DEVELOPMENT OF MATHEMATICAL THINKING
ARTICLE 1 DEVELOPING MATHEMATICAL THINKING IN SINGAPORE
ELEMENTARY SCHOOLS
Ulasan
Education in Singapore has an economic function. Education is perceived as preparing pupils to develop competencies that the future workforce needs to have. In particular, education is the platform to prepare pupils to become knowledge workers who are capable of innovative thinking and communicating such thinking.Lesson study is to be used as a tool for teachers to develop or improve their ability to help pupils develop mathematical thinking. As part of their professional development,a group of teachers in several elementary schools in Singapore will engage in a lesson study to understand the idea of mathematical thinking and how pupils can develop mathematical thinking. The study will take place between February and April 2007.
ARTICLE 2 DEVELOPING MATHEMATICAL THINKING THROUGH LESSON
STUDY: INITIAL EFFORTS AND RESULTS
Ulasan
With commitment and courage and having engaged in mathematical thinking, the
teachers developed and taught a lesson that they had not taught before and in ways
that they have done for the first time. They were certainly trying to adjust. They had done the best that they could to introduce problems that would develop pupils’mathematical thinking. Despite certain teaching aspects that need improvements,pupils’ responses indicated that they were capable of engaging in mathematical thinking. When the teachers become more at home with their changed practices and engage more in mathematical thinking, possibly the pupils could engage better in mathematical thinking.
STUDY: INITIAL EFFORTS AND RESULTS
Ulasan
With commitment and courage and having engaged in mathematical thinking, the
teachers developed and taught a lesson that they had not taught before and in ways
that they have done for the first time. They were certainly trying to adjust. They had done the best that they could to introduce problems that would develop pupils’mathematical thinking. Despite certain teaching aspects that need improvements,pupils’ responses indicated that they were capable of engaging in mathematical thinking. When the teachers become more at home with their changed practices and engage more in mathematical thinking, possibly the pupils could engage better in mathematical thinking.
ARTICLE 3 THE DEVELOPMENT OF MATHEMATICAL THINKING CURRICULUM
Ulasan
Prof. Herbert Ginsburg's course at Teachers College covers topics ranging from children's informal understanding of basic mathematical concepts to the implications of developmental psychology for formal pedagogy and curriculum. The course is based on the premise that teachers can be more effective if they understand and can build upon the mathematics that children have already learned from an early age, with or without limited instruction. Students in the course are expected to learn theories of developmental psychology as they pertain to mathematics, and specific techniques adapted from psychology research.Ulasan
It is about how questions is ask to develop mathematical thinking.Questions are asked to help students build confidence and rely on their own understanding,to helh students learn to reason mathematically,to check student progress.
Ulasan
Mathematical thinking involves:
• Sorting objects by different traits (color, shape,or texture).
• Using words to describe things and what they are used for.
• Identifying and copying simple patterns.
• Using words to talk about position (over, under, in,top, bottom, etc.) and order (first)
• Counting objects.
• Using words to communicate an understanding of numbers and relationships (more, less)
When a child starts school, she will be more likely to do well if she is able to do these things.
• Sorting objects by different traits (color, shape,or texture).
• Using words to describe things and what they are used for.
• Identifying and copying simple patterns.
• Using words to talk about position (over, under, in,top, bottom, etc.) and order (first)
• Counting objects.
• Using words to communicate an understanding of numbers and relationships (more, less)
When a child starts school, she will be more likely to do well if she is able to do these things.
