TSG Gp 18 : Session 2

(1) Use of Internet In a Mathematics Assessment System
– SMAPP (Singapore Mathematics Assessment and Pedagogy Project)
– Assessment for Learning
– More information can be found at SMAPP
– Positive response from teachers and students

(3) Written math exams with Internet Access : A teacher’s perspective on the impact on day to day Math Teaching

– Denmark conducted exams in 2008 to 2010 in which students can use Internet
– For Mathematics, the use of Internet exam is not relevant as students can solve problems easily without using Internet
– However, the pupils are now currently equipped with laptops with CAS (Computer Algebra System) . Teachers use the laptop for classroom teaching.

(4) Identifying Cognitive Appropriate Technological Tasks based on Students’ level of Geometric Thinking
– There are different geometry applets/animations. Teachers need to use them properly
– The teachers can use geometry-related technology tasks for(1) Developing Analysis Dynamic Activities , (2) Developing Abstraction Dynamic Activities (3) Developing Deduction Dynamic Activities. These tasks are based on the the geometry learning as proposed by van Hiele (http://en.wikipedia.org/wiki/Van_Hiele_model)

(5) How to use video in a class?
–    As an informative tool
–    trigger a formative process about a given mathematical content?
– Teacher must know when to use in class
–    http://www.m3.mat.br/ (Website in Brazil)
–    Video-least used resource (lack of training for teachers to use video)


Developing free computer-based learning objects for high school mathematics

Fluminense Federal University of Brazil is tasked to develop mathematics resources for secondary school. Such learning objects are developed by mathematicians.  One of the strong point of these learning object is the provision of feeback. The URL is : http://www.uff.br/cdme/index-en.html. Some of the software developed using GeoGebra.

Some of the possible uses in secondary mathematics:

1. Triangle Classification Game

2. Function : How b depends on A?



TSG Gp 18 – Session 1

Integrating CAS and course management systems for undergraduate mathematics

– Using Moodle with Maxima (Computer Algebra System)

– Need to modify the code of Moodle to make it Maths Moodle

Postmodern DeConstruction in Mathematics Education

– PreCalculus : Constant Change and Numbers can be taught as polynomia.

– More info can be found at : http://mathecademy.net/intro/


Mathematicians and Didacticians

I learn a new term today. I m a didactian (teaching mathematics).So, do not call me a maths teacher. Call me a didactician of Mathematics.

In this lecture, Bernard R. Hodgson argues that there should be link between mathematicians and didacticians. In the history of Mathematics, 3 mathematicians had made contributions to the teaching of mathematics

(1) Archimedes

(2) Leonhard Euler (Published books for the teachers like ents of Algebra, Letters to a German Princess, Introduction to the art of reasoning )

(3) George Polya (The Ten Commandments for Teachers)



Regular Lecture : Computer Aided Assessment of Mathemtics

By Chris Sangwin (School of Mathematics, University of Briningham)

There are 2 strands of mathematical activity : the use of routine techniques and problem-solving. Computer Aided Assessment (CAA) is more meant for use of routines. Formative and meaningful  feedback can be given to the students by using CAA. Automation allows for follow through error and open ended question. He has designed, STACK  (an open-source system for computer-aided assessment in Mathematics and related disciplines. For more information, do visit the http://www.stack.bham.ac.uk/ .  STACK has moodle plug-in :-)

For CAA, we should have random questions, articulate the properties in central issues and test for properties different than calculation






Major Projects at ICMI

Here are some of the major projects for International Commission on Mathematical Instruction (ICMI)

1. Capacity and Networking Project (CANP)

From the website:

“CANP aims to enhance mathematics education at all levels in developing countries so that their people are capable of meeting the challenges these countries face. It will develop the educational capacity of those responsible for mathematics teachers, and create sustained and effective regional networks of teachers, mathematics educators and mathematicians, also linking them to international support. ”

2. Klein Project

It is a world wide project  between mathematics teachers and mathematicians.Teachers can submit vignette which are “intended to give teachers a sense of connectedness between the mathematics of the teachers’ world and contemporary research and applications in the mathematical sciences”. Check out the  http://blog.kleinproject.org for more info.





Why we teach Mathematics

To a lot of people, they feel that Mathematics is just about arithmetic and geomtry. It is more than that. Ever since civilizations, Mathematics has been one of the core subjects.Mathematics is just not answering routine questions and writing word problems. It is more than that. One has to see beyond Mathematics beyond its surface value as numbers. Mathematics teaches people to solve problems systematically and efficiently. It teaches us the mental process, “a methodic process,”  of connecting problematic situations and resolved consequences. It has the power of liberate the mind and cultivate the power of intellect. Plato, a great classical Greek philosopher, argues that Mathematics is good for the soul as Mathematics has the power to make people reflect.

(Source : http://faculty.kfupm.edu.sa/MATH/irasasi/PlatosView.pdf)





Spoilt for choices for Regular Lecture For the first day

I am glancing through the regular lectures for tomorrow (Monday). The topics are interesting and I wish that I can do a “multiplicity” and go for lectures.Really in a dilemma now

(1) Room 308 Computer aided assessment of mathematics

(2) Room 317 Resources at the core of mathematics teachers’ work

(3) Hall E3 Hands that see, hands that speak: Investigating relationships
between sensory activity, forms of communicating and mathematical cognition

(4)  Room 401 How we think: A theory of human decision-making, with a focus on

(5) Room 300 Forms of reasoning developed in dynamic geometry environment

Topic Group 18 Timetable

Please find the attached link to TSG18 Timetable . I am slotted to present on the last day. There will be a few more Singapore Teachers in Topic Group 18. I am looking forward in networking with like-minded educators with the passion for the meaningful use of technology in Mathematics education .  Let me end of this post with my favourite tagline which is my No 1 guiding principle.

Ask not what the technology can do for you.

Ask what you want the technology to do for you.


My Other Overseas Conference – Web 2.0 way

It has alway been my habit to keep track of the overseas conferences in web 2.0 way. This will help to make the $$$$ spend on such overseas trips worthwhile. It is also a good platform to share with my colleagues (whether past or present).

I really have to put on record to thank  Beacon for providing opportunties for me to go overseas for such conferences. Also special thanks to Dr Tay Lee Yong for “forcing” me to the research culture. The research I have done so far does not fit the rigourous definition of academic research but such “kiddish” research has definitely made me more reflective and more aware of what I am doing. At the end of the day, my students gain and this is what it really matters to me.

http://mslitava.org/icce2010/  (The blog that  created for ICCE in KL)

http://twitter.com/#!/ascbcps2011  (A twitter that my “partner-in-crime”, Su  and I kept for ASCILITE Conference in 2011)