.6 Column addition and subtraction5.1.7 Multiplication facts; 5.1.8 Quotient and remainder; 5.1.9 Identification of correct operation in a given context; 5.1.10 Word problems; 5.2 Fractions; 5.2.1 Interpret and represent fractions; 5.2.2 Equivalent fractions; 5.2.3 Comparing and ordering fractions; 5.2.4 Adding and subtracting fractions; 5.2.5 Word problems; 5.3 Measurement; 5.3.1 Length; 5.3.2 Capacity and mass; 5.3.3 Area and perimeter erimeter; 5.3.4 Money; 5.3.5 Word problems; 5.4 Geometry; 5.4.1 Lines; 5.4.2 Shapes; 5.4.3 Angles; 5.5 Data analysis; 5.5.1 Reading the data 5.5.2 Reading between the data5.5.3 Completing the bar graph; 6 Discussion and Concluding Remarks; References; Chapter 3 Characteristics of Low Attainers: Behaviours Affects and Home Backgrounds FOONG Pui Yee Masura GHANI CHANG Suo Hui; 1 Introduction; 2 Review of Literature; 2.1 Pupils' behaviours in mathematics classroom; 2.2 Affects in learning; 2.3 Home backgrounds; 3 The Study and Conceptual Framework; 4 The Subjects; 5 Procedures and Instruments; 5.1 Pupil profile questionnaire; 5.2 Pupil behaviour questionnaire; 5.3 Pupil maths learning questionnaire; 5.4 Pupil interview prompts 5.5 Pupil journal6 Data and Findings; 6.1 Classroom behaviours; 6.1.1 Classroom interactions; 6.1.2 On-task behaviours; 6.1.3 Attendance; 6.2 Affects in learning mathematics; 6.2.1 Pupils' perception of mathematics; 6.2.2 Pupils' perceived importance of mathematics; 6.2.3 Pupils' self-confidence in mathematics; 6.2.4 Pupils' self-concept and motivation in mathematics; 6.2.5 Pupils' feeling towards learning mathematics; 6.3 Home background and support; 6.3.1 Pupils' demographic profile; 6.3.2 Parents' educational backgrounds; 6.3.3 Homework and home support; 7 Discussion of Results 7.1 Classroom behaviours |
| Record Nr. | UNINA-9910457511803321 |
| Singapore, : World Scientific Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Low attainers in primary mathematics [[electronic resource] /] / editors, Berinderjeet Kaur, Masura Ghani
| Low attainers in primary mathematics [[electronic resource] /] / editors, Berinderjeet Kaur, Masura Ghani |
| Pubbl/distr/stampa | Singapore, : World Scientific Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (229 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
KaurBerinderjeet <1955->
GhaniMasura |
| Soggetto topico | Mathematics - Study and teaching (Primary) - Research - Singapore |
| ISBN | 981-4374-93-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface; Contents; Chapter 1 An Exploratory Study on Low Attainers in Primary Mathematics (LAPM) Berinderjeet KAUR KOAY Phong Lee FOONG Pui Yee Akhila SUDARSHAN; 1 Why Study Low Attainers in Primary Mathematics; 2 Who are the Low Attainers in Primary Mathematics; 3 Review of Literature; 4 The Research Questions; 5 Method; 5.1 The sample; 5.2 Instruments; 5.2.1 School management questionnaire; 5.2.2 Teacher profile questionnaire; 5.2.3 Teacher interview prompts; 5.2.4 Benchmark mathematics test; 5.2.5 Pupil profile questionnaire; 5.2.6 Pupil behaviour questionnaire
5.2.7 Pupil maths learning questionnaire5.2.8 Pupil interview prompts; 5.2.9 Pupil journal; 5.2.10 Lesson observation analytical questions; References; Chapter 2 Mathematics Content Knowledge of Low Attainers KOAY Phong Lee CHANG Suo Hui Masura GHANI; 1 Introduction; 2 Background; 2.1 Whole numbers; 2.2 Fractions; 2.3 Measurement; 2.4 Geometry; 2.5 Data analysis; 3 The Subjects; 4 Procedures and Instruments; 5 Data and Findings; 5.1 Whole numbers; 5.1.1 Number notation; 5.1.2 Ordinal numbers; 5.1.3 Comparing numbers; 5.1.4 Even numbers; 5.1.5 Number patterns 5.1.6 Column addition and subtraction5.1.7 Multiplication facts; 5.1.8 Quotient and remainder; 5.1.9 Identification of correct operation in a given context; 5.1.10 Word problems; 5.2 Fractions; 5.2.1 Interpret and represent fractions; 5.2.2 Equivalent fractions; 5.2.3 Comparing and ordering fractions; 5.2.4 Adding and subtracting fractions; 5.2.5 Word problems; 5.3 Measurement; 5.3.1 Length; 5.3.2 Capacity and mass; 5.3.3 Area and perimeter erimeter; 5.3.4 Money; 5.3.5 Word problems; 5.4 Geometry; 5.4.1 Lines; 5.4.2 Shapes; 5.4.3 Angles; 5.5 Data analysis; 5.5.1 Reading the data 5.5.2 Reading between the data5.5.3 Completing the bar graph; 6 Discussion and Concluding Remarks; References; Chapter 3 Characteristics of Low Attainers: Behaviours Affects and Home Backgrounds FOONG Pui Yee Masura GHANI CHANG Suo Hui; 1 Introduction; 2 Review of Literature; 2.1 Pupils' behaviours in mathematics classroom; 2.2 Affects in learning; 2.3 Home backgrounds; 3 The Study and Conceptual Framework; 4 The Subjects; 5 Procedures and Instruments; 5.1 Pupil profile questionnaire; 5.2 Pupil behaviour questionnaire; 5.3 Pupil maths learning questionnaire; 5.4 Pupil interview prompts 5.5 Pupil journal6 Data and Findings; 6.1 Classroom behaviours; 6.1.1 Classroom interactions; 6.1.2 On-task behaviours; 6.1.3 Attendance; 6.2 Affects in learning mathematics; 6.2.1 Pupils' perception of mathematics; 6.2.2 Pupils' perceived importance of mathematics; 6.2.3 Pupils' self-confidence in mathematics; 6.2.4 Pupils' self-concept and motivation in mathematics; 6.2.5 Pupils' feeling towards learning mathematics; 6.3 Home background and support; 6.3.1 Pupils' demographic profile; 6.3.2 Parents' educational backgrounds; 6.3.3 Homework and home support; 7 Discussion of Results 7.1 Classroom behaviours |
| Record Nr. | UNINA-9910779069703321 |
| Singapore, : World Scientific Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Low attainers in primary mathematics / / editors, Berinderjeet Kaur, Masura Ghani
| Low attainers in primary mathematics / / editors, Berinderjeet Kaur, Masura Ghani |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore, : World Scientific Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (229 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
KaurBerinderjeet <1955->
GhaniMasura |
| Soggetto topico | Mathematics - Study and teaching (Primary) - Research - Singapore |
| ISBN | 981-4374-93-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface; Contents; Chapter 1 An Exploratory Study on Low Attainers in Primary Mathematics (LAPM) Berinderjeet KAUR KOAY Phong Lee FOONG Pui Yee Akhila SUDARSHAN; 1 Why Study Low Attainers in Primary Mathematics; 2 Who are the Low Attainers in Primary Mathematics; 3 Review of Literature; 4 The Research Questions; 5 Method; 5.1 The sample; 5.2 Instruments; 5.2.1 School management questionnaire; 5.2.2 Teacher profile questionnaire; 5.2.3 Teacher interview prompts; 5.2.4 Benchmark mathematics test; 5.2.5 Pupil profile questionnaire; 5.2.6 Pupil behaviour questionnaire
5.2.7 Pupil maths learning questionnaire5.2.8 Pupil interview prompts; 5.2.9 Pupil journal; 5.2.10 Lesson observation analytical questions; References; Chapter 2 Mathematics Content Knowledge of Low Attainers KOAY Phong Lee CHANG Suo Hui Masura GHANI; 1 Introduction; 2 Background; 2.1 Whole numbers; 2.2 Fractions; 2.3 Measurement; 2.4 Geometry; 2.5 Data analysis; 3 The Subjects; 4 Procedures and Instruments; 5 Data and Findings; 5.1 Whole numbers; 5.1.1 Number notation; 5.1.2 Ordinal numbers; 5.1.3 Comparing numbers; 5.1.4 Even numbers; 5.1.5 Number patterns 5.1.6 Column addition and subtraction5.1.7 Multiplication facts; 5.1.8 Quotient and remainder; 5.1.9 Identification of correct operation in a given context; 5.1.10 Word problems; 5.2 Fractions; 5.2.1 Interpret and represent fractions; 5.2.2 Equivalent fractions; 5.2.3 Comparing and ordering fractions; 5.2.4 Adding and subtracting fractions; 5.2.5 Word problems; 5.3 Measurement; 5.3.1 Length; 5.3.2 Capacity and mass; 5.3.3 Area and perimeter erimeter; 5.3.4 Money; 5.3.5 Word problems; 5.4 Geometry; 5.4.1 Lines; 5.4.2 Shapes; 5.4.3 Angles; 5.5 Data analysis; 5.5.1 Reading the data 5.5.2 Reading between the data5.5.3 Completing the bar graph; 6 Discussion and Concluding Remarks; References; Chapter 3 Characteristics of Low Attainers: Behaviours Affects and Home Backgrounds FOONG Pui Yee Masura GHANI CHANG Suo Hui; 1 Introduction; 2 Review of Literature; 2.1 Pupils' behaviours in mathematics classroom; 2.2 Affects in learning; 2.3 Home backgrounds; 3 The Study and Conceptual Framework; 4 The Subjects; 5 Procedures and Instruments; 5.1 Pupil profile questionnaire; 5.2 Pupil behaviour questionnaire; 5.3 Pupil maths learning questionnaire; 5.4 Pupil interview prompts 5.5 Pupil journal6 Data and Findings; 6.1 Classroom behaviours; 6.1.1 Classroom interactions; 6.1.2 On-task behaviours; 6.1.3 Attendance; 6.2 Affects in learning mathematics; 6.2.1 Pupils' perception of mathematics; 6.2.2 Pupils' perceived importance of mathematics; 6.2.3 Pupils' self-confidence in mathematics; 6.2.4 Pupils' self-concept and motivation in mathematics; 6.2.5 Pupils' feeling towards learning mathematics; 6.3 Home background and support; 6.3.1 Pupils' demographic profile; 6.3.2 Parents' educational backgrounds; 6.3.3 Homework and home support; 7 Discussion of Results 7.1 Classroom behaviours |
| Record Nr. | UNINA-9910811158103321 |
| Singapore, : World Scientific Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Nurturing reflective learners in mathematics [[electronic resource] ] Yearbook 2013 : Association of Mathematics Educators / / Berinderjeet Kaur, editor
| Nurturing reflective learners in mathematics [[electronic resource] ] Yearbook 2013 : Association of Mathematics Educators / / Berinderjeet Kaur, editor |
| Pubbl/distr/stampa | Singapore, : World Scientific, c2013 |
| Descrizione fisica | 1 online resource (328 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) | KaurBerinderjeet <1955-> |
| Soggetto topico |
Mathematics - Study and teaching
Mathematics teachers |
| Soggetto genere / forma | Electronic books. |
| ISBN | 981-4472-76-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Chapter 1 Nurturing Reflective Learners in Mathematics: An Introduction Berinderjeet KAUR; 1 Introduction; 2 Fundamentals for Nurturing Reflective Learners; 3 Instructional Tools for Nurturing Reflective Learners; 4 Approaches to Teaching for Nurturing Reflective Learners; 5 Some Concluding Thoughts; References; Chapter 2 The Neurocognition of Reflection: The Mystery in Learning, the Essence of Teaching, From Mystery to Mastery Frank Chee Tet VOON; 1 Introduction; 2 How Do We Really Learn?; 3 The Two Phases of Understanding and Recall; 4 Neuroanatomy; 5 Neural Pathways
6 Wiring and Firing Together7 The Myelin Sheath; 8 New and Emerging Ideas in Neurocognition; 9 Deep Practice; 10 Neuronal Networks; 11 An Analogy of Learning Paths as Learning New Routes of Travel; 12 An Example of Collaborative Learning; 13 Use of Technology; 14 Neurocognition, Learning and Mastery; 15 Conclusion; Acknowledgements; References; Appendix; Chapter 3 Working with the Whole Psyche: Nurturing Reflective Learners John MASON; 1 Introduction; 2 Approach; 3 Preliminary Tasks; 3.1 Arithmetical relations & properties; 3.2 Recognition11; 4 Interlude on the Structure of the Psyche 5 Mathematical Themes5.1 Doing & undoing additively; 5.2 Doing & undoing unexpectedly; 5.3 Doing & undoing multiplicatively; 5.4 Reflections; 6 Geometry as Context; 6.1 Alternating sums of squares; 6.2 More alternating sums of squares; 6.3 The carpet theorem; 7 Area and Perimeter as Context; 7.1 More or less (perimeter and area); 8 Recognising Types of Numbers as Context; 8.1 Four consecutive sums; 8.2 Consecutive sums; 8.3 One more than the product of four consecutive numbers; 8.4 Sundaram's grid; 8.5 Generalising patterns from 2; 9 Reflection on Nurturing Reflection; References Chapter 4 Knowledge and Beliefs for Nurturing Reflective Learners of Rational Number Concepts Kim BESWICK1 Introduction; 2 Teacher Knowledge and Nurturing Reflective Learners; 3 Teacher Beliefs and Nurturing Reflective Learners; 4 Learning Rational Number Concepts; 5 Examples of Reflective Learning; 5.1 Understanding one third: Year 2; 5.2 Comparing fractions: Year 5; 5.3 Understanding equivalent fractions: Year 7; 6 Reflective Learners and the Teacher Knowledge and Beliefs that Support Them; 7 Conclusion; Acknowledgement; References Chapter 5 Metacognitive Reflection at Secondary Level WONG Khoon Yoong1 Introduction: Two Aspects of Metacognition; 2 Metacognition During Problem Solving; 2.1 Metacognitive processes and metacognitive questions; 2.2 Local studies about problem solving behaviours; 2.3 Teaching metacognition; 3 Equip Students to Regulate their Learning; 3.1 Local studies about learning strategies in mathematics; 3.2 Teaching self-regulation of learning; 4 Concluding Remarks; References Chapter 6 Reflecting on an Excellent Teacher's Video Recorded Mathematics Lesson: What Can We Learn? LIM Chap Sam CHEW Cheng Meng |
| Record Nr. | UNINA-9910462843503321 |
| Singapore, : World Scientific, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Nurturing reflective learners in mathematics : yearbook 2013, Association of Mathematics Educators / / editor, Berinderjeet Kaur, National Institute of Education, Nanyang Technological University, Singapore
| Nurturing reflective learners in mathematics : yearbook 2013, Association of Mathematics Educators / / editor, Berinderjeet Kaur, National Institute of Education, Nanyang Technological University, Singapore |
| Pubbl/distr/stampa | Singapore, : World Scientific, c2013 |
| Descrizione fisica | 1 online resource (vi, 319 pages) : illustrations (some color) |
| Disciplina | 510.71 |
| Collana | Gale eBooks |
| Soggetto topico |
Mathematics - Study and teaching
Reflective learning Reflective teaching |
| ISBN | 981-4472-76-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Chapter 1 Nurturing Reflective Learners in Mathematics: An Introduction Berinderjeet KAUR; 1 Introduction; 2 Fundamentals for Nurturing Reflective Learners; 3 Instructional Tools for Nurturing Reflective Learners; 4 Approaches to Teaching for Nurturing Reflective Learners; 5 Some Concluding Thoughts; References; Chapter 2 The Neurocognition of Reflection: The Mystery in Learning, the Essence of Teaching, From Mystery to Mastery Frank Chee Tet VOON; 1 Introduction; 2 How Do We Really Learn?; 3 The Two Phases of Understanding and Recall; 4 Neuroanatomy; 5 Neural Pathways
6 Wiring and Firing Together7 The Myelin Sheath; 8 New and Emerging Ideas in Neurocognition; 9 Deep Practice; 10 Neuronal Networks; 11 An Analogy of Learning Paths as Learning New Routes of Travel; 12 An Example of Collaborative Learning; 13 Use of Technology; 14 Neurocognition, Learning and Mastery; 15 Conclusion; Acknowledgements; References; Appendix; Chapter 3 Working with the Whole Psyche: Nurturing Reflective Learners John MASON; 1 Introduction; 2 Approach; 3 Preliminary Tasks; 3.1 Arithmetical relations & properties; 3.2 Recognition11; 4 Interlude on the Structure of the Psyche 5 Mathematical Themes5.1 Doing & undoing additively; 5.2 Doing & undoing unexpectedly; 5.3 Doing & undoing multiplicatively; 5.4 Reflections; 6 Geometry as Context; 6.1 Alternating sums of squares; 6.2 More alternating sums of squares; 6.3 The carpet theorem; 7 Area and Perimeter as Context; 7.1 More or less (perimeter and area); 8 Recognising Types of Numbers as Context; 8.1 Four consecutive sums; 8.2 Consecutive sums; 8.3 One more than the product of four consecutive numbers; 8.4 Sundaram's grid; 8.5 Generalising patterns from 2; 9 Reflection on Nurturing Reflection; References Chapter 4 Knowledge and Beliefs for Nurturing Reflective Learners of Rational Number Concepts Kim BESWICK1 Introduction; 2 Teacher Knowledge and Nurturing Reflective Learners; 3 Teacher Beliefs and Nurturing Reflective Learners; 4 Learning Rational Number Concepts; 5 Examples of Reflective Learning; 5.1 Understanding one third: Year 2; 5.2 Comparing fractions: Year 5; 5.3 Understanding equivalent fractions: Year 7; 6 Reflective Learners and the Teacher Knowledge and Beliefs that Support Them; 7 Conclusion; Acknowledgement; References Chapter 5 Metacognitive Reflection at Secondary Level WONG Khoon Yoong1 Introduction: Two Aspects of Metacognition; 2 Metacognition During Problem Solving; 2.1 Metacognitive processes and metacognitive questions; 2.2 Local studies about problem solving behaviours; 2.3 Teaching metacognition; 3 Equip Students to Regulate their Learning; 3.1 Local studies about learning strategies in mathematics; 3.2 Teaching self-regulation of learning; 4 Concluding Remarks; References Chapter 6 Reflecting on an Excellent Teacher's Video Recorded Mathematics Lesson: What Can We Learn? LIM Chap Sam CHEW Cheng Meng |
| Record Nr. | UNINA-9910786966103321 |
| Singapore, : World Scientific, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Nurturing reflective learners in mathematics : yearbook 2013, Association of Mathematics Educators / / editor, Berinderjeet Kaur, National Institute of Education, Nanyang Technological University, Singapore
| Nurturing reflective learners in mathematics : yearbook 2013, Association of Mathematics Educators / / editor, Berinderjeet Kaur, National Institute of Education, Nanyang Technological University, Singapore |
| Pubbl/distr/stampa | Singapore, : World Scientific, c2013 |
| Descrizione fisica | 1 online resource (vi, 319 pages) : illustrations (some color) |
| Disciplina | 510.71 |
| Collana | Gale eBooks |
| Soggetto topico |
Mathematics - Study and teaching
Reflective learning Reflective teaching |
| ISBN | 981-4472-76-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Chapter 1 Nurturing Reflective Learners in Mathematics: An Introduction Berinderjeet KAUR; 1 Introduction; 2 Fundamentals for Nurturing Reflective Learners; 3 Instructional Tools for Nurturing Reflective Learners; 4 Approaches to Teaching for Nurturing Reflective Learners; 5 Some Concluding Thoughts; References; Chapter 2 The Neurocognition of Reflection: The Mystery in Learning, the Essence of Teaching, From Mystery to Mastery Frank Chee Tet VOON; 1 Introduction; 2 How Do We Really Learn?; 3 The Two Phases of Understanding and Recall; 4 Neuroanatomy; 5 Neural Pathways
6 Wiring and Firing Together7 The Myelin Sheath; 8 New and Emerging Ideas in Neurocognition; 9 Deep Practice; 10 Neuronal Networks; 11 An Analogy of Learning Paths as Learning New Routes of Travel; 12 An Example of Collaborative Learning; 13 Use of Technology; 14 Neurocognition, Learning and Mastery; 15 Conclusion; Acknowledgements; References; Appendix; Chapter 3 Working with the Whole Psyche: Nurturing Reflective Learners John MASON; 1 Introduction; 2 Approach; 3 Preliminary Tasks; 3.1 Arithmetical relations & properties; 3.2 Recognition11; 4 Interlude on the Structure of the Psyche 5 Mathematical Themes5.1 Doing & undoing additively; 5.2 Doing & undoing unexpectedly; 5.3 Doing & undoing multiplicatively; 5.4 Reflections; 6 Geometry as Context; 6.1 Alternating sums of squares; 6.2 More alternating sums of squares; 6.3 The carpet theorem; 7 Area and Perimeter as Context; 7.1 More or less (perimeter and area); 8 Recognising Types of Numbers as Context; 8.1 Four consecutive sums; 8.2 Consecutive sums; 8.3 One more than the product of four consecutive numbers; 8.4 Sundaram's grid; 8.5 Generalising patterns from 2; 9 Reflection on Nurturing Reflection; References Chapter 4 Knowledge and Beliefs for Nurturing Reflective Learners of Rational Number Concepts Kim BESWICK1 Introduction; 2 Teacher Knowledge and Nurturing Reflective Learners; 3 Teacher Beliefs and Nurturing Reflective Learners; 4 Learning Rational Number Concepts; 5 Examples of Reflective Learning; 5.1 Understanding one third: Year 2; 5.2 Comparing fractions: Year 5; 5.3 Understanding equivalent fractions: Year 7; 6 Reflective Learners and the Teacher Knowledge and Beliefs that Support Them; 7 Conclusion; Acknowledgement; References Chapter 5 Metacognitive Reflection at Secondary Level WONG Khoon Yoong1 Introduction: Two Aspects of Metacognition; 2 Metacognition During Problem Solving; 2.1 Metacognitive processes and metacognitive questions; 2.2 Local studies about problem solving behaviours; 2.3 Teaching metacognition; 3 Equip Students to Regulate their Learning; 3.1 Local studies about learning strategies in mathematics; 3.2 Teaching self-regulation of learning; 4 Concluding Remarks; References Chapter 6 Reflecting on an Excellent Teacher's Video Recorded Mathematics Lesson: What Can We Learn? LIM Chap Sam CHEW Cheng Meng |
| Record Nr. | UNINA-9910820518703321 |
| Singapore, : World Scientific, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reasoning, communication and connections in mathematics [[electronic resource] ] : yearbook 2012 : Association of Mathematics Educators / / editors, Berinderjeet Kaur, Toh Tin Lam
| Reasoning, communication and connections in mathematics [[electronic resource] ] : yearbook 2012 : Association of Mathematics Educators / / editors, Berinderjeet Kaur, Toh Tin Lam |
| Pubbl/distr/stampa | Singapore, : World Scientific Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (335 p.) |
| Disciplina |
382.01/5195
510.07 |
| Altri autori (Persone) |
KaurBerinderjeet <1955->
TohTin Lam |
| Soggetto topico |
Mathematics - Study and teaching
Reasoning - Study and teaching Communication - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 981-4405-43-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Chapter 1 Reasoning, Communication and Connections in Mathematics: An Introduction Berinderjeet KAUR TOH Tin Lam; 1 Introduction; 2 Mathematical Tasks; 3 Classroom Discourse; 4 Connections Within and Beyond Mathematics; 4 Some Concluding Thoughts; References; Chapter 2 The Epistemic Framing of Mathematical Tasks in Secondary Three Mathematics Lessons in Singapore Ridzuan Abdul RAHIM David HOGAN Melvin CHAN; 1 Introduction; 2 Epistemic Framing 1: Knowledge Focus; 3 Epistemic Framing 2: Domain-Specific Knowledge Practices
4 Tying the Epistemic Knot: Structural Equation Models of Knowledge Focus and Knowledge Practices5 Conclusion; Acknowledgement; References; Chapter 3 Modifying Textbook Exercises to Incorporate Reasoning and Communication into the Primary Mathematics Classroom Denisse R. THOMPSON; 1 Introduction; 2 Reasoning and Communication as Essential Mathematical Processes; 3 Strategies for Modifying Textbook Exercises; 3.1 Reframe a basic problem by including one or more conditions; 3.2 Use relationships to find patterns or predict other results; 3.3 Generate conjectures for students to investigate 3.4 Encourage students to solve a problem in multiple ways3.5 Evaluate student solutions; 3.6 Write a question appropriate for a given answer; 3.7 Connect procedural and conceptual knowledge; 4 Conclusion; References; Chapter 4 Some "What" Strategies that Advance Reasoning and Communication in Primary Mathematics Classrooms Berinderjeet KAUR; 1 Mathematical Tasks; 2 "What..." Strategies; 2.1 What number makes sense?; 2.2 "What's wrong?"; 2.3 "What if?"; 2.4 "What's the question if you know the answer?"; 3 A Primary One Mathematics Lesson; 3.1 Objectives of the tasks 3.2 How the tasks were enacted3.3 Teacher's self-evaluation of her lesson; 4 Conclusion; Acknowledgement; References; Chapter 5 Reasoning and Justification in the Secondary Mathematics Classroom Denisse R. THOMPSON; 1 Introduction; 2 Importance of the Textbook in Providing Opportunities for Reasoning; 3 Aspects of Reasoning to Incorporate into the Curriculum; 3.1 Finding counter examples; 3.2 Investigating conjectures; 3.3 Making conjectures; 3.4 Developing arguments; 3.5 Evaluating arguments; 3.6 Correcting mistakes in reasoning; 4 Including Reasoning in Assessment; 5 Conclusion; References Chapter 6 LOGO Project-Based Mathematics Learning for Communication, Reasoning and Connection Hee-Chan LEW In-Ok JANG1 Introduction; 2 Characteristics of LOGO; 3 LOGO Project-Based Learning for the Elementary Students; 4 Some Results of the Pilot Lesson Study; 4.1 Planning and implementing strategies; Analogy; Generalization; Critical thinking; Progressive thinking; 4. 2 Debugging strategies; Visualization; Empirical inference; 5 Conclusion; References; Appendix A: Tasks Used in LOGO Project- Based Learning; Appendix B: One Final work of LOGO Project-Based Mathematics Learning Chapter 7 Reasoning, Communication and Connections in A-Level Mathematics TOH Tin Lam |
| Record Nr. | UNINA-9910451805503321 |
| Singapore, : World Scientific Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
